QUANTITATIVE EVALUATION OF THE EFFECTS OF READING ALOUD AND SUBVOCALIZATION ON PROGRAM CODE DEBUGGING TASKS.
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| Title: | QUANTITATIVE EVALUATION OF THE EFFECTS OF READING ALOUD AND SUBVOCALIZATION ON PROGRAM CODE DEBUGGING TASKS. |
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| Authors: | Tanaka, Tetsuo1, Ueda, Mari1 |
| Source: | Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age. 2025, p267-274. 8p. |
| Subject Terms: | *Oral reading, *Computer programming education, *Cognitive load, *Comparative studies, Debugging, C (Computer program language), Self-talk, Empirical research |
| Abstract: | This paper reports on an exploratory study designed to quantitatively investigate the effects of three code reading methods. We conducted an experiment with 22 university students with programming experience, who were tasked with finding and fixing bugs in C language source code using three different reading methods: "reading aloud," "subvocalization," and "silent reading." The experiment was designed as a within-subjects study, where each participant experienced all three conditions. An analysis of the experimental data using paired t-tests and other methods yielded the following findings. Overall, subvocalization showed statistically significant higher debugging performance compared to reading aloud (p < 0.05). However, this effect was not uniform, varying with participants' programming proficiency and their conscious ability to distinguish between the reading methods. Notably, among the group of participants who could clearly differentiate between silent reading and subvocalization, subvocalization demonstrated a statistically significant higher performance than silent reading as well (p < 0.05). These preliminary findings suggest that consciously controlled subvocalization may be an effective strategy for managing cognitive load and directing attention to the details of the code during debugging tasks. This paper reports these findings in detail and discusses their potential applications in programming education and practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age is the property of International Association for Development of the Information Society (IADIS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190457837 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: QUANTITATIVE EVALUATION OF THE EFFECTS OF READING ALOUD AND SUBVOCALIZATION ON PROGRAM CODE DEBUGGING TASKS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tanaka%2C+Tetsuo%22">Tanaka, Tetsuo</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ueda%2C+Mari%22">Ueda, Mari</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+IADIS+International+Conference+on+Cognition+%26+Exploratory+Learning+in+Digital+Age%22">Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age</searchLink>. 2025, p267-274. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Oral+reading%22">Oral reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+programming+education%22">Computer programming education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Debugging%22">Debugging</searchLink><br /><searchLink fieldCode="DE" term="%22C+%28Computer+program+language%29%22">C (Computer program language)</searchLink><br /><searchLink fieldCode="DE" term="%22Self-talk%22">Self-talk</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper reports on an exploratory study designed to quantitatively investigate the effects of three code reading methods. We conducted an experiment with 22 university students with programming experience, who were tasked with finding and fixing bugs in C language source code using three different reading methods: "reading aloud," "subvocalization," and "silent reading." The experiment was designed as a within-subjects study, where each participant experienced all three conditions. An analysis of the experimental data using paired t-tests and other methods yielded the following findings. Overall, subvocalization showed statistically significant higher debugging performance compared to reading aloud (p < 0.05). However, this effect was not uniform, varying with participants' programming proficiency and their conscious ability to distinguish between the reading methods. Notably, among the group of participants who could clearly differentiate between silent reading and subvocalization, subvocalization demonstrated a statistically significant higher performance than silent reading as well (p < 0.05). These preliminary findings suggest that consciously controlled subvocalization may be an effective strategy for managing cognitive load and directing attention to the details of the code during debugging tasks. This paper reports these findings in detail and discusses their potential applications in programming education and practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age is the property of International Association for Development of the Information Society (IADIS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 267 Subjects: – SubjectFull: Oral reading Type: general – SubjectFull: Computer programming education Type: general – SubjectFull: Cognitive load Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Debugging Type: general – SubjectFull: C (Computer program language) Type: general – SubjectFull: Self-talk Type: general – SubjectFull: Empirical research Type: general Titles: – TitleFull: QUANTITATIVE EVALUATION OF THE EFFECTS OF READING ALOUD AND SUBVOCALIZATION ON PROGRAM CODE DEBUGGING TASKS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tanaka, Tetsuo – PersonEntity: Name: NameFull: Ueda, Mari IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Titles: – TitleFull: Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age Type: main |
| ResultId | 1 |
