Improving conceptual understanding in introductory programming through an interactive flowchart-to-code environment

The National Science Foundation Division of Undergraduate Education awarded Western Kentucky University $305,326 on October 1, 2026, under the STEM Education program (CFDA 47.076) to develop an interactive, web-based flowchart-to-code environment designed to improve student conceptual understanding and persistence in introductory programming courses.

The project will advance a visual-to-text scaffolding tool where students construct executable flowcharts that generate real-time code, making program structure and execution processes visually explicit without requiring changes to existing curricula. The research component employs a mixed-methods design across multiple course implementations to examine how interaction patterns relate to learning outcomes, how instructors use execution traces to diagnose misconceptions, and how engagement with visual tools influences computing self-efficacy. Data collection incorporates concept-focused assessments, de-identified student artifacts, process-level interaction logs, and instructor reflections, with integrated quantitative, learning-analytic, and qualitative analyses to generate design insights and evaluate intervention effectiveness.

The project runs through September 30, 2029, with performance at Western Kentucky University in Bowling Green, Kentucky. The award aims to lower barriers to entry for novice programmers, supporting student retention across STEM pathways and developing a workforce prepared for an artificial intelligence-integrated future.

Abstract

This project aims to serve the national interest by improving student conceptual understanding and persistence in introductory stem programming courses. Introductory programming classes are essential for developing a robust stem workforce. This project will increase student success by utilizing visual-to-text scaffolding to help novice learners translate problem-solving strategies into computer code. To achieve this, the project team will advance an interactive, web-based environment where students construct executable flowcharts that generate real-time code. This tool will act as a supportive scaffold by making program structure and execution processes visually explicit, and will require no changes to existing curricula. The broader significance and importance of this level 1 engaged student learning project rests in its expected potential to lower the barrier to entry for novice programmers. This will support student retention across various stem pathways and fostering a resilient workforce prepared for an artificial intelligence-integrated future. This research project investigates how visual-to-text scaffolding supports students' mental models of core programming concepts, tracing abilities, and debugging skills. To advance understanding of these processes, a mixed-methods design across multiple course implementations will be used to examine how interaction patterns relate to learning outcomes, how instructors use execution traces to diagnose misconceptions, and how engagement with visual tools influences computing self-efficacy. Data collection will incorporate concept-focused assessments, analysis of DE-identified student artifacts, process-level interaction logs, and instructor reflections. Integrated quantitative, learning-analytic, and qualitative analyses will generate design insights and evaluate the intervention's effectiveness. Furthermore, the project team plans to disseminate its findings through major computing education venues, openly available instructional materials, and targeted outreach to community college instructors. The NSF iuse: EDU program supports research and development projects to improve the effectiveness of stem education for all students. Through the engaged student learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the foundation's intellectual merit and broader impacts review criteria.- subawards are not planned for this award.