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Graphic designers who program as informal computer science learners

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We introduce end-user programmers as a group of persons engaged in informal Computer Science education. Results of a small-scale survey for a previously unstudied popula-tion of end-users, users of graphics manipulation software, are presented. We find that graphic designers are taking part in significant programming activities, despite little to no formal training in programming. We discuss what draws them to programming, what they know about Computer Science, and where they seek help. We also consider ways in which we might further support the Computer Science learning that takes place in end-user settings.
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Graphic Designers Who Program as
Informal Computer Science Learners
Brian Dorn and Mark Guzdial
College of Computing
Georgia Institute of Technology
801 Atlantic Drive
Atlanta, GA 30332-0280
{brian.dorn, mark.guzdial}@cc.gatech.edu
ABSTRACT
We introduce end-user programmers as a group of persons
engaged in informal Computer Science education. Results
of a small-scale survey for a previously unstudied popula-
tion of end-users, users of graphics manipulation software,
are presented. We find that graphic designers are taking
part in significant programming activities, despite little to
no formal training in programming. We discuss what draws
them to programming, what they know about Computer
Science, and where they seek help. We also consider ways
in which we might further support the Computer Science
learning that takes place in end-user settings.
Categories and Subject Descriptors
K.3.2 [Computers and Education]: Computer and In-
formation Science Education—computer science education;
D.2.6 [Software Engineering]: Programming Environ-
ments—interactive environments, integrated environments;
K.8.1 [Personal Computing]: Application Packages—
graphics
General Terms
Design, Documentation
Keywords
End-user programming, end-user software engineering,
graphic design, informal education
1. INTRODUCTION
This paper frames end-user programmers as a set of infor-
mal Computer Science learners. They learn about comput-
ing largely in an ad hoc fashion, and our study indicates that
their activities might be enhanced with practices taught in
formal Computer Science education (e.g., software engineer-
ing techniques). Broadly defined, end-user programmers are
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individuals making use of a class of applications that incor-
porate features like textual scripting, high-level declarative
specification, programming by example, and automation or
customization via wizards [13]. Covered by this definition
are languages and tools like Lisp in AutoCAD, Visual Ba-
sic for Applications in Excel, and JavaScript in Photoshop.
The code written by many such end-users closely resembles
coding done in traditional programming languages and is
subject to many of the same challenges.
Recent estimates based on projections from the Bureau
of Labor Statistics report that over 90 million Americans
will use a computer at work by 2012, including 55 million
users of spreadsheets and databases [18]. The number of
self-described programmers is expected to exceed 13 million,
while there will be fewer than 3 million professional pro-
grammers [18]. The study presented here and other sources
(e.g., [16]) suggest that the actual number of people engaged
in end-user programming activities will be even greater given
the ubiquity of computing and increasingly available soft-
ware that provides scripting and customization functional-
ity (e.g., computer game extension languages, scripting in
media manipulation tools, etc.). The vast majority of these
users will have no formal coursework in Computer Science,
and this lack of knowledge could prove costly given the re-
liance on the software programs they create. For example,
Panko illustrates the pervasiveness of spreadsheet errors in
the absence of systematic testing practices [15] and recounts
the story of a Texas oil and gas company that lost millions
of dollars due to spreadsheet errors [14]. The significant size
and impact of this population warrant a closer look at how
Computer Science learning takes place in these contexts and
at how we might be able to develop resources in support of
these learners.
1.1 Informal Learning
Before discussing the details of our study, it is important
to take a general look at what is meant by the terms infor-
mal education and informal learning environment. Informal
education can be viewed as:
The lifelong process whereby every individual
acquires attitudes, values, skills and knowledge
from daily experience, educative influences and
resources in his/her environment–from family
and neighbors, from work and play, from the
market place, the library and mass media. [21,
p. 547]
This is in contrast to the education that takes place in for-
127
mal learning environments, which have been characterized
as those featuring a highly structured and chronologically
ordered curriculum (e.g., that typically found in primary,
secondary, and higher education) [21].
Computer Science education research has tended to favor
the study of formal learning environments, but there are
many opportunities to study informal computing education
more systematically. Bruckman studied children learning
to program in a text-based virtual world [2, 3] and others
have assessed after-school programs like the Intel Computer
Clubhouse [5]. However, these existing studies only tar-
get children–a small number of the total informal computer
users. There are few studies of informal learning among
professionals and other adults.
The study of informal Computer Science education is im-
portant for helping us understand life-long CS learning. The
pervasiveness of computers and other computational devices
has led to a techno-centric society. The global market-
place values those who can combine technical knowledge
with other domain expertise [9]. Knowing how profession-
als discover and learn about computing can inform us how
to teach our own undergraduate Computer Science majors.
Even professionally trained computer scientists learn new
languages, development environments, and software systems
informally on the job. Research and development of sup-
ports for informal computing education are needed to foster
a technically literate society and to scaffold life-long learning
within the field.
1.2 End-User Programmers
We recognize that end-user programmers must be involved
in informal Computer Science learning in order to create the
artifacts that they do. They clearly must at least learn about
language syntax and semantics. To investigate aspects of in-
formal learning among end-user programmers we needed to
choose an audience. Historically speaking, spreadsheet users
probably have been studied most. Users of other software
like computer-aided design tools and web development suites
have also been examined. However, current software appli-
cations in a wide variety of domains now support scripting.
We chose to study users of image manipulation packages to
gain a sense for what kinds of programming activities take
place in these new domains.
Graphic designers and others involved in media editing
make up a relatively new and growing group of end-user pro-
grammers. In the realm of image editing, professional soft-
ware packages like Adobe Photoshop and GIMP implement
built-in scripting interfaces via languages like JavaScript,
Scheme, and Python. Through scripting, users build soft-
ware to do things like achieving custom effects not available
in the standard tool set and automating batch jobs to cut
down on repetitive tasks. This paper discusses results from
a small-scale survey targeted toward exploring the make-up
of this population, with special attention given to areas of
Computer Science knowledge and how users typically seek
out such knowledge.
The remainder of this paper proceeds as follows: Section 2
describes the survey methods used. Section 3 sketches a pic-
ture of our survey respondents’ background characteristics.
Reasons for beginning to program are explored in Section
4, and specific Computer Science content knowledge exhib-
ited by users is discussed in Section 5. Reported learning
strategies are given in Section 6, and we conclude with a
high-level discussion of the results and possible avenues for
future work.
2. METHOD
There have been a number of attempts to characterize and
classify the population of end-user programmers. Recent
studies have cast a broad net and have looked at very general
uses of automation and scripting in a number of domains.
Rosson, Ballin, and Rode surveyed over 300 informal web
developers with a wide variety of backgrounds and uses for
technology [16]. Their analysis distinguished between “pro-
grammers” and “non-programmers” (based on self-report),
and found that both groups of users seem to place value in
systematic design, review, and testing practices. They also
concluded that non-programmers need additional tool sup-
port so that they can enact these and other coding skills
(e.g., designing for reuse).
Similarly, Scaffidi et al. surveyed Information Week read-
ers in an attempt to classify end-users based on the type
of abstractions they create in common business applica-
tions like databases, spreadsheets, and web development
packages [17]. Their respondents had significant techni-
cal backgrounds; approximately two-thirds had a college
major in a computing, engineering, or other math-related
field. Seventy-nine percent of the participants were famil-
iar with the concepts of variables, subroutines, conditionals,
and loops, with about 35% reporting use of all of these in
the past year. Further, they noted significant clusters of
tool feature usage corresponding to macro features, linked
structure features, and imperative features.
These two studies provide some insight about end-user
programmers; however it is difficult to tease out the specific
Computer Science knowledge present in the populations be-
cause of the generality of the study designs. The nature of
web development and its related tools make it troublesome
to define what constitutes a programming activity in the
Rosson study. The business-specific audience of Scaffidi’s
work limits the applicability of their results, and the num-
ber of participants with formal training in computing clouds
the role that informal learning might be playing.
Our study replicated many of the questions asked in the
Rosson and Scaffidi studies, but extended them toward a
graphic design population. The aim was to look more closely
at a specific group of end-users, who were engaged in a fairly
well-defined form of programming. We also sought to learn
about the Computer Science knowledge these users exhibit.
The remainder of this section provides more details about
the survey design and recruitment strategies used.
2.1 Survey
Using the previously mentioned studies ([16, 17]) as a
starting point, we created a 39-question survey directed at
users of image manipulation packages like Adobe Photo-
shop, Illustrator, and GIMP1. These software programs have
specific support for built-in scripting languages. For exam-
ple, Photoshop CS2 can be extended using ExtendScript
(a JavaScript variant) and GIMP can be programmed us-
ing either Scheme or Python. We asked questions about
several different aspects of end-user programming: tool use
habits, motivation for scripting, script development behav-
1A copy of the survey is available at: http://home.cc.gatech.
edu/dorn/19/.
128
iors, programming concept familiarity, and general back-
ground. The prompts consisted of selection from a pre-
defined list of choices (e.g., Check all languages you’ve used
while scripting.)2, open-ended responses (e.g., “Describe the
general process you use as you write your scripts.”), scale
ratings (e.g., Rate your tendency to create sketches or di-
agrams prior to coding on a 5-point scale from never to
always), and simple yes/no probes (e.g., “Have you person-
ally defined and referenced variables?”). Some questions
were asked conditionally based on user responses to previ-
ous questions. For example, if a respondent indicated that
he/she was not familiar with the concept of subroutines, we
did not ask about subroutine creation and use. The survey
was implemented online using a third-party provider and
required approximately 20 minutes to complete.
2.2 Recruitment
As mentioned previously, we were interested in reaching
those who were already engaged in scripting for image ma-
nipulation tools. We anticipated that our typical respondent
would be from the graphic design profession, but would not
have formal training in Computer Science. While the sur-
vey was open to users of all skill levels, we intentionally
sought out the group of end-users Nardi refers to as local
developers, “domain experts who happen to have an intrin-
sic interest in computers and have more advanced knowl-
edge of a particular program” [13, p. 104]. This was some-
what different from the more general recruitment strategies
of other similar studies, but our rationale for pursuing the
most advanced of end-users was two-fold: with no previous
literature about this audience, we wanted to gain a sense for
the upper-boundaries of applications for scripting in this do-
main, and we wanted to determine what Computer Science
knowledge had been acquired along the way to becoming a
local developer.
To reach our target audience, we posted recruitment mes-
sages in six online communities devoted to scripting and
script-related activities within specific graphics programs.
Three groups were tied to Adobe Photoshop; two were for
users of GIMP; and one pertained to Adobe Illustrator.
Most often the other messages in the forums were users re-
questing help with some advanced program feature. Our
message invited readers to help us learn how real people use
scripting, outlined the nature of our study, and addressed
the requisite data privacy issues. Participation was wholly
voluntary and no incentives were given to respondents. Since
there was no reward for participation, it is likely that many
of those who elected to respond had a high intrinsic inter-
est in the scripting features of these applications. Rather
than serving as a limitation, we felt this minor bias would
actually be helpful in reaching the most advanced end-users.
2.3 Analysis
Interpreting the survey data was complicated by the na-
ture of our study design. Participants were permitted to
skip any questions for which they did not want to provide
a response, resulting in some partially completed surveys.
In some cases, the questions omitted were those intended
to create mutually exclusive groups for comparison. Due to
the small number of total reponses we chose to include as
many data points as possible on the more general portions
2Questions that required choice from a pre-defined list also
incorporated an option to specify an “other” response.
of the analysis, rather than completely eliminating partially
completed surveys. For example, questions of demographics
(Section 3) and one’s desire to program (Section 4) were in-
vestigated using the maximum number of responses in order
to depict this population of end-users as completely as pos-
sible. In the later sections that explore Computer Science
concept knowledge, we were able to divide all responses into
groups based on prior computing coursework and have done
so accordingly. In general, since some questions were not
answered by all respondents, we indicate sample sizes when
reporting all means and percentages throughout the paper.
3. DEMOGRAPHICS
Responses on the demographic questions indicated that
we were largely successful in reaching our target population.
There was some variation in occupation and skill level, but
the majority of the responses came from advanced computer
users in a graphics related field. All of the respondents were
male. 22% were 30 years old or younger (n=18 for all data
presented in this section unless otherwise noted); 33% were
in the range 31-40; and about 44% were over the age of
40. Most of the responses came from users in the United
States, but about one-fifth were from European countries.
The mean rating of computer use skill on a scale from one
(beginner) to five (advanced) was 4.33 and the majority of
users had worked with computers for 20 or more years.
Respondent occupation was gathered in a free-form input
box and then categories were created to aggregate responses.
Three high-level categories were used to describe occupa-
tion: those related to art and/or media, those related to
programming and/or technology, and other. Typical careers
in the art/media category were graphic design, photography,
and web development. Those mentioning programming or
software engineering were classified under the second cate-
gory, and miscellaneous responses like construction sales and
bookseller were classified as other. The majority of partici-
pants (56%, n=16) were in the art/media category. Figure 1
illustrates the professions in our sample population in more
detail.
56%
19%
25% Art/Media
Programming/Tech
Other
Figure 1: Area of Occupation (n=16)
With respect to formal education, there was relatively
broad representation. As shown in Figure 2, highest edu-
cation level completed spanned from high school diploma
(or equivalent) to Master’s degree. Over half the responses
came from those who had not earned a Bachelor’s degree
(i.e., high school, college but no degree, or an Associate’s).
Among those with some or more college coursework, about
70% (n=13) had a primary area of study in photography,
art, or a media-related area. The remainder had majors in
Computer Science, engineering, or another science field.
Beyond specifying college major, participants were asked
129
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
High School Some
College Associate's Bachelor's Master's
Figure 2: Highest Level of Education (n=18)
to indicate any prior formal training in programming (in-
cluding classes, degrees, or certificates). These results are
given in Table 1. Almost two-thirds had no experience
with formal coursework in Computer Science, and when
asked whether or not one self-identifies as a “programmer,”
83.3% responded negatively. It should be noted that, un-
der this classification, formal training is broadly defined–a
person having one high school programming class would an-
swer identically to someone with an undergraduate degree
in Computer Science.
Table 1: Coursework and Self-Affiliation (n=18)
Statement Yes No
Have you had formal training in pro-
gramming (e.g., classes, degrees, certifi-
cates)?
38.9% 61.1%
Do you consider yourself a programmer? 16.7% 83.3%
To summarize, the demographic data collected indicated
a close match to our intended audience. Survey respondents
considered themselves to be advanced computer users, and
many engaged in image manipulation activities profession-
ally. Most had formal training in fields other than Computer
Science and did not identify as programmers. However,
other data gathered suggested that these users were very
much engaged in what we–as Computer Scientists–consider
programming. For example, one user stated that he used
scripting to “build database-populated pages for print and
CD catalog distribution.” It is natural to ask, what made
these users turn to programming in the first place, how much
programming do they really know, and how did they learn
everything they needed to know? We turn to these questions
in the sections that follow.
4. PROGRAMMING’S ATTRACTION
We initially imagined that the path to scripting began
with use of pre-made automation features common to mod-
ern graphics packages. Scripting would then be a natural
follow-on to achieve more advanced tasks that are not oth-
erwise possible. Participants were asked whether or not they
had ever made use of a number of different automation tools
as part of their image editing applications. These results ap-
pear in Table 2, with features appearing roughly in order of
increasing task complexity.
Table 2: Use of Automation Features (n=22)
Tool Feature % Reporting Use
Used batch processing to apply
an action to multiple files
86.4%
Created a “droplet” of an action
for repeat use later
54.5%
Used a predefined automation to
perform a complex task
68.2%
Executed a script written by
someone else
77.3%
Edited a script or plugin written
by someone else
68.2%
Personally written a script or
plugin from scratch
72.7%
The first three features listed in the table warrant a brief
explanation. The first item refers to use of a software wizard
that aids users in creating batch automations of particular
tasks to be applied across all files in a directory. Droplets,
as mentioned in the second row, can be thought of a exe-
cutable macros that reside on one’s desktop and accept in-
put files through dragging-and-dropping onto the droplet’s
icon. Thirdly, some image editors, like Photoshop, incorpo-
rate pre-built automations that ease complicated tasks like
creating a web photo gallery or merging multiple frames of
a panorama. Though there was fairly high usage of these
three features, there is some need for caution. We noticed
greater variation on these elements corresponding to the spe-
cific software used than the rest. It is believed that this
was caused by differences in support of and nomenclature
for these features in Adobe products and other packages
like GIMP. Nonetheless, users did exhibit use of the highly-
structured automation facilities.
Most respondents indicated that they made use of script-
ing either as a client or as a developer. They also provided
insight into the rationale behind their initial decision to
start creating scripts (see Figure 3). The most commonly
mentioned motivating factor for learning to script was its
ability to save time (84.6%, n=13). Enabling a custom,
non-standard effect was the next greatest impetus (69.2%),
followed by curiosity about programming, creation of a re-
distributable artifact (e.g., a plug-in), and suggestion from
friends or colleagues.
After taking the initial plunge into scripting for whatever
reason, respondents developed a sense for situations in which
automation could be applied. Their responses, shown in
Table 3, were somewhat expected based on the importance
placed on saving time. Users found value in scripting to
simplify repetitive tasks with iteration and to conditionally
apply actions. To a lesser degree, respondents used scripts
to specify tasks that controlled multiple related programs
or generated dynamic media with features specified by user
input (e.g., a customized greeting card).
These applications of automation clearly hinted at certain
aspects of Computer Science knowledge. Users were com-
monly employing iteration and selection in their activities.
Coordinating tasks between multiple software applications
via scripts required at least a basic notion of application pro-
grammer interfaces (APIs). Another section of the survey
130
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
Time Saver
Custom
Effect
Sharable
Artifact
Suggestion
Curiosity
Other
Figure 3: Why Users Start Scripting (n=13)
Table 3: Uses for Automation (n=20)
Use % Reporting Use
Iterative application of an action
within one project
85.0%
Batch processing multiple files 75.0%
Conditional application of an ac-
tion
60.0%
Duplicate object creation in one
project
45.0%
Control of multiple programs 40.0%
Dynamic media generation 25.0%
Other 10.0%
attempted to elicit a clearer understanding of their comput-
ing awareness.
5. COMPUTER SCIENCE KNOWLEDGE
Before delving into the specific content knowledge evi-
denced in the survey results, it is useful to get a better sense
for what “scripting” in this context means. In general, end-
user programming encompasses a broad range of activities,
but the results that follow stem from automation activities
that resemble traditional high-level language programming.
An example script, based on actual reported usage from our
survey, is given in the program listing in Figure 4. This
code is written in ExtendScript, Adobe’s implementation of
JavaScript, and enables a user to automatically generate 10
frames for an animation that rotates an image 360 degrees
in Photoshop CS2.
Experienced programmers immediately recognize many
common aspects in this example: variable declaration and
use, mathematical computation, looping constructs, method
invocation using the dot-notation, and explanatory com-
ments. Closer examination also reveals that statements like
references.rulerUnits... and docRef.resizeCanvas(...) make use
of an extensive API. In fact, Photoshop is accompanied with
a 335-page scripting reference manual for ExtendScript [1]
that is not unlike documentation found in the Java API.
With this frame of reference, we sought out to investigate
Computer Science knowledge among this population. One
// S et u p u ni t s a nd d oc um en t re f er en c es
pr e fe r e nc e s . ru l er U ni t s = Un i ts . P I XE LS
va r d o cR ef = d oc um en ts [ 0]
// Res i z e c a n va s t o be l a r g e e no u g h i n bo t h d i m e ns i o n s
va r di ag S iz e = M at h . sq r t ( Ma t h . po w ( do c Re f . h ei gh t , 2) +
Ma t h . po w ( d oc R ef . w i dt h , 2) )
do c Re f . re s iz e Ca n va s ( di a gS iz e , di ag S iz e )
// G en e ra te 10 la y er s f or th e an im at i on fr am e s
fo r (v ar i = 0 ; i < 1 0; i+ +)
{
va r to Ro t at e = do c Re f . a rt L ay e rs [0] . d u pl i ca t e ()
to R ot a t e . na me = " V ie w à " + ( i + 1)
to R ot a te . r o ta t e (3 6 )
}
Figure 4: ExtendScript for Generating Frames
section of the survey focused specifically on elementary pro-
gramming concepts, while higher-level concepts like design
were explored through a series of more general questions.
5.1 Elementary Programming
Part two of our survey was devoted to a sequence of
questions regarding specific programming terms. We asked
about participants’ familiarity with each term, and for those
topics that were known, we asked whether or not the par-
ticipants had used those programmatic constructs. Each
prompt contained the term, a brief definition, and a list
of common synonyms. We replicated questions about the
terms variable,subroutine,conditional, and loop that were
originally presented in the Scaffidi study [17]. We also added
a question for the term compound data structure to explore
possible use of more advanced data types like arrays, struc-
tures, and trees. An example prompt appears below:
Are you personally familiar with the concept
of a “loop”–a sequence of instructions that are
repeated until a condition is met (also called
“for/next”, “while/do”, “repeat/until”)? [17]
A follow-on question asked whether or not the individ-
ual had used that particular construct while scripting in the
past year. We assumed that those who had some formal
coursework in computing would be familiar with many of
these basic terms; this was confirmed with 100% (n=7) re-
ported familiarity for all five terms among this sub-group.
However it was unclear what we could expect from those
who had simply learned on their own. We were surprised
to note a high rate of term recognition (over 80%) among
those who had not taken a course in programming (n=11).
Figure 5 depicts the term familiarity and reported-use of the
“no-coursework” sub-group3.
In general, respondents with no formal training in Com-
puter Science appeared to recognize basic programming ter-
minology, and they also reported use of these concepts. For
all terms other than compound data structures, we saw over
80% recognition. We were further surprised that a major-
ity of people were familiar with (and used) data structures,
given that it has been commented elsewhere [17] that end-
users are not likely to make use of abstractions like ADTs
and inheritance hierarchies. While preliminary, our results
3Use of programming constructs was only requested from
those familiar with the terms. Data in this chart presumes
that non-familiarity implies non-use.
131
suggest that these previous characterizations may have been
premature.
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Variables
Subroutines
Conditionals
Loops
Data Structures
Knows
Uses
Figure 5: Programming Knowledge for those w/o
Coursework (n=11)
5.2 Software Development Practices
Exploration of the elementary programming terms was
encouraging, but we were also interested in more sophis-
ticated forms of Computer Science knowledge. End-user
programming researchers have acknowledged that lessons of
software engineering could be valuable to informal develop-
ers. For example, Burnett and her colleagues implemented
various techniques for scaffolding more formal testing behav-
iors among spreadsheet users [4]. We wondered what behav-
iors related to testing and other software development prac-
tices end-users in the graphic arts domain currently possess.
In the survey, respondents were asked about their propen-
sity to engage in particular actions with respect to their
scripts. Questions pertained roughly to design, reuse, and
testing behaviors. Results from a selection of these ques-
tions are shown in Table 4, separated based on prior pro-
gramming coursework. Responses were given on a five-point
scale where one meant never, three meant regularly, and five
meant always. Small sample sizes precluded meaningful sta-
tistical analysis, but these two groups did appear to exhibit
similar tendencies in many software development processes.
Design activities were the least likely of all development
practices surveyed. Sketching and diagramming were used
on a slightly less than regular basis, and over 60% of respon-
dents reported never pre-planning code on paper. While
these behaviors were less utilized than we had hoped, they
were not entirely unexpected given the difficulty of teaching
design and planning to Computer Science students (e.g., [20,
11]). Free form question responses about design revealed use
of a number of strategies ranging from top-down planning to
writing pseudocode first to ad-hoc development. Two of the
more common responses were reuse of an existing script as
a template and what might best be called experiment-and-
record. Some users noted that they started from a basic
goal for their script and proceeded to work out the sub-
steps manually using the application. Along the way, they
would note the actions that they were performing with the
tool, which later became the outline for their script. Work
by DiGiano noted similar interaction habits and used this
Table 4: Reported Software Development Practices
Course No Course
How often do you: (n=5) (n=8)
Design
Create sketches or dia-
grams prior to coding
2.60 2.25
Write code fragments on
paper prior to coding
1.80 1.88
Reuse
Share your scripts and/or
plugins with others
3.20 4.25
Borrow pieces of code
from others’ scripts
2.80 3.25
Borrow pieces of code
from of your own
4.00 3.75
Testing
Test your scripts on mul-
tiple files/inputs
4.40 3.63
Invite others to test your
scripts
4.00 3.25
Average ratings from 1 to 5 where 1=never, 3=regularly,
and 5=always.
as a motivation for self-disclosing tools 4to help users learn
scripting from tool use [6].
Code reuse seemed to play a substantial role for our survey
respondents. Borrowing code or code fragments from others
(and oneself) was shown to be a regular activity within this
community. Further, users indicated that they almost al-
ways share their code with others. Interestingly, those who
had formal training in Computer Science appeared to be
less likely to make their scripts available to others. How-
ever, when asked how often one writes scripts intentionally
for other people’s use we noted a “less than regular” (2.62,
n=13) response consistent across both sub-groups. We be-
lieve this potential mismatch between intention during de-
velopment and script usage in practice could lead to diffi-
culties in reading and understanding programs written by
others.
Script testing was also a regular practice for these users.
Those with formal education in computing were slightly
more likely to engage in testing practices, but even the
no-coursework group showed testing on a more than reg-
ular basis. Of the testing habits investigated, respondents
were least likely to test on multiple platforms (2.46 mean re-
sponse, n=13). Free form responses about testing showed a
variety of testing processes, but most described an incremen-
tal test-as-you-go approach. It was not possible to infer any
more specific information about actual testing habits from
our data (e.g., code-coverage, test case generation, etc), but
a more detailed look at testing in practice could lead to ad-
ditional insights in the future.
Overall, survey responses provided evidence that graphic
design end-users have adopted practices that resemble parts
of a more formal software engineering process. Pre-planning
and design were the least likely activities, but they did en-
gage in testing and code reuse frequently. There was also
evidence that these end-users might benefit from additional
knowledge about software development. For example, all
but one user reported that their largest program was over
4Essentially, self-disclosing tools are applications that asso-
ciate a script function to each possible user interface inter-
action and make the code for all function invocations visible
to the user.
132
46 lines of code. While this may not seem like a large pro-
gram, we know that code fragments as short as five lines can
be candidates for the Extract Method refactoring technique
[8]. Additionally, issues of cohesion and coupling can greatly
impact the understandability, and therefore share-ability, of
a program [19]. These concerns might be of minimal im-
portance for an end-user who programs in isolation, but all
indications are that these users thrive on collaboration and
community support.
6. LEARNING STRATEGIES
As mentioned earlier, we were curious as to how these
end-user programmers went about learning the program-
ming knowledge they needed to achieve their goals. Respon-
dents indicated that they most often learn about application
features by experimentation on their own, and 78% reported
turning to software tutorials (n=18).
We duplicated a series of questions from the Rosson web-
developer study [16] that inquired about a number of dif-
ferent possible sources for learning. We asked, “If you were
attempting to learn a new task with a piece of software, how
likely would you be to consult the following resources for as-
sistance?” Table 5 outlines their average responses on a scale
of one (not likely) to five (very likely) for several resources.
Similar to what was found with informal web developers, we
noted the most highly ranked resources were related exam-
ple code and FAQs/tutorials. Considering the small sample
sizes, we noted mostly minor variations between those who
did and those who did not have formal Computer Science
training. However, one learning resource was ranked notice-
ably higher among the no-coursework group. These users
were more likely to turn to interactive wizards for help. In
general, the two groups ranked the various resources in order
of reliance comparably.
Table 5: Resources for Learning and Support
Course No Course
Source (n=5) (n=8)
Examples of similar tasks from
which you can borrow ideas
and/or copy code
4.20 4.50
FAQs, books, tutorials or
other documentation
4.60 4.13
A friend or coworker 2.80 3.25
An interactive software wiz-
ard that takes you step-by-step
through the new task
1.20 3.00
A class or seminar 2.20 2.50
A software agent that makes
suggestions on an as-needed
basis
2.00 2.50
Technical support/telephone
hotline
1.00 1.75
Average ratings from 1 (not likely to consult) to 5 (very
likely to consult)
Admittedly, these questions do not capture the full extent
of learning strategies employed. It stands to reason that
many of these users would have also indicated reliance on
online forums given that they were recruited from those com-
munities. More importantly, we need to understand deeper
questions like why they place value in certain resources and
how they determine whether particular examples are rele-
vant to a task at hand. Answers to these questions could
provide additional rationale for designing new educational
supports. Such questions were not addressed in this prelim-
inary survey, but follow-on studies will explore these areas
explicitly.
Nonetheless, these early results do suggest some possi-
ble avenues to support end-user programmers. Heavy use
of pre-existing examples and online documentation (noted
here and elsewhere) points to case-based design aids [10]
as a particularly close match to the informal learning style
of end-user programmers. Systems, like STABLE [12], that
leverage case libraries of multiple example solutions to prob-
lems appear to be a promising way to introduce software
design concerns to users seeking reusable code fragments.
Secondly, incorporating self-disclosure and other in-situ op-
portunities for learning could entice end-users to learn more
about Computer Science. Their personal interest and curios-
ity could provide the needed motivation for learning if these
opportunities were presented in line with their desires. For
example, software might recommend: “To save time, you
might consider using a tree. Would you like to know more?”
7. DISCUSSION
Results of this small-scale study indicate that graphic de-
signers and other people engaged in media manipulation are
taking part in significant end-user programming activities.
Their software artifacts share many features with programs
written by professional software developers, yet few of them
have formal training in Computer Science. For them, pro-
gramming serves as a means to save time and add features to
their applications. They have similar characteristics and be-
haviors to those noted in studies of other end-user domains.
They borrow code from examples and rely on documentation
like FAQs to accomplish their tasks.
These graphic designers who script appear to be discov-
ering knowledge that is common in formal Computer Sci-
ence learning environments. Our respondents knew a good
deal about programming constructs, and some referred to
processes similar to those espoused in software engineering
courses. Given the scope of their activities and their shar-
ing habits, we have reason to believe that they could benefit
from knowing even more about formal software design and
development practices.
Our results are by no means conclusive. Small sample
sizes rule out a number of analysis techniques, and the true
extent of this end-user community is unclear from the data
given here. We still lack a complete picture of the typi-
cal user in this domain with respect to their Computer Sci-
ence knowledge, how they learn, and their motivations to
do so. However, this exploratory study indicates much po-
tential. We hope to further investigate many of these issues
in the future with a more widely distributed survey and
through qualitative interviews with graphic design profes-
sionals. Eventually we aim to use our knowledge of this
population to create tools that scaffold Computer Science
education within the context of normal software interac-
tions.
On a larger scale, further identification of end-user pro-
grammers could be beneficial to the Computer Science ed-
ucation community. In a time of declining enrollments [22]
and the need to attract more non-CS majors to our courses,
133
end-users who take up programming could represent a set of
possibilities. For end-users, like those studied here, learning
to program is a natural progression. As a user has more
and more sophisticated needs, she eventually outgrows the
standard affordances of her tools. Scripting is a way for
her to build the enhanced graphic effect or to save countless
hours of manual work. Much of the motivation is intrinsic,
and her real-life situation provides the context for her CS
learning. Not only might the learn-as-you-go strategies en-
acted by these users help increase motivation in classrooms,
but the settings in which end-user programming takes place
might also suggest new contextualizations (like Media Com-
putation [7]) to be leveraged by CS educators.
All indications are that the results given here are just the
tip of a proverbial iceberg. In the space of image manip-
ulation there are many packages outside the scope of this
study. For example ImageJ is an open-source package used
by scientists to process and view data, and it even boasts an
academic-style conference5for its users! Beyond that, there
are scriptable 3D media (e.g., Maya, Blender) and digital
video (e.g., Final Cut Pro) tools. All these only constitute
one segment of the much larger end-user programming pic-
ture. This presents a unique opportunity to study Computer
Science learning in the end-user’s domain. Gaining a better
understanding of how to support learning that takes place in
these settings can only serve to enhance our understanding
of computing education in general.
8. ACKNOWLEDGMENTS
We extend our gratitude to the online communities for
allowing us to recruit from their membership and to the
participants who volunteered to be part of our study. We
also thank Allison Elliott Tew for her comments on earlier
drafts of this paper.
This material is based upon work supported in part by
the National Science Foundation under CISE Educational
Innovations Grant No. 0306050.
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134
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