Motivation and Objectives

Sense of belonging has been recognized as a construct that influences diversity, retention, and - to a lesser degree - learning outcomes in computer science classes. Prior studies on the construct of sense of belonging have shown that certain demographic groups, including but not limited to female students and first-generation academics, experience a low level of sense of belonging and consider it a barrier. On the other hand, previous research has also highlighted the importance of designing compiler error messages in a way that enhances their readability and, thus, improves effectiveness, particularly for novice programmers. In this study, we set out to investigate whether, and if so how, these two constructs interact.

Methods

We conducted a phenomenographic study to explore experiences with compiler error messages and the possible effects of such experiences. For this, we conducted and analyzed twelve interviews with undergraduate students, graduate students, and professionals.

Results

Our analysis of the data shows that the phenomenon under investigation occurs between two actors: the person and the compiler error message. In particular, the themes derived from the data describe the encounter of a person with a compiler error message, the response of the person to this encounter, and the effect of encountering and responding to a compiler error message on the person. Moreover, these mutual interaction can be moderated by the person’s experience and the characteristics of the cohort or group the person is part of.

Discussion

Interaction with compiler error messages is described as a dynamic process that can evoke both positive and negative emotions and, ultimately, can affect a person’s sense of belonging. While group dynamics were also found to moderate interactions with compiler error messages, dealing with a compiler error message was consistently described as a competence that evolves over time. In light of this, fostering a supportive group climate and explicitly addressing the development of such competences could help support learners with low incoming confidence and sense of belonging.