Summary of super-categories and sub-categories from the directed content analysis
| Super-categories | Sub-categories |
|---|---|
| Programming to support subject content | Adaptation |
| Repetition | |
| Re-use | |
| Visualisation | |
| Variety | |
| Creativity | |
| Power | |
| Generalisation | |
| Feedback | |
| Programming to foster engagement and motivation | Mixing programming tools |
| Fun activities | |
| Problem-based learning | |
| Curiosity | |
| Programming to develop general skills | Error handling |
| Deconstruction | |
| Independence | |
| Producer | |
| Holistic views | |
| Organisation related constraints for programming | Computers |
| Lack of time | |
| Student related constraints for programming | Prior knowledge |
| Resistance | |
| Focus | |
| Patience |
| Super-categories | Sub-categories |
|---|---|
| Programming to support subject content | Adaptation |
| Repetition | |
| Re-use | |
| Visualisation | |
| Variety | |
| Creativity | |
| Power | |
| Generalisation | |
| Feedback | |
| Programming to foster engagement and motivation | Mixing programming tools |
| Fun activities | |
| Problem-based learning | |
| Curiosity | |
| Programming to develop general skills | Error handling |
| Deconstruction | |
| Independence | |
| Producer | |
| Holistic views | |
| Organisation related constraints for programming | Computers |
| Lack of time | |
| Student related constraints for programming | Prior knowledge |
| Resistance | |
| Focus | |
| Patience |
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