Analyzing novice programmers' response to compiler error messages

Error messages represent a critical feedback mechanism provided to introductory programming students during their early attempts at programming. However, these messages are explanations of program-translation problems, rather than true feedback on mistakes in a students program. This mismatch presents problems for novices, while experts are able to make more appropriate use of compiler error messages. Programming activity logs generated by an instructional programming environment were analyzed for students' utilization of error messages in their edits prior to each compilation. Overall, students addressed the first error about half the time. Assignment grades were positively associated with the proportion of times that the first error message was addressed.