In diesem Beitrag wird der Einsatz einer textorientierten Programmierumgebung (Karol) mit einer grafischen Programmierumgebung (Scratch) verglichen. Während bei der Motivation die grafische Programmierumgebung eindeutig besser ist, lassen sich beim Lernerfolg und der Selbsteinschätzung der Schülerinnen und Schüler keine so klaren Unterschiede finden. Die Scratch-SchülerInnen schnitten zwar im Post-Test besser ab als die Karol-SchülerInnen, nahmen sich selbst aber nicht als kompetenter wahr.

The first result that we want to discuss concerns the students' perception of their programming environment. From the data above, it seems like Scratch is the clear winner. The Scratch class has a significantly higher value on the sub scale of interest/enjoyment regarding their intrinsic motivation. Also, they are giving a better grade to the programming environment than the Karol class. This result in itself is not very surprising, as - in contrast to Karol - Scratch is specifically designed to foster fun in programming [27]. It is interesting, however, that the grades given to the subject itself do not seem to be influenced by the programming environment, as there are no significant differences between the two classes.

This paper presents the results of an experiment regarding the effects of using one of two different programming environments in secondary schools. Both "Scratch" and "Karel the Robot" have been successfully used in these settings previously. These two environments are also representative for two classes of programming environments for beginners. One is more graphically oriented and may therefore alleviate the steep learning curve of programming while the other is text-based and therefore more akin to "real" programming. Also, one places more emphasis on the visualization of program structure and the other emphasizes visualizing program flow.
The experiment has been conducted in parallel in two school classes, each using one of the two approaches. The abilities of the students were tested before and after the experiment as well as their intrinsic motivation and the perceived self-regulation. The results show, that the class using Scratch has higher intrinsic motivation and performs better, however the Karel class shows a higher identified regulation.