Applying a Lightweight Graphics Library to Visually Corroborate Learning in Programming Introduction Courses

Learning to program in first-year courses is challenging because the link between source code and program behaviour is not immediately visible to novices. This paper reports on the deployment of UFramework, a lightweight graphics library developed in C++/Visual Studio, designed to help students visually corroborate their learning by observing the on–screen effects of their own algorithms. The experience was implemented in a Structured Programming module that combines lectures, labs, and project-based assignments. We 1) describe the design principles and architecture of the library, 2) present a portfolio of progressively scaffolded assignments (shooter prototype, grid map parsing, spatial quadrants), 3) outline the assessment rubric and its alignment with intended learning outcomes, and 4) report multi-year descriptive evidence that includes pass rates and qualitative reflections. Results show improved student engagement and higher pass rates in the most recent cohorts, together with qualitative evidence of increased motivation and clearer problem decomposition. While the findings are limited to a single institution and remain descriptive, they suggest that lightweight, visual-first workflows can lower barriers to learning programming and foster computational thinking competencies such as decomposition, abstraction, algorithmic design, and debugging. Future work should include controlled comparisons and broader validation to strengthen internal validity and explore the applicability of this approach to non-visual domains.

@article{Fuente2025,
  title     = {Applying a Lightweight Graphics Library to Visually Corroborate Learning in Programming Introduction Courses},
  journal   = {International Journal of Advanced Computer Science and Applications},
  volume    = {16},
  number    = {9},
  year      = {2025},
  publisher = {The Science and Information Organization},
  author    = {Claudia De La Fuente and Cristian Vidal-Silva and Liza Jeg´o-Mendoza and Patricia Pedrero-Valenzuela},
  doi       = {10.14569/IJACSA.2025.0160984},
  url       = {https://doi.org/10.14569/IJACSA.2025.0160984}
}