プログラミング教育におけるGUIベース言語からCUIベース言語への移行に際するモチベーションの評価：

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In modern society, Information and Communication Technology (ICT) has experienced continual growth and become deeply ingrained in our daily lives, especially with recent advancements in Artificial Intelligence (AI) significantly impacting various aspects of society. However, Japan faces a significant shortage of ICT professionals, a deficit estimated at approximately 180,000 individuals in 2018, and projected to soar to around 450,000 by 2030. Therefore, the demand for information literacy and programming skills has surged. The introduction of new curriculum guidelines seeks to enrich programming education from elementary through high school levels, with programming education becoming compulsory in elementary schools. Consequently, numerous programming-related events and workshops are being conducted across various domains to foster interest and curiosity in ICT. Nonetheless, challenges persist in fostering continuous learning at subsequent educational stages, particularly in transitioning to text-based program development, task setting, and fostering problem-solving abilities, necessitating innovative approaches. This four-year study aimed at devising seamless educational strategies for transitioning first-year university students from introductory education utilizing Graphical User Interface(GUI)-based languages to programming proficiency using Character User Interface(CUI)-based languages. This article presents the findings regarding differences in learners’ motivations across three distinct methods of transitioning, evaluated through the SIEM assessment scale.

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