Informatics in Education

Source code comments are usually treated in software engineering as documentation artifacts that support readability, maintainability, and long-term comprehension. In programming education, however, comments may also function as pedagogical scaffolds by helping learners externalize reasoning, clarify intent, and reflect on code. This article presents a PRISMA-informed qualitative systematic review with layered evidence on the pedagogical role of source code comments in programming education. Searches in Scopus and ERIC produced 50 unique records; 36 were assessed in detail and resolved into 18 primary synthesis studies, 7 supporting/contextual studies, and 11 advanced-stage exclusions. Because the evidence base is heterogeneous, the review uses qualitative layered synthesis rather than meta-analysis. The findings suggest that comments are best understood pedagogically as explanation-centered learning supports, especially for code comprehension, self-explanation, debugging and reflective reasoning, and formative assessment of student thinking. Direct comment-focused evidence remains limited and concentrated mainly in highereducation and novice programming contexts; adjacent explanation-centered studies clarify plausible mechanisms but do not by themselves establish comment-specific effects. The review concludes that comments can become pedagogically meaningful when deliberately integrated as scaffolds for explanation, comprehension, and reflection.

The article discusses the findings of longitudinal studies (three stages spanning 6 months) which were to investigate the process of acquiring the ability to comprehension program code by the computer science students having started to learn to program. The studies were conducted with the use of a knowledge measurement test, the diagnostic survey, and eye tracking technology that enabled the recording of movement of the subjects’ eyes and an analysis of the patterns of information processing during solving programming problems. The obtained results have shown that the students solved the tasks most effectively in the last stage of the research during which they obtained the highest indicator of correct answers in the significantly shortest time. In the last stage of the research the dominant form of the algorithmic problem analysis was code, in two previous it was flowchart. The eye tracking data have shown that regardless of the research stage the code analysis was definitely connected with a greater number of fixations, with very near values of time devoted to solving those two forms of the algorithm. The participants who increased their competences in a scope of the program code analysis had a significantly greater saccade amplitude average (SAA) and a significantly shorter fixation duration average (FDA) in the last stage of the research comparing to previous ones. The results suggest that the FDA and SAA are parameters sensitive to the development of program comprehension skills.