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From concrete to abstract?: problem domain in the learning of introductory programming

A good deal of research on learning introductory programming have been carried out along the past years based on a generalization to mature individuals of Piaget's theory which states that learning among childrens progresses from concrete to abstract. In this research, we set up two problem domains -- a concrete and an abstract one -- along with specific programming languages and compilers. We experimentally investigated how these domains were used by two groups of undergraduate students without previous programming knowledge. Results suggest that the type of domain (either concrete or abstract), when taken in and on itself, does not affect the learning of introductory programming. On the other hand, the previous knowledge students have about the domain does influence learning.