Learning to program is becoming a universally desired ability. Discovering better ways to teach programming and improving existing ones is essential to increase its accessibility. At present, most teaching approaches focus on high-level languages and constructs to ease understanding. However, understanding problems seem to persist making the learning process slow and painful. Moreover, mental models developed by students present gaps and misunderstandings that limit their maximum achievable abilities. This paper presents a new approach to teach students bottom-up, starting from machine code and assembler programming. This approach has been tested on first-year university students for two consecutive years. Experimental groups attended a 16 h course the week before their first term at the university. Then, their performance was comparatively measured against the control group through their marks on the introductory Programming 1 subject. Several potential confounding factors were also considered. Results suggested that such a small intervention could have positive, though limited, influence in their programming abilities. The experimental setup is detailed, and all data gathered are included for reproducibility.

学习编程已成为一种普遍期望的能力。发现更好的教授编程的方法并改进现有方法对于提高其可访问性至关重要。目前，大多数教学方法都集中在高级语言和结构上以简化理解。但是，理解问题似乎持续存在，使学习过程缓慢而痛苦。此外，学生开发的心理模型存在差距和误解，限制了他们最大的可实现能力。本文提供了一种从机器代码和汇编程序编程入手的自下而上的新方法。该方法已经连续两年在一年级大学生中进行了测试。实验小组在大学第一学期的前一周参加了16小时的课程。然后，正在编程1个主题。还考虑了几个潜在的混杂因素。结果表明，这么小的干预可能对其编程能力产生积极的影响，尽管有限。详细的实验设置，并包括所有收集的数据，以确保可重复性。