In recent years, computing education researchers have investigated the impact of problem context on students' learning and programming performance. This work continues the investigation motivated, in part, by cogn...
详细信息
In recent years, computing education researchers have investigated the impact of problem context on students' learning and programming performance. This work continues the investigation motivated, in part, by cognitive load theory and educational research in computerscience and other disciplines. The results of this study could help inform computing assessment design. If the context and authenticity of a programming problem aid student performance then, instructors' time in creating appropriately contextualized programming problem descriptions is time well-spent. On the other hand, if the context of a programming problem hinders performance, then instructors should leave it out of programming problems. Recent studies investigating the impact of programming problem context on student success have arrived at different conclusions. Presented here is a series of experiments, conducted over 3 years, investigating the impact of context on novice programmers' success in algorithmic programming assignments using three contextualized tasks and their generic counterparts. This experiment series also looked into the possibility of "authenticity" as a factor affecting performance. Common sense would suggest that a student would perform better on a problem if they understood or cared about it. Contextualization could provide authenticity and authenticity could provide interest. Research suggests that perceiving a problem as authentic has a positive effect on engagement and learning. Alternatively, if a problem is "just an abstract set of numbers", it may be harder to make sense of the details and the lack of context could consequently contribute additional cognitive load to an already challenging assignment. The results of this study show that assignment context and problem context authenticity have no effect on the performance of novice programmers. We think, however, that contextualization could be worth investing in to support students' interest in computing. Additional impl
Many girls believe they have little natural ability in computerscience and girls' perception of self-efficacy beliefs for programming is generally low. Offering engaging hands-on programming activities could be a...
详细信息
Many girls believe they have little natural ability in computerscience and girls' perception of self-efficacy beliefs for programming is generally low. Offering engaging hands-on programming activities could be a beneficial strategy to increase girls' self-efficacy beliefs for programming since it has the potential to offer them exposure to mastery experiences. However, a programming workshop in a museum might not offer ideal settings to promote girls' mastery experiences in programming because of its short duration and how gender stereotypes may impact the participation in hands-on activities. In the research presented here, we explore how a science museum's introductory programming workshop focused on robotics can impact pupils' self-efficacy beliefs for programming related to mastery experiences, with a specific focus on girls. H1-Prior to the programming workshop, it is expected that girls' self-efficacy beliefs will be lower than boys'. H2-Boys generally have more positive experiences with STEM activities than girls, irrespective of experimental condition. Thus, following the workshop, we predict that girls' and boys' self-efficacy for programming will have increased, but that boy's self-efficacy beliefs will remain higher than girls'. In total, 172 pupils (94 girls) aged 10-14 years completed a Mastery Experiences in programming questionnaire before and after taking part in a programming workshop. Our results show that after a 2-h programming workshop in a science museum, gender differences in self-efficacy for programming initially observed narrowed and even disappeared.
Background and Context: Differences in children's and adolescents' initial attitudes about computing and other STEM fields may form during middle school and shape decisions leading to career entry. Early emerg...
详细信息
Background and Context: Differences in children's and adolescents' initial attitudes about computing and other STEM fields may form during middle school and shape decisions leading to career entry. Early emerging differences in career interest may propagate a lack of diversity in computerscience and programming fields. Objective: Though middle school is recognized as a formative period in the development of career interest, there appears to be a gap in research considering growth disparities in students' attitudes towards computerprogramming. We examine outcomes related to students' use of an e-learning platform designed to promote exposure to computerscience content. We consider growth in middle school students' attitudes towards computerprogramming during an academic year while controlling for variation in key baseline factors. Method: We tracked growth in attitudes towards computerprogramming among middle school students (N = 610;M-age = 12.07) in schools serving underrepresented minority (URM) students (74.7% URM) during an academic year in which they used an online platform curating computerprogramming educational content. Findings: We found baseline differences in students' interest and aspirations toward computerprogramming on the basis of gender and underrepresented status, after controlling for math attitudes. There was evidence of initial growth in all four domains of computerprogramming attitudes, irrespective of gender or underrepresented status.
Currently, the benefits of learning about computerscience in general, and algorithms and programming in particular, are widely recognised. There is a vulnerable student population with motor disabilities that could b...
详细信息
ISBN:
(数字)9783031579820
ISBN:
(纸本)9783031579813;9783031579820
Currently, the benefits of learning about computerscience in general, and algorithms and programming in particular, are widely recognised. There is a vulnerable student population with motor disabilities that could benefit from programming learning environments featuring interaction methods beyond conventional ones, such as a keyboard and mouse. In this work, we present the definition and design of a platform dedicated to programming education that utilises eye tracking as the primary mechanism for human-computer interaction. This techno-pedagogical device supports the creation of simple software components, serving as a tool to reinforce the learning of concepts in the field of algorithms and programming. Additionally, an open-source prototype is introduced, implementing key aspects of the designed platform. This prototype allows users who are unable to interact through conventional means to develop, modify, and execute programs using their gaze as the primary means of human-computer interaction. The purpose is to contribute to narrowing the gaps created by conventional input methods when aiming to include students with motor disabilities in environments designed to learn programming practices and concepts.
This article demonstrates how scientists and engineers can use modern artificial intelligence (AI) tools such as ChatGPT and GitHub Copilot to learn computerprogramming skills that are relevant to their jobs. It begi...
详细信息
This article demonstrates how scientists and engineers can use modern artificial intelligence (AI) tools such as ChatGPT and GitHub Copilot to learn computerprogramming skills that are relevant to their jobs. It begins by summarizing common ways that AI tools can already help people learn programming in general and then presents six new opportunities catered to the needs of scientists and engineers: 1) create customized programming tutorials for one's own domain of work, 2) learn complex data visualization libraries, 3) learn to refactor exploratory code into more maintainable software, 4) learn about inherited legacy code, 5) learn new programming languages on demand within the context of one's workflow, and 6) question the assumptions that one's scientific code is making. Taken together, these opportunities point toward a future where AI can help scientists and engineers learn programming on demand within the context of their existing real-world workflows.
programming is essential in K-12 education and fosters computational thinking skills. Given the complexity of programming and the advanced skills it requires, previous research has introduced user-friendly tools to su...
详细信息
programming is essential in K-12 education and fosters computational thinking skills. Given the complexity of programming and the advanced skills it requires, previous research has introduced user-friendly tools to support young learners. However, our interviews with six programming educators revealed that current tools often fail to reflect classroom learning objectives, offer flexible guidance, and foster creativity. Therefore, we introduced MindScratch, a multimodal generative AI (GAI)-powered visual programming support tool. MindScratch aims to balance structured classroom activities with free programming creation, supporting students in completing creative programming projects based on teacher-set learning objectives while also providing programming scaffolding. The results indicate that, compared to the baseline, MindScratch more effectively helps students achieve high-quality projects aligned with learning objectives. It also enhances students' computational thinking and thinking. Overall, we believe that GAI-driven educational tools like MindScratch offer students a focused and engaging learning experience.
Artificial Intelligence-driven Development Environments (AIDEs) offer developers revolutionary computerprogramming assistance. There is great potential in incorporating AIDEs into computerscience education;however, ...
详细信息
ISBN:
(纸本)9798400706004
Artificial Intelligence-driven Development Environments (AIDEs) offer developers revolutionary computerprogramming assistance. There is great potential in incorporating AIDEs into computerscience education;however, the effects of these tools should be fully examined before doing so. Here, a within-subjects study was conducted to compare the programming performance, workload, emotion, and self-efficacy of seventeen novices coding with and without use of the GitHub Copilot AIDE under time pressure. Results showed that using the AIDE significantly increased programming efficiency and reduced effort and mental workload but did not significantly impact emotion or self-efficacy. However, participants' performance improved with more experience using the AI, and their self-efficacy followed. The results suggest that students who try AIDEs will likely be tempted to use them for time-sensitive work. There is no evidence that providing AIDEs will aid struggling students, but there is a clear need for students to practice with AI to become competent and confident using it.
The teaching of programming at the university level, specifically aimed at training computer professionals, is at a critical moment due to significant demand for education, leading to a notable increase in enrollment ...
详细信息
ISBN:
(纸本)9783031622441;9783031622458
The teaching of programming at the university level, specifically aimed at training computer professionals, is at a critical moment due to significant demand for education, leading to a notable increase in enrollment in computerscience programs nationwide. The subject of Algorithms and Data Structures I, located in the first semester of the first year of the Bachelor of Information Systems at UNNE, for the 2023 academic year, incorporated an adaptation of pair programming as a teaching strategy to mitigate the challenges of mass education. As a result, it is highlighted that students have appreciated the methodology for its contribution to debate and exchange of ideas, having a study partner, and acquiring study habits. The teaching staff acknowledges that it has reduced the volume of exams to correct, favoring more detailed feedback on corrections, considered an important learning opportunity. Additionally, the methodology has helped resolve the issue of equipment availability for the experimental practice required by the subject. Students have indicated difficulties related to their working relationship with their peers, a situation that should be addressed by defining future consensus mechanisms between peers. The evaluation of academic performance shows that the peer programming approach has helped maintain the percentage of students who typically pass the subject, neutralizing to some extent the unfavorable impact that mass education has on academic outcomes.
This paper investigates the cooperative adaptive optimal output regulation problem of continuous-time linear multi-agent *** the multi-agent system dynamics are uncertain,solving regulator equations and the correspond...
详细信息
This paper investigates the cooperative adaptive optimal output regulation problem of continuous-time linear multi-agent *** the multi-agent system dynamics are uncertain,solving regulator equations and the corresponding algebraic Riccati equations is challenging,especially for high-order *** this paper,a novel method is proposed to approximate the solution of regulator equations,i.e.,gradient descent *** is worth noting that this method obtains gradients through online data rather than model information.A data-driven distributed adaptive suboptimal controller is developed by adaptive dynamic programming,so that each follower can achieve asymptotic tracking and disturbance ***,the effectiveness of the proposed control method is validated by simulations.
programming anxiety encompasses negative emotions, including uneasiness, panic, fear, and nervousness experienced by students while learning a computerprogramming language. Evidence indicates that programming anxiety...
详细信息
ISBN:
(纸本)9798400716409
programming anxiety encompasses negative emotions, including uneasiness, panic, fear, and nervousness experienced by students while learning a computerprogramming language. Evidence indicates that programming anxiety impedes students' programming ability and performance. Nine non-computerscience students undertaking Python programming course were selected for semi-structured interviews based on the outcomes of programming Anxiety Scale. Based on interview findings, it was discovered that students' self-efficacy, features of programming courses, teaching beliefs of instructors, support platforms, and programming-related subjects may cause programming anxiety. To mitigate this, various instructional strategies were suggested to increase programming skills and alleviate the adverse impact of programming anxiety.
暂无评论