In this paper, we investigate student experiences when using the Pytch programming environment. Pytch is a novel system we are developing to ease the transition from block-based to text-based programming through the p...
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ISBN:
(纸本)9798400706004
In this paper, we investigate student experiences when using the Pytch programming environment. Pytch is a novel system we are developing to ease the transition from block-based to text-based programming through the preservation of the Scratch-style programming model within a Python programming environment. This paper adds to the literature on the problematic transition from block to text programming by describing and analysing the impact on learners of a platform that is focused specifically on the question of this transition. In the in-person workshops described in this paper, students were introduced to the Pytch platform in a classroom environment. Data were collected from a variety of sources to evaluate the effect of Pytch on students, including pre- and post-surveys, in-class observations, and focus group data. We found high user satisfaction and engagement with Pytch. We also found an increase in user confidence at programming tasks, with a stronger effect for less-experienced participants. These results indicate the usefulness of Pytch in fostering enthusiasm and a sense of achievement, particularly for intermediate and introductory learners in the context of text-based programming. Evaluation of the qualitative data collected during sessions provided valuable insights as to how Pytch supported learners, and what future refinements to the system would be beneficial.
This paper introduces the Programmed Visual Content Comparison (PVCC) for collaborative programming learning. The PVCC is based on comparing two displayed visual objects produced by programming. This feature enables c...
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ISBN:
(纸本)9789819609130;9789819609147
This paper introduces the Programmed Visual Content Comparison (PVCC) for collaborative programming learning. The PVCC is based on comparing two displayed visual objects produced by programming. This feature enables candidates to take the tests in a lighthearted and fun manner because they only judge "which is more difficult." The test based on the PVCC method works well to assess a candidate's programming abilities related to Panoramic Understanding of programming (PUP). We conducted a collaborative learning experiment with students in a programming class using the PVCC method. This experiment method contains two phases of activity. First, each candidate answers a problem with the reason for the judge. In the second (collaborative phase), candidates discuss their answers and reasons in a group and then make the group answer with its explanation. The result from the experiment suggests a potential that collaborative learning facilitated by the PVCC method is beneficial for students in programming education by improving understanding and problem-solving skills in programming.
In order to utilize the advantages of optical computing and promote the application and popularization of Ternary Optical computer (TOC), this paper proposes a dual-center programming model consisting of electronic pr...
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In order to utilize the advantages of optical computing and promote the application and popularization of Ternary Optical computer (TOC), this paper proposes a dual-center programming model consisting of electronic processor and optical processor, presents the theory and technologies of the dual-center model in detail, and for the first time explains the SAN ZHI GUANG (SZG) file chain technology, gives the implementation method of the dual-center model. The model tries to effectively manage the resources of optical processor and solve the problem of the distance and network connection mode of using the TOC. Experimental results show that the dual-center model is correct and the implementation method is feasible. It can improve the usability of the TOC and further simplify the TOC programming process, and makes common users apply the TOC and electronic computer to work cooperatively for the same task.
Parsons problems are well-regarded activities for scaffolding beginner programmers. We present a technique for employing Parsons problems in a cohort of professionals aiming to upskill in programming and data analytic...
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ISBN:
(纸本)9798400706035
Parsons problems are well-regarded activities for scaffolding beginner programmers. We present a technique for employing Parsons problems in a cohort of professionals aiming to upskill in programming and data analytics. Recognising the distinct learning needs of this demographic and the limitations of traditional coding exercises in assisting their learning, we developed a series of Parsons problems focused on both foundational programming constructs, and specialised topics within the domain of data analytics. Our approach leverages the H5P platform, integrated into a Learning Management System (LMS) for ease of access and interaction. Initial results from 27 learners revealed a preference for these problems over classical programming exercises. We illustrate the effectiveness of Parsons problems in engaging this unique cohort, and provide insights into adapting programming education in a way that meets the needs of professional learners more broadly.
This is a virtual dialog between Jeffrey C. Carver and Daniel S. Katz on how people learn programming languages. It's based on a talk Jeff gave at the first US-RSE Conference (US-RSE'23), which led Dan to thin...
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This is a virtual dialog between Jeffrey C. Carver and Daniel S. Katz on how people learn programming languages. It's based on a talk Jeff gave at the first US-RSE Conference (US-RSE'23), which led Dan to think about human languages versus computer languages. Dan discussed this with Jeff at the conference, and this discussion continued asynchronous, with this column being a record of the discussion.
computerscience has its threshold concepts as any academic discipline that students struggle to understand deeply. In this work, we report on using an active learning method called scientific debate to teach programm...
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ISBN:
(纸本)9798400704239
computerscience has its threshold concepts as any academic discipline that students struggle to understand deeply. In this work, we report on using an active learning method called scientific debate to teach programming threshold concepts in large unplugged classes. This method involves students by having them defend their position with arguments and scales up with the number of students by leveraging collective intelligence. We present in detail how we apply scientific debate in a programming class. We also collect and discuss student exchanges during debates and gather feedback after the last debate. Students report they stay more focused and motivated during class with scientific debate compared to traditional transmissive lectures. They also indicate that they understood the goal of this new pedagogical contract. Our experience report could help programming teachers willing to replace/complement transmissive teaching with a methodology involving the students.
Music and computerscience (CS) have profound historical and structural connections, with programming music offering a promising avenue for engaging children in CS through creative expression. To foster this engagemen...
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ISBN:
(纸本)9798400705311
Music and computerscience (CS) have profound historical and structural connections, with programming music offering a promising avenue for engaging children in CS through creative expression. To foster this engagement, our team developed M-Flow, a flow-based music programming platform designed to introduce students to CS via music. Despite extensive existing research in music and CS education, experience reports and empirical studies on K-12 teachers' implementation and its impact on young kids' learning are limited. Therefore, we recruit elementary school teachers and students with no or limited prior programming experience, introducing them to M-Flow and its curriculum through a professional development workshop, a semester's job embedded support, and classroom implementation. We describe the experiences of teachers as they attempt to integrate music and CS, the challenges they face, and the influence on students' attitudes toward learning computing concepts. Specifically, we reflect on our intervention by conducting a sequential mixed-method evaluation. During the qualitative phase, we collected multiple sources of data from three teachers through focus groups and debriefings after a semester of classroom implementation. Thematic analysis of workshop activities, interviews, and debrief videos revealed three themes with seven sub-themes on teachers' integration of flow-based music programming and two themes with five sub-themes on challenges faced by the teachers. In the quantitative phase, we gathered data on attitudes and self-efficacy from 75 students taught by these teachers. Results indicate that the flow-based music programming environment provided an engaging programming experience for students and significantly increased their self-efficacy towards learning programming.
In our media studies program, the introductory lecture for computerscience involves programming a game in the Processing language. The final test also assessed the ability to program games. Up until now, these tests ...
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ISBN:
(纸本)9798400706035
In our media studies program, the introductory lecture for computerscience involves programming a game in the Processing language. The final test also assessed the ability to program games. Up until now, these tests have been done in a written format, making the evaluation of handwritten code challenging. Learning assessment differed from laboratory practice and professional daily work. This paper presents an approach to automate the evaluation of simple games using Processing with CodeRunner in examinations. The approach enables students to deal with programming problems in a way they will encounter in professional work.
This work details an experimental study to test an educational method in introductory programming designing around interdisciplinary transfer between algebra and computerscience to target several problems commonly id...
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ISBN:
(纸本)9798400706035
This work details an experimental study to test an educational method in introductory programming designing around interdisciplinary transfer between algebra and computerscience to target several problems commonly identified by researchers: Unoptimized cognitive load, low self-efficacy, difficulties with conceptual understanding of generality and abstraction (parameters, functions, variables), and programming skill.
Quantum algorithms for tasks such as factorization, search, and simulation rely on control flow such as branching and iteration that depends on the value of data in superposition. High-level programming abstractions f...
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Quantum algorithms for tasks such as factorization, search, and simulation rely on control flow such as branching and iteration that depends on the value of data in superposition. High-level programming abstractions for control flow, such as switches, loops, higher-order functions, and continuations, are ubiquitous in classical languages. By contrast, many quantum languages do not provide high-level abstractions for control flow in superposition, and instead require the use of hardware-level logic gates to implement such control flow. The reason for this gap is that whereas a classical computer supports control flow abstractions using a program counter that can depend on data, the typical architecture of a quantum computer does not analogously provide a program counter that can depend on data in superposition. As a result, the complete set of control flow abstractions that can be correctly realized on a quantum computer has not yet been established. In this work, we provide a complete characterization of the properties of control flow abstractions that are correctly realizable on a quantum computer. First, we prove that even on a quantum computer whose program counter exists in superposition, one cannot correctly realize control flow in quantum algorithms by lifting the classical conditional jump instruction to work in superposition. This theorem denies the ability to directly lift general abstractions for control flow such as the lambda-calculus from classical to quantum programming. In response, we present the necessary and sufficient conditions for control flow to be correctly realizable on a quantum computer. We introduce the quantum control machine, an instruction set architecture featuring a conditional jump that is restricted to satisfy these conditions. We show how this design enables a developer to correctly express control flow in quantum algorithms using a program counter in place of logic gates.
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