This study presents a new blended learning model that combines a computer-assisted learning system called Cognitive Apprenticeship programming Learning System (CAPLS) with instructor co-teaching in an introductory pro...
详细信息
This study identifies the components contributing to resilience among undergraduate computerscience students in introductory programming courses. It presents an interpretive qualitative study's initial findings t...
详细信息
ISBN:
(纸本)9780998133171
This study identifies the components contributing to resilience among undergraduate computerscience students in introductory programming courses. It presents an interpretive qualitative study's initial findings through 20 student interviews. The study reveals the significance of self-efficacy, including self-talk, autonomy, self-management, self-regulation, and intrinsic motivation, as influential factors in understanding and fostering resilience among students in computerscience contexts. These findings contribute to the existing literature on resilience and offer valuable insights for educators and researchers seeking to support student's academic success and well-being. This study's unique contributions include exploring self-talk and self-management components, which are yet to be extensively studied with resilience in previous research. Future research can build upon these findings to develop interventions and educational practices that foster resilience among undergraduate computerscience students.
Educational curricula in data analysis are increasingly fundamental to statistics, data science, and a wide range of disciplines. The educational literature comparing coding syntaxes for instruction in data analysis r...
详细信息
Educational curricula in data analysis are increasingly fundamental to statistics, data science, and a wide range of disciplines. The educational literature comparing coding syntaxes for instruction in data analysis recommends utilizing a simple syntax for introductory coursework. However, there is limited prior work to assess the pedagogical elements of coding syntaxes. The study investigates the paradigms of the dplyr, ***, and DTwrappers packages for R programming from a pedagogical perspective. We enumerate the pedagogical elements of computerprogramming that are inherent to utilizing each package, including the functions, operators, general knowledge, and specialized knowledge. The merits of each package are also considered in concert with other pedagogical goals, such as computational efficiency and extensions to future coursework. The pedagogical considerations of this study can help instructors make informed choices about their curriculum and how best to teach their selected methods.
BackgroundWith the increasing interdisciplinarity between computerscience (CS) and other fields, a growing number of non-CS students are embracing programming. However, there is a gap in research concerning differenc...
详细信息
BackgroundWith the increasing interdisciplinarity between computerscience (CS) and other fields, a growing number of non-CS students are embracing programming. However, there is a gap in research concerning differences in programming learning between CS and non-CS students. Previous studies predominantly relied on outcome-based assessments, focusing on summative evaluations and surveys while providing little insight into the real learning process and differences therein. This study aims to provide a process-oriented comparison of programming learning between two novice student groups, CS and Math, under uniform instructional conditions, focusing on their semester-long scores, engagement, and code *** research involves 75 novice students enrolled in a compulsory introductory programming course designed for a mixed class, comprising 35 Math and 40 CS. Through Latent Class Analysis and Self-Organizing Maps, we identify distinct learning states throughout the semester and employ sequence mining to explore the differences in learning trajectories and state transitions between the two cohorts. Our results reveal that the association between engagement and scores diverges across different majors as the course progresses, deviating from the widely discussed positive correlation. In the semester-long code metrics analysis of students exhibiting over-engineering state, the two cohorts display opposing trends. Moreover, CS students demonstrate significant alignment between formative and summative scores, whereas Math peers exhibit phenomena of cold-start and learning *** study underscores the importance of understanding distinct learning trajectories to improve instructional design for diverse learner groups. Our findings indicate that CS students follow increasingly efficient learning patterns with decreasing code complexity over time, while Math students need strategies to overcome phenomena of cold-start and learning avoidance. Code met
Background and Context: Understanding how a student programmer solves different task types in different programming languages is essential to understanding how we can further improve teaching tools to support students...
详细信息
Background and Context: Understanding how a student programmer solves different task types in different programming languages is essential to understanding how we can further improve teaching tools to support students to be industry-ready when they graduate. It also provides insight into students' thought processes in different task types and languages. Few (if any) studies investigate whether any differences exist between the reading and navigation behavior while completing different types of tasks in different programming languages. Objectives: We investigate whether the use of a certain programming language (C++ versus Python) and type of task (new feature versus bug fixing) has an impact on performance and eye movement behavior in students exposed to both languages and task types. Participants: Fourteen students were recruited from a Python course that taught Python as an introductory programming language. Study Method: An eye tracker was used to track how student programmers navigate and view source code in different programming languages for different types of tasks. The students worked in the Geany Integrated Development Environment (IDE, used also in their course) while eye-tracking data was collected behind the scenes making their working environment realistic compared to prior studies. Each task type had a Python and C++ version, albeit on different problems to avoid learning effects. Standard eye-tracking metrics of fixation count and fixation durations were calculated on various areas of the screen and on source code lines. Normalized versions of these metrics were used to compare across languages and tasks. Findings: We found that the participants had significantly longer average fixation duration and total fixation duration adjusted for source code length during bug fixing tasks than the feature addition tasks, indicating bug fixing is harder. Furthermore, participants looked at lines adjacent to the line containing the bug more often before looking at
作者：
Gokoglu, SeyfullahKilic, ServetBartin Univ
Fac Sci Comp Technol & Informat Syst Bartin Turkiye Ordu Univ
Vocat High Sch Tech Sci Comp Technol Dept Ordu Turkiye Ordu Univ
Tech Sci Vocat High Sch Comp Technol Dept TR-52200 Ordu PK Turkiye
This study investigates pre-service computerscience (CS) teachers' perspectives on the factors affecting their programming abilities, concerns about their future professional lives, and pedagogical suggestions fo...
详细信息
This study investigates pre-service computerscience (CS) teachers' perspectives on the factors affecting their programming abilities, concerns about their future professional lives, and pedagogical suggestions for effective programming teaching. The participants of the study were twenty-eight pre-service CS teachers studying at eighteen different universities in Turkiye. The data was gathered with a questionnaire consisting of open-ended questions. Results showed that inherent programming challenges, personal factors, and quality of undergraduate education affected pre-service CS teachers' abilities in programming teaching. They were concerned about their professional lives relating to programming teaching, keeping up with technological innovations, pedagogical concerns, and teaching practice. They also suggested pedagogical approaches that could be used in programming teaching under two categories, namely basic programming teaching, and teaching principles and techniques. The study contributes to the development of programming teaching by shedding light on the current perspectives of pre-service CS teachers on programming education.
This study introduces the Concrete Computational Concepts programming Environments (3CPEs), an innovative approach designed to help elementary students grasp abstract computational concepts through concrete metaphors ...
详细信息
ISBN:
(纸本)9798400703317
This study introduces the Concrete Computational Concepts programming Environments (3CPEs), an innovative approach designed to help elementary students grasp abstract computational concepts through concrete metaphors using tangible and everyday objects. Traditional programming environments for children focus on concrete programming language syntax and semantics yet often fall short in conveying advanced computational concepts. To address this gap, 3CPEs combine the hands-on appeal of computer-science unplugged activities with the versatility of programming environments, using familiar objects and gamified elements to visualize abstract computational and algorithmic ideas. An example is CT (Computational Thinking) Chef, a 3CPEs implementation to enhance elementary students' understanding of programming concepts. Through design workshops with five elementary programming teachers, we preliminarily identified teaching challenges and evaluated 3CPEs' efficacy as an educational tool. The feedback underscores CT Chef's potential in facilitating the teaching of intricate computational concepts for young learners.
This study investigates non-CS major students' performance in computerprogramming and Information Technology-integrated (ITI) courses at a Taiwanese research university. Non-CS students struggle in introductory p...
详细信息
ISBN:
(纸本)9786269689019
This study investigates non-CS major students' performance in computerprogramming and Information Technology-integrated (ITI) courses at a Taiwanese research university. Non-CS students struggle in introductory programming due to syntax and logical thinking limitations, resulting in lower grades compared to advanced programming. Similarly, ITI course grades are lower due to subject-specific demands. Gender and entry channels impact outcomes, with females excelling in informal learning. Favorable results are seen in individual applications and Multi-star Projects. Challenges include different learning paces and cultural adjustments. Regression analysis shows Introduction to computerprogramming (ICP), Advanced computerprogramming (ACP) and gender significantly affect ITI performance, explaining 24% of its variance. Recommendations include diverse teaching methods, problem-solving guidance, practical programming. collaboration, and project participation to enhance skills.
The paper considers the tasks of the Russian Unified State Exam in computerscience, solved by the dynamic programming method: finding the number of graph paths, calculating the number of programs, determining the opt...
详细信息
After the rapid development of technology, challenges related to decreasing concentration in children and youth have become apparent, posing a serious issue in the education process. This paper explores how the implem...
详细信息
ISBN:
(纸本)9798350329940;9798350307368
After the rapid development of technology, challenges related to decreasing concentration in children and youth have become apparent, posing a serious issue in the education process. This paper explores how the implementation of artificial intelligence (AI) can significantly enhance education, with a specific focus on improving concentration and developing technical skills, particularly in the fields of programming and technical sciences. The initial analysis will present a hypothesis on how AI can serve as a powerful tool to overcome contemporary challenges and provide effective support for achieving results and answers more efficiently. The motivation behind this research lies in the necessity to develop innovative methods to support education through technological advancements. A review will be conducted on various studies that examine the impact of AI applications in an educational context.
暂无评论