Since 2021 the proliferation of generative artificial intelligence tools, notably ChatGPT, has experienced considerable diffusion, particularly within the context of higher education institutions. Both lecturers and s...
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ISBN:
(纸本)9783031832093;9783031832109
Since 2021 the proliferation of generative artificial intelligence tools, notably ChatGPT, has experienced considerable diffusion, particularly within the context of higher education institutions. Both lecturers and students have embraced the use of ChatGPT to support academic and student activities. This study examines the influence of ChatGPT on the teaching and learning of programming from the perspective of lecturers and students. Using the Faculty of computerscience at the Technical University of Manabi as the case study, semi-structured interviews were conducted with students from introductory, intermediate, and advanced programming courses, as well as with lecturers teaching programming subjects, exploring dimensions of usability, user experience, benefits, challenges, and ethical implications. Findings show that ChatGPT has the potential to enhance understanding of concepts and practical problem-solving in programming. However, it may also foster technological dependency and dishonest academic practices if not properly monitored and guided. The implications of this study are both theoretical and practical, as it presents evidence concerning the students' ability to discern accuracy of answers provided by ChatGPT, while providing understanding into how ChatGPT influences the academic development of programming in university courses. This can serve as a basis for designing teaching strategies and educational policies in higher education institutions.
As the block programming paradigm has been successfully used to teach programming skills, this demo proposes KGSnap!, an extension of the block-based programming environment Snap!, which allows lay users to build and ...
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ISBN:
(纸本)9783031789519;9783031789526
As the block programming paradigm has been successfully used to teach programming skills, this demo proposes KGSnap!, an extension of the block-based programming environment Snap!, which allows lay users to build and run queries on a SPARQL endpoint. The proposed approach has the potential to enable lay users to access knowledge graphs without requiring technical skills in query languages.
The enhancement of science education represents a pivotal task within the ongoing reform of basic education. The integration of graphical programming as a media tool into interdisciplinary teaching in elementary scien...
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ISBN:
(数字)9798350351804
ISBN:
(纸本)9798350351811
The enhancement of science education represents a pivotal task within the ongoing reform of basic education. The integration of graphical programming as a media tool into interdisciplinary teaching in elementary science courses has sparked renewed momentum for the implementation of core literacy, teaching reform, and innovation. Against this backdrop, the present study initially combs through relevant research outcomes pertaining to elementary science and graphical programming, highlighting the current challenges and issues faced in elementary science teaching. Subsequently, leveraging the “C-POTE” model and the 4P principle of interdisciplinary thematic learning, an interdisciplinary teaching model for elementary science, grounded in graphical programming, is constructed. This model is steered by core literacy, features interdisciplinary concepts as its core, employs graphical programming tools as its medium, creates authentic scenarios, establishes problem chains and task clusters, encourages inquiry-based science teaching, and fosters evidence-based and diversified teaching evaluation. Subsequently, the article employs the case study of “A Journey to Explore the Solar System” as an illustrative example to demonstrate the implementation of interdisciplinary teaching in elementary school science courses through graphical programming. Furthermore, it delves into the analysis of the impact and effectiveness of this course example._Ultimately, the study summarizes and reflects on the analysis's outcomes, aiming to provide practical guidance for innovating the teaching mode of elementary science courses.
Acquiring programming skills is daunting for most learners and is even more challenging in heavily attended courses. This complexity also makes it difficult to offer personalized feedback within the time constraints o...
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Acquiring programming skills is daunting for most learners and is even more challenging in heavily attended courses. This complexity also makes it difficult to offer personalized feedback within the time constraints of instructors. This study offers an approach to predict programming weaknesses in each learner to provide appropriate learning resources based on machine learning. The machine learning models selected for training and testing and then compared are and Decision Trees. During the comparison based on the features of prior knowledge, time spent, and GPA, Logistic Regression was found to be the most accurate. Using this model, the programming weaknesses of each learner are identified so that personalized feedback can be given. The paper further describes a controlled experiment to evaluate the effectiveness of the personalized programming feedback generated based on the model. The findings indicate that learners receiving personalized programming feedback achieve superior learning outcomes than those receiving traditional feedback. The implications of these findings are explored further, and a direction for future research is suggested.
Instructors in computerscience classes often need to decide between having students use real programming tools to provide practical experience and presenting them with simpler educational interfaces to reduce their c...
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ISBN:
(纸本)9783031723148;9783031723155
Instructors in computerscience classes often need to decide between having students use real programming tools to provide practical experience and presenting them with simpler educational interfaces to reduce their cognitive load. Our work investigates the trade-offs between these approaches, by comparing student learning from two offerings of an introductory Python class across several community colleges in the U.S. In the first offering (N = 219), students used a real IDE (Visual Studio Code) throughout the entire course. In the second offering (N = 166), students used a simplified in-browser code editor, with no setup, for the first three modules and transitioned to Visual Studio Code in the subsequent modules. Our results showed that the second offering led to better learning than the first offering in the first three modules with the in-browser code editor. Moreover, students in both offerings performed similarly in a subsequent module in which they performed local development with Visual Studio Code, suggesting that the ability to use a real IDE was not harmed by the initial use of the in-browser code editor. In addition, we found that students in both offerings improved in their levels of self-efficacy with the course's learning objectives at the end of the class. Finally, we identified that the revisions made in the second offering benefited full-time students more than part-time students. We conclude with a discussion of the trade-offs between employing realistic programming tools and simplified coding environments, as well as suggestions for making introductory computerscience classes more effective and accessible.
Self-efficacy is a reliable predictor of academic motivation and achievement across various disciplines and age groups, including computing education. Enhancing self-efficacy through instructional experiences and tool...
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ISBN:
(纸本)9798400705328
Self-efficacy is a reliable predictor of academic motivation and achievement across various disciplines and age groups, including computing education. Enhancing self-efficacy through instructional experiences and tools improves motivation and achievement, making it valuable in computing education. To make use of this relationship, educators and researchers must be able to accurately measure how experiences and tools affect self-efficacy. This study replicated and extended the validation of a new self-efficacy measurement for introductory programming students developed by Steinhorst et al. (2020). It replicated features of the original study, such as using other programming-specific self-efficacy measures. The study also introduced measures of general self-efficacy, collected data in new types of courses, collected data for a new programming language, and explored changes in self-efficacy throughout courses to assess validity. The results showed robust internal consistency and construct and convergent validity of the Steinhorst instrument for both introductory programming and data structures courses, aligning with general self-efficacy theory. The findings indicate the Steinhorst instrument's adaptability across different programming languages and contexts. A key insight is the need for researchers and educators to tailor the instrument by excluding items not yet covered in the curriculum to maintain its reliability. This research enhances the understanding of the Steinhorst instrument's robustness for assessing programming self-efficacy across diverse educational settings.
Haptic devices can replicate real-time force signals, which demand high accuracy and real-time performance. However, several common factors affect the accuracy of system modeling, which potentially limit the performan...
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Haptic devices can replicate real-time force signals, which demand high accuracy and real-time performance. However, several common factors affect the accuracy of system modeling, which potentially limit the performance of haptic devices. These factors include unavoidable errors and unmodeled dynamics in the systems themselves, as well as uncertainties stemming from human-computer interaction (HCI) processes. Considering these unfavorable circumstances, this paper designs and fabricates a novel parallel haptic device with three degrees of freedom (DoF). To enhance modeling accuracy, a model-data driven approach is employed, utilizing the theoretical dynamic model as prior knowledge. A recurrent neural network (RNN) is used to approximate the actual system model. Subsequently, the online adaptive dynamic programming (ADP) technique is applied to achieve force reproduction. Critic-action networks are established to minimize the search for the established value function by continuously updating the weights of both networks in realtime. Through rigorous experimentation, the proposed haptic device successfully reproduces the desired force sensing signal and exhibits excellent adaptability.
The goal of teaching everyone computing (explicitly including programming) predates the definition of the computerscience (CS) major and even the prospect of a software development career. At the University of Michig...
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ISBN:
(纸本)9798400705328
The goal of teaching everyone computing (explicitly including programming) predates the definition of the computerscience (CS) major and even the prospect of a software development career. At the University of Michigan, we are creating courses for non-CS majors which are grounded in the computational practices of liberal arts and sciences faculty. These courses have no connection to the CS major curriculum or software development jobs. We focus here on two of the themes that those faculty valued (Computing for Expression and Computing for Justice) and the introductory courses that we designed around each theme. The courses emphasize gaining broad perspectives of computing, which serve the study of multiple disciplines. Student activities include readings, writing essays, classroom discussion, and open-ended programming homework assignments. This experience report describes our design process, the Creative Expression and Social Justice courses, and an initial evaluation of our design. Most of the programming assignments were written in the block-based programming language Snap!, with some in-class exercises using teaspoon languages. Several units ended with an ebook assignment to connect the Snap! programming to equivalent programs in Python, Processing, and SQL. Interview and survey findings suggest that students found this sequence and the courses useful, despite not counting toward a CS major or focusing on early software development skills. Students described usefulness in terms of developing general computing knowledge, preparation for a range of future careers, and introducing them to other course choices.
In the present study, we explore the current research on Kahoot! and address some concerns related to the effectiveness of the tool. We report on an experiment that we conducted with 39 computerscience students in an...
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ISBN:
(纸本)9783031630309;9783031630316
In the present study, we explore the current research on Kahoot! and address some concerns related to the effectiveness of the tool. We report on an experiment that we conducted with 39 computerscience students in an introductory programming course, which aimed to investigate the use of Kahoot! in two-hour-long practice sessions. Results highlight some interesting aspects revealed from the students' feedback: Kahoot! proved to be an exciting and motivational tool that enabled learners to focus better. The students also perceived the tool as helpful in remembering previously taught concepts but not so much for newly taught concepts. Their overall feedback was that Kahoot! is a very useful add-on to the lesson but cannot replace traditional teaching methods. Some of the limitations of Kahoot! are related to teacher involvement (as they need to choose the right questions and allocated time) and the necessity of using a mobile device in the classroom, which might cause distractions.
In today's digital era, a diverse and proficient cohort in the computing field is essential for nations to operate, advance, and stay competitive. However, challenges persist in introducing newcomers to computing,...
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ISBN:
(纸本)9798400706004
In today's digital era, a diverse and proficient cohort in the computing field is essential for nations to operate, advance, and stay competitive. However, challenges persist in introducing newcomers to computing, particularly in the first programming course (CS1). By exploring the factors affecting student performance in CS1, we can gain valuable insight into the variables influencing student learning and outcomes. This study explored the impact of visual art background on the programming achievements of first-year college CS1 students. Data were collected from two cohorts of CS1 students who participated in quasi-experimental studies conducted at two polytechnics in north-central Nigeria. These students were the treatment groups exposed to Scratch programming according to constructionist pedagogy. The findings indicate that students with visual arts backgrounds consistently outperformed their peers, regardless of gender. Furthermore, the study examined how age and academic achievement levels interact with visual arts proficiency to predict programming success, and found that visual arts proficiency plays a critical role in determining programming achievement, regardless of these demographic factors. Considering these findings, this study offers valuable insights for programming educators to develop inclusive and engaging introductory programming classes. Incorporating engaging visual art concepts and activities into CS0 or pre-college CS curricula could benefit all students, especially those new to computing. Visual art proficiency may also predict programming success, guiding educators to provide additional support.
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