检索结果-内蒙古大学图书馆

29th Annual Conference on Innovation and Technology in computer science Education (ITiCSE)

作者： Pankiewicz, Maciej Baker, Ryan S. Warsaw Univ Life Sci Warsaw Poland Univ Penn Philadelphia PA USA

ISBN: (纸本)9798400706004

We examined the efficacy of AI-assisted learning in an introductory programming course at the university level by using a GPT-4 model to generate personalized hints for compiler errors within a platform for automated assessment of programming assignments. The control group had no access to GPT hints. In the experimental condition GPT hints were provided when a compiler error was detected, for the first half of the problems in each module. For the latter half of the module, hints were disabled. Students highly rated the usefulness of GPT hints. In affect surveys, the experimental group reported significantly higher levels of focus and lower levels of confrustion (confusion and frustration) than the control group. For the six most commonly occurring error types we observed mixed results in terms of performance when access to GPT hints was enabled for the experimental group. However, in the absence of GPT hints, the experimental group's performance surpassed the control group for five out of the six error types.

关键词： Automated assessment programming education large language models LLM GPT compiler errors personalized hints

来源：评论

学校读者我要写书评

暂无评论

Engaging Primary and Secondary School Students in computer science Through Computational Thinking Training

引用

IEEE TRANSACTIONS ON EMERGING TOPICS IN COMPUTING 2023年第1期11卷 56-69页

作者： Herrero-Alvarez, Rafael Miranda, Gara Leon, Coromoto Segredo, Eduardo Univ La Laguna Dept Ingn Informat & Sistemas San Cristobal Laguna 38200 Spain

Although computer science has grown to become one of the most highly demanded professional careers, every year, only a small percentage of students choose a degree directly related to computer science. Perhaps the problem lies in the lack of information that society has about computer science itself, and particularly about the work computer scientists do. No one doubts the role of Mathematics or Languages as core subjects in every primary and secondary education syllabus;however, computer science plays a negligible role in most current syllabuses. Only in a few countries have governments paid special attention to content related to computer science and to learning to analyze and solve problems the way computer scientists do (Computational Thinking). In this article, we present Piens@ Computacion@ULLmente, a project that provides a methodology to promote computer science through Computational Thinking activities among primary and secondary education students. The results obtained from an exhaustive statistical analysis of the data we collected demonstrate that the perception of computer science that pre-university students have can be improved through specific training. Moreover, we can also confirm that the performance of pre-university students involving Computational Thinking skills is independent of gender, particularly at the primary education level.

关键词： computer science Training Problem-solving programming profession Engineering profession Licenses Europe computational thinking primary education secondary education syllabus

来源：评论

学校读者我要写书评

暂无评论

Building Bridges Instead of Putting Up Walls: An Educational Tool to Facilitate Instructors in Adopting Active Learning Methodologies for Teaching programming

引用

IEEE ACCESS 2025年 13卷 66907-66930页

作者： Calderon, Ivanilse Silva, Williamson Feitosa, Eduardo Fed Univ Amazonas UFAM Inst Comp BR-69067005 Manaus Brazil Fed Univ Pampa UNIPAMPA Software Engn Dept PPGES BR-96460000 Alegrete Brazil

Teaching programming is a challenging task, as it requires instructors to guide students in developing complex skills such as real-world abstraction, problem-solving, and logical reasoning. However, the traditional teaching approach is often ineffective in achieving these objectives. Evidence suggests that Active Learning Methodologies (ALMs) can provide a more conducive environment for skill and competency development. Nonetheless, instructors' adoption rate of ALMs remains relatively low due to various barriers and factors, particularly in programming education. To assist instructors in facing this challenge, we present in this article CollabProg, an open collaborative repository designed to support instructors in identifying and selecting the appropriate ALMs for their teaching context and specific classroom needs. Additionally, CollabProg provides a set of practical guidelines, offering a step-by-step guide to assist instructors in adopting ALMs. We adopted the Design science Research Methodology (DSRM) to systematically address the research problem and guide the development, evaluation, and evolution of CollabProg. Furthermore, we present two case studies to evaluate the acceptance and feasibility of using CollabProg from the perspective of instructors at different educational institutions in Brazil. The evidence demonstrates that CollabProg effectively supports instructors in adopting active learning methodologies while identifying limitations and opportunities for improvement. We also found that CollabProg helped instructors identify and choose suitable ALMs for their teaching context to meet their specific classroom needs. The guidelines provided by the repository were useful and highly practical for lesson planning in adopting ALMs. The adoption of CollabProg underscores the need for effective strategies to support instructors in teaching programming and motivating students to learn. These strategies are particularly important in collaborative learning cont

关键词： Education programming profession Active learning Cognition Logic Guidelines Face recognition Creativity Syntactics Solids Teaching programming active learning methodologies computer programming educational tools CollabProg

来源：评论

学校读者我要写书评

暂无评论

Empowering STEAM Activities With Artificial Intelligence and Open Hardware: The BitDogLab

引用

IEEE TRANSACTIONS ON EDUCATION 2024年第3期67卷 462-471页

作者： Fruett, Fabiano Barbosa, Fernanda Pereira Fraga, Samuel Cardoso Zampolli Guimaraes, Pedro Ivo Aragao Univ Estadual Campinas Sch Elect & Comp Engn BR-13083872 Campinas Brazil SESI SP Itatiba Elementary Educ 1 Unit CE013 Itatiba SP Brazil

Open-source hardware and software platforms have played an important role in democratizing access to technology and education in computer science and engineering. Recent advancements in tools, such as KiCad, MicroPython, and Thonny, integrated development environment potentially accelerate low-budget educational applications, providing a smooth and consistent learning curve for users. The BitDogLab, utilizing these platforms, is designed and developed for science, Technology, Engineering, Arts, and Mathematics activities based on the Raspberry Pi Pico Board, featuring artificial intelligence (AI)-supported programming via the GPT model. BitDogLab is an open-source hardware solution with a flexible design for continuous expansion in both software and hardware areas. Its functionality, based on open-source code, can be enhanced by integrating various software resources. Additionally, BitDogLab's adaptability to sophisticated hardware like robotic systems or advanced sensors expands its educational applications. An evaluation of BitDogLab, conducted through a hands-on workshop at the Latin America Open Technology Conference-Latinoware 2023, revealed unanimous interest among 36 respondents, mainly for teaching programming (58%), and valuing its low cost, diverse components, and ease of AI-assisted programming. 75% of respondents expressed a strong desire to use BitDogLab, despite 19% preferring familiar boards like Arduino or Micro:bit. The project's open distribution encourages community contributions, promoting collaborative learning and innovation from children to preuniversity students.

关键词： programming profession Hardware Artificial intelligence Printed circuits Pins Education Soldering Artificial intelligence (AI) in education open hardware project-based learning science Technology Engineering Arts and Mathematics (STEAM) education

来源：评论

学校读者我要写书评

暂无评论

CARES Model for Supporting Computing Education and 4C Framework for Teaching in Hybrid Classrooms

引用

computer 2024年第8期57卷 90-95页

作者： Chan, Henry Hong Kong Polytech Univ Dept Comp Hong Kong Peoples R China

This article introduces the Computing for Application, Research, Entrepreneurship, and Service (CARES) model for supporting computing education and the Content, Community, Communication, and Collaboration (4C) framewo... 详细信息

关键词： computer science Education Curriculum Development Educational Programs Entrepreneurship Research Initiatives Electronic Learning Hybrid Learning Learning Systems Creativity computer Languages computer Applications Educational Framework 4 C Framework Student Learning Learning And Development Development Of Students Part Of The Article Core Layer Macro Perspective Online Students Critical Thinking Creativity Mobile App Multiple Choice Questions Layer Model Suitable Tool Exercise Group First Year Students Web Browser programming Experience Creative Skills Open Educational Resources Effective Classroom Entrepreneurial Projects Business Ideas

来源：评论

学校读者我要写书评

暂无评论

A Constraint programming Approach for the Preference Tourist Trip Design Problem 7th

A Constraint Programming Approach for the Preference Tourist...

引用

7th International Conference on Optimization and Learning

作者： Riff, Stephanie Castro, Carlos Monfroy, Eric Univ Tecn Feder Santa Maria Valparaiso Chile Univ Nantes Nantes France

ISBN: (纸本)9783031779404;9783031779411

Currently, tourists seek to optimize their time when planning a trip to another country to visit attractions and places that match their tastes and preferences. Among these preferences is slow or relaxed tourism, which demands visiting less popular places and having in mind conscious relaxed tourism. Linear programming has been used in some studies to solve optimization problems related to tourist routes, but its use is limited due to the complexity of the constraints in these problems. In contrast, constraint programming can handle complex constraints more naturally, allowing for better constraint modeling and more efficient problem solving. This paper addresses this problem by using constraint programming techniques for the optimization of tourist routes. Constraint programming has been proven to be an effective technique for solving optimization problems related to tourist routes given its ability to model complex constraints and conflicts in solutions naturally. The results obtained in this article demonstrate that constraint programming using complete search techniques provides better results compared to linear programming. In particular, the proposed technique achieved the optimal solution for 70% of the tested instances, surpassing the results obtained by state-of-the-art studies and highlighting its efficiency in execution time. In summary, it is concluded that constraint programming is a more effective and efficient technique than linear programming in optimizing tourist routes in view of its ability to naturally model complex constraints and conflicts in solutions.

关键词： Tourism Constraint programming Route planning

来源：评论

学校读者我要写书评

暂无评论

Using Serious Games and Digital Games to Improve Students' Computational Thinking and programming Skills in K-12 Education: A Systematic Literature Review

引用

TECHNOLOGIES 2025年第3期13卷 113-113页

作者： Gundersen, Sindre Wennevold Lampropoulos, Georgios Ostfold Univ Coll Dept Comp Sci & Commun N-1757 Halden Norway Univ Nicosia Sch Educ Dept Educ CY-2417 Nicosia Cyprus Univ Macedonia Sch Informat Sci Dept Appl Informat Thessaloniki 54636 Greece

Computational thinking and problem-solving skills have become vital for students to develop. Digital games and serious games are increasingly being used in educational settings and present great potential to aid students' learning. This study aims to explore the role and impact of serious games and digital games on students' computational thinking and programming skills in primary, secondary, and K-12 education through a systematic review of the existing literature. Four research questions were set to be examined. Following the PRISMA framework, 78 studies deriving from IEEE, Scopus, and Web of science over the period of 2011-2024 are examined. The studies are categorized into Theoretical and Review studies, Proposal and Showcase studies, and Experimental and Case studies. Based on the results, serious games and digital games arose as meaningful educational tools that are positively viewed by education stakeholders and that can effectively support and improve K-12 education students' computational thinking and programming skills. Among the benefits identified, it was revealed that serious games offer enjoyable and interactive learning experiences that can improve students' learning performance, engagement, and motivation, enhance students' confidence and focus, and promote self-regulated learning and personalized learning. Additionally, serious games emerged as an educational means that can effectively support social learning and provide real-time feedback. The challenges identified were related to the selection of games and the game-related design elements, decisions, and approaches. Hence, the study highlights the significance of the design of serious games and the need to cultivate students' computational thinking, problem-solving, and social skills from a young age. Finally, the study reveals key design principles and aspects to consider when developing serious games and digital games and highlights the need to involve education stakeholders throughout the desig

关键词： serious games digital games digital game-based learning gamification computational thinking programming computer science computer education primary education secondary education k-12 education review

来源：评论

学校读者我要写书评

暂无评论

ALCH: An imperative language for chemical reaction network-controlled tile assembly

引用

NATURAL COMPUTING 2024年第2期23卷 365-385页

作者： Klinge, Titus H. Lathrop, James, I Moreno, Sonia Potter, Hugh D. Raman, Narun K. Riley, Matthew R. Drake Univ Des Moines IA 50311 USA Iowa State Univ Ames IA 50011 USA Univ British Columbia Vancouver BC Canada

Schiefer and Winfree recently introduced the chemical reaction network-controlled tile assembly model (CRN-TAM), a variant of the abstract tile assembly model (aTAM). In the CRN-TAM, tile reactions are mediated via non-local chemical signals controlled by a chemical reaction network. This paper introduces ALCH, an imperative programming language for specifying CRN-TAM programs that can be compiled and simulated. ALCH includes standard language features such as Boolean variables, conditionals, loops, and CRN-TAM-specific constructs such as adding and removing tiles. ALCH also includes the branch and parallel structures which harness the nondeterministic and parallel nature of the CRN-TAM. ALCH also supports functional tileset specification. Using ALCH, we show that the discrete Sierpinski triangle and the discrete Sierpinski carpet can be strictly self-assembled in the CRN-TAM, which shows the CRN-TAM can self-assemble infinite shapes at scale 1 that the aTAM cannot. ALCH allows us to present these constructions at a high level, abstracting species and reactions into C-like code that is simpler to understand. We employ two new CRN-TAM techniques in our constructions. First, we use ALCH's nondeterministic branching feature to probe previously placed tiles of the assembly and detect the presence and absence of tiles. Second, we use scaffolding tiles to precisely control tile placement by occluding any undesired binding sites. This paper is an extension of our previous work, updated to include a Sierpinski carpet construction and the parallel command.

关键词： Tile assembly Chemical reaction network Sierpinski triangle Sierpinski carpet Molecular programming language

来源：评论

学校读者我要写书评

暂无评论

How Do First-Year Engineering Students' Emotions Change while Working on programming Problems?

引用

ACM TRANSACTIONS ON COMPUTING EDUCATION 2024年第2期24卷 1-30页

作者： Atiq, Zahra Batra, Rakhi Ohio State Univ Dept Comp Sci & Engn Room 297Dreese Labs 2015 Neil Ave Columbus OH 43210 USA Ohio State Univ Dept Comp Sci & Engn 2015 Neil Ave Columbus OH 43210 USA

Emotions are a complex multi-faceted phenomenon. To assess the complexity of emotions from different facets, multi-modal approaches are necessary. However, multi-modal approaches are rarely used for assessing emotions, especially in the context of computer programming. This study adopts a multi-modal approach to understand the changes in students' perception of emotions before and after working on programming problems. Understanding these changes in students' perceptions may enable educators to devise interventions that help students adjust their perceptions and regulate their emotions as per their skills. We conducted a one-on-one programming session and retrospective think-aloud interview with 17 students from an introductory programming course. During the programming session, students filled surveys and performed four programming tasks. While working on these tasks, students' eye gaze, video of face and screen, and electrodermal activity data were also collected using a non-invasive device. The data collection for this study was multi-modal, with a mix of both qualitative and quantitative data collection methods. Data analysis was primarily qualitative, with additional triangulation of qualitative and biometric data for select exemplars. The findings of this study suggest that students experience changes in emotions because of many reasons, for instance, they encountered repeated errors, they set high standards for their performance, or they could not manage time. For some students, negative emotions changed to positive emotions when they solved errors without any external help or achieved more than what they expected going into the task. Moreover, the triangulation of qualitative and biometric data of two participants provides a fine-grained analysis of their emotions and behaviors and confirmed the change in the perception of their emotions while performing the programming tasks.

关键词： Emotions multi-modal data and programming

来源：评论

学校读者我要写书评

暂无评论

"Let Them Try to Figure It Out First" - Reasons Why Experts (Do Not) Provide Feedback to Novice Programmers 29

"Let Them Try to Figure It Out First" - Reasons Why Experts ...

引用

29th Annual Conference on Innovation and Technology in computer science Education (ITiCSE)

作者： Lohr, Dominic Kiesler, Natalie Keuning, Hieke Jeuring, Johan Friedrich Alexander Univ Erlangen Nurnberg Erlangen Germany Nuremberg Tech Nurnberg Germany Univ Utrecht Utrecht Netherlands

ISBN: (纸本)9798400706004

A recent ITiCSE working group investigated when and how experts give feedback and hints at steps novice programmers take when solving programming problems. Based on the feedback literature and an analysis of expert feedback on steps, the working group designed guidelines for when and how to give feedback. The feedback provided by educators using these guidelines on a number of sequences of student steps varied a lot. In this paper, we try to answer the question of why educators give feedback at particular steps to novice learners of programming. We prepared six authentic sequences of student steps when solving an introductory programming task. The preprocessed sequences were used in a survey to gather information about when and why an expert would give feedback. Respondents annotated each step from one sequence with if and why they would give feedback at that step. Our survey received 47 responses. We qualitatively analyzed the responses, resulting in a coding scheme consisting of 19 different reasons for why experts intervene (or not) when novice learners work on introductory programming tasks. We found a considerable variety of reasons experts give for when and how to help students with feedback and hints. Also, sometimes one expert uses a reason at a step to explain why they do intervene, and another expert uses the same reason at the step to not intervene. The categories of experts' feedback indicators will pave the way for several future studies and applications, including learning systems trying to resemble expert feedback strategies.

关键词： Learning programming expert feedback feedback rationale feedback guidelines novice programmers

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：