Over the years, several systematic literature reviews have been published reporting advances in tools and techniques for automated assessment in computerscience. However, there is not yet a major bibliometric study t...
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ISBN:
(纸本)9783031330223;9783031330230
Over the years, several systematic literature reviews have been published reporting advances in tools and techniques for automated assessment in computerscience. However, there is not yet a major bibliometric study that examines the relationships and influence of publications, authors, and journals to make these research trends visible. This paper presents a bibliometric study of automated assessment of programming exercises, including a descriptive analysis using various bibliometric measures and data visualizations. The data was collected from the Web of science Core Collection. The obtained results allow us to identify the most influential authors and their affiliations, monitor the evolution of publications and citations, establish relationships between emerging themes in publications, discover research trends, and more. This paper provides a deeper knowledge of the literature and facilitates future researchers to start in this field.
Introductory programming courses form the foundation of all programming qualifications, which are in turn essential to a well-educated information technology workforce. Sadly these courses cannot boast high retention ...
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ISBN:
(纸本)9783031485350;9783031485367
Introductory programming courses form the foundation of all programming qualifications, which are in turn essential to a well-educated information technology workforce. Sadly these courses cannot boast high retention or success rates. The inverted (or "flipped") classroom approach has been touted as a way to engage large classes of mixed-ability students. To inform the design of a first-year university introductory programming course, the authors conducted a systematic literature review on existing flipped classroom implementations. Five electronic databases were searched with the keywords "flipped learning" and "introductory programming" for peer-reviewed academic literature published in the decade between 2013 and 2022 to answer the question "How may flipped learning be used to enhance student learning in an introductory programming module?". It was found that while the flipped learning approach poses challenges to both lecturers and students, it creates an increase in engagement during class and ensures that better use is made of limited face-to-face time between instructors and students. Meaningful future research would focus on seeking objective student feedback to understand the nature of the student experience.
Dynamic programming (DP) is a fundamental and powerful algorithmic paradigm taught in most undergraduate (and many graduate) algorithms classes. DP problems are challenging for many computerscience students because t...
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ISBN:
(纸本)9798400705311
Dynamic programming (DP) is a fundamental and powerful algorithmic paradigm taught in most undergraduate (and many graduate) algorithms classes. DP problems are challenging for many computerscience students because they require identifying unique problem structures and a refined understanding of recursion. In this paper, we present dpvis, a Python library that helps students understand DP through a frame-by-frame animation of dynamic programs. dpvis can easily generate animations of dynamic programs with as little as two lines of modifications compared to a standard Python implementation. For each frame, dpvis highlight the cells that have been read from and written to during an iteration. Moreover, dpvis allows users to test their understanding by prompting them with questions about the next operation performed by the algorithm. We deployed dpvis as a learning tool in an undergraduate algorithms class, and report on the results of a survey. The survey results suggest that dpvis is especially helpful for visualizing the recursive structure of DP. Although some students struggled with the installation of the tool (which has been simplified since the reported deployment), essentially all other students found the tool to be useful for understanding dynamic programs. dpvis is available at https://***/itsdawei/dpvis.
In recent decades, computerscience (CS) has undergone remarkable growth and diversification. Creating attractive, social, or hands-on games has already been identified as a possible approach to get teenagers and youn...
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ISBN:
(纸本)9798350350685;9798350350678
In recent decades, computerscience (CS) has undergone remarkable growth and diversification. Creating attractive, social, or hands-on games has already been identified as a possible approach to get teenagers and young adults interested in CS. However, overcoming the global gap between the interest and participation of men and women in CS is still a worldwide problem. To address this challenge, we present a multiplayer game that is used in a workshop setting to motivate girls to program through a 3D game environment. The paper aims to expand the educational landscape within computerscience education by offering a motivating and engaging platform for young women to explore programming quests in a collaborative environment. The study involved 235 girls and 50 coaches for the workshop evaluation and a subset of 20 participants for an in-game analysis. In this paper, we explore the engagement in programming and assess the cognitive workload while playing and solving programming quests within the game, as well as the learning experience and the outcome. The results show that the positive outcomes of the workshop underscore the effectiveness of a game-based collaborative learning approach to get girls interested in computerscience activities. The variety of solutions found for the different tasks demonstrates the creativity and problem-solving skills of the participants and underlines the effectiveness of the workshop in promoting critical thinking and computational skills.
Using games in education has the potential to increase students' motivation and engagement in the learning process, gathering long-lasting practical knowledge. Expanding interest in implementing a game-based appro...
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Using games in education has the potential to increase students' motivation and engagement in the learning process, gathering long-lasting practical knowledge. Expanding interest in implementing a game-based approach in computerscience education highlights the need for a comprehensive overview of the literature research. This scoping review aims to provide insight into current trends and identify research gaps and potential research topics concerning game-based learning in computerscience. Using standard methodology for scoping review, we identified 113 articles from four digital libraries published between 2017 and 2021. Those articles were analyzed concerning the educational level, type of the game, computerscience topic covered by the game, pedagogical strategies, and purpose for implementing this approach in different educational levels. The results show that the number of research articles has increased through the years, confirming the importance of implementing a game-based approach in computerscience. Different kinds of games, using different technology, concerning different computerscience topics are presented in the research. The obtained results indicate that there is no standardized game or standardized methodology that can be used for the creation of an educational game for computerscience education. Analyzed articles mainly implement a game-based approach using learning by playing, and no significant focus is given to the effectiveness of learning by designing a game as a pedagogical strategy. Moreover, the approach is mainly implemented for developing computational thinking or programming skills, highlighting the need for its implementation in other topics beyond programming.
Early prediction of student grades is important for identifying students at-risk of failing or students not achieving their goals, and providing timely interventions. There is a need to develop methods that are both a...
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ISBN:
(纸本)9783031643118;9783031643125
Early prediction of student grades is important for identifying students at-risk of failing or students not achieving their goals, and providing timely interventions. There is a need to develop methods that are both accurate and interpretable, to help teachers understand student behaviour and take appropriate actions. In this paper, we present a decision tree based approach for predicting students' final performance in online computerprogramming courses for high school students, based on log data from the first part of the course. We define and extract suitable features characterising student behaviour and show that it is possible to build compact and accurate decision trees, achieving an overall accuracy of 76% and 82-83% at one-third and mid-course respectively. We provide insights about the important factors affecting student performance and how the rules can be used to improve the student learning outcomes.
This paper investigates the impact of children's programming fluency and its relationship to the structure of the programming code, aiming to determine the best age to start teaching programming. A mixed-methods a...
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Inlining is a crucial optimisation when compiling functional programming languages. This paper describes how we have implemented and verified function inlining and loop specialisation for PureCake, a verified compiler...
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ISBN:
(纸本)9783031572661;9783031572678
Inlining is a crucial optimisation when compiling functional programming languages. This paper describes how we have implemented and verified function inlining and loop specialisation for PureCake, a verified compiler for a Haskell-like (purely functional, lazy) programming language. A novel aspect of our formalisation is that we justify inlining by pushing and pulling let-bindings. All of our work has been mechanised in the HOL4 interactive theorem prover.
Introduction to computerscience is traditionally the first course that all computerscience and software engineering majors take. The course introduces many problem-solving techniques which can be challenging for man...
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Introduction to computerscience is traditionally the first course that all computerscience and software engineering majors take. The course introduces many problem-solving techniques which can be challenging for many freshman students. In order to mitigate some of the issues of this course, we, at the Higher Education Institute, introduced a new prerequisite course, Introduction to programming Logic, which is a required course for all students who have not taken any previous computerscience course. In the Summer Session of 2022, we included prize-based learning in one of the sections of the course. Prize-based learning is similar to both problem-based learning and project-based learning in many aspects, including the principle of student-centred learning. However, it differs with respect to the motivation for student success. This approach utilises the students' ambition to win, to encourage students to work harder and learn more both inside as well as outside the classroom.
Recent years have seen increasing awareness of the need for all students in primary and secondary education to learn computerscience (CS) concepts and skills. Educational games hold significant potential to serve as ...
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ISBN:
(数字)9781728145334
ISBN:
(纸本)9781728145341
Recent years have seen increasing awareness of the need for all students in primary and secondary education to learn computerscience (CS) concepts and skills. Educational games hold significant potential to serve as a platform for CS education because they integrate engaging problem solving with effective pedagogical strategies. This potential is especially high for narrative-centered educational games that embed learning activities within rich interactive stories. In this paper, we present an educational game featuring block-based programming challenges contextualized within an engaging narrative, designed to promote CS learning for middle school students (ages 11 to 13). In the game, students undertake problem-solving challenges that are aligned with the K-12 computerscience Framework. Results from a classroom implementation of the game with middle grade students suggest that their perceived game control ratings are positively correlated with their progress in the game, which suggests the need for adaptively supporting students' game-based learning activities. Building on these findings, we discuss design implications for creating student-adaptive CS learning experiences in educational games that incorporate block-based programming enriched narrative-centered gameplay.
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