computerscience including data analytics is a widely popular field, boasting promising career opportunities in the future. Proficiency in programming stands as a fundamental requirement for success in this domain. Ho...
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ISBN:
(数字)9798350394023
ISBN:
(纸本)9798350394030
computerscience including data analytics is a widely popular field, boasting promising career opportunities in the future. Proficiency in programming stands as a fundamental requirement for success in this domain. However, students entering MSc programs in data analytics often possess varying levels of programming background, which can impact their performance in assignments. Recognising and addressing these differences through tailored instruction can improve students’ outcomes. This paper explores the importance of considering students' programming backgrounds in the data analytics field and highlights strategies to enhance their performance based on prior knowledge. This study was carried out on two different modules in two different pathways. We have chosen two distinct cohorts and pathways to ensure unbiased conclusions in our study. The initial research was applied to the Database and programming Fundamentals module for an MSc data analytics cohort, and then we utilized a Deep Learning module for final year computerscience undergraduates as a validation cohort. As a conclusion, this study successfully demonstrated a significant increase in student assignment performance through the implementation of tailored instruction based on students' programming backgrounds. Despite receiving positive student feedback and observing excellent and improved performances, it is crucial to acknowledge instances of unsatisfactory student performance as well. Both studies were conducted by the School of Electronics, Electrical Engineering, and computerscience (EEECS) at Queen's University Belfast (QUB) during the academic year 2021/2022.
This study examines the adaptation of the problem-solving studio to computerscience education by combining it with pair programming. Pair programming is a successful software engineering practice in industry, but has...
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Pair programming is widely recognized as an effective educational tool in computerscience that promotes collaborative learning and mirrors real-world work dynamics. However, communication breakdowns within pairs sign...
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This work focuses on the motivation levels of introductory programming students and their relationship with their learning performance. The study involved students enrolled in the Introduction to programming (IP) cour...
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Early programming methodologies proved inadequate for the reliable implementation of the large programs enabled by rapidly growing computer memories, resulting in prohibitively long times for software development. Att...
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Early programming methodologies proved inadequate for the reliable implementation of the large programs enabled by rapidly growing computer memories, resulting in prohibitively long times for software development. Attempts to solve this problem by limiting control structure primitives within programming languages or by imposing external design methodologies to enforce ill-defined notions of modularity proved unsuccessful. Barbara Liskov's definition of abstract data types in 1973 and her embodiment of this notion in the programming language CLU provided a major step toward solving this problem. The key idea was to define the fundamental building blocks of programs as a set of abstractions, each of which resulted from the combination of a data type with all the operations that needed to be performed on the data type. Data abstraction is now fundamental to all modern programming languages. A second key innovation of Liskov's was what she called "behavioral subtyping" for object-oriented programming, now known as the Liskov Substitution Principle (LSP). The LSP formally defines when objects of subclasses can be safely substituted for the parent class, a crucial requirement of bug-free programming within this programming paradigm. In addition, Liskov has made several key contributions to distributed computer systems, including the first use of atomic actions for successful concurrency and providing a practical solution to the problem of Byzantine faults.
The articles in this special section offer a new perspectives on the question of how and why logic became intertwined with computing and programming. It focuses on the locality of programming and computing practices, ...
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The articles in this special section offer a new perspectives on the question of how and why logic became intertwined with computing and programming. It focuses on the locality of programming and computing practices, highlighting their relation to formalist practices and concepts to provide a deeper understanding of the historical relations between these different practices. The theoretical and technical considerations that tie logic and computing together have been historically contingent on the local and national structures inwhich they unfold.
Contribution: Research has shown that computerscience (CS) students who start programming assignments (PAs) early generally receive higher grades. This article presents and evaluates a gamification approach that util...
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Contribution: Research has shown that computerscience (CS) students who start programming assignments (PAs) early generally receive higher grades. This article presents and evaluates a gamification approach that utilizes software engineering tools to motivate CS students to start and finish PAs earlier. Background: CS can be difficult to learn because students often struggle with errors and how to properly test their code. For these reasons, it is essential that students start their PAs early. Furthermore, software engineering tools, such as version control and unit testing, are increasingly important for students to learn early in their career. Intended Outcomes: This gamification approach aims to motivate CS students to start and complete PAs earlier, as well as instill software engineering best practices. Application Design: To motivate students to start and finish assignments early, an open-source gamification system called the Leaderboard was developed. Using gamified points, the Leaderboard rewards students who pass PA unit tests well before the assignment is due. The system is fully automated using Github Classroom, a build server, and the Moodle learning management system. Findings: Results indicate students who used the Leaderboard did not start assignments significantly earlier;however, they finished assignments earlier, committed code more frequently, and passed more unit tests. The students found the Leaderboard to be motivating and passing unit tests was exciting for them.
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...
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 optimal path and final sums, and finding the execution time of processes in a multitasking system are considered in detail. Traditionally, in the press, these tasks are considered separately; this article shows a general approach to solving the considered tasks as dynamic programming tasks. The rationale for the propaedeutics of studying dynamic programming at school, direct analytical and program methods for solving tasks, and the connection between dynamic programming and the developing key/universal competencies of high school students are described.
In 2024, 32.9% of undergraduate students dropped out of college. The major with the most significant dropout rate was computerscience (CS), with 10.7%. The free text-based curriculum project from Carnegie Mellon Univ...
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ISBN:
(纸本)9798400705328
In 2024, 32.9% of undergraduate students dropped out of college. The major with the most significant dropout rate was computerscience (CS), with 10.7%. The free text-based curriculum project from Carnegie Mellon University's CS Academy addresses gaps that enable students to learn CS concepts up to the university level. Since 2018, this project has been globally available and has worked with professors, teachers, and content developers to create multiple courses: a short introductory course, the flagship CS1 year-long course, a college-level course, and more. Courses are offered through our online, web-based platform, which is free to use by teachers in K-12 classrooms. The goal is to bridge knowledge from block-based curriculum to text-based college-level courses. In addition, our college-level course allows students to earn credit (four credit hours/12 units) for their work through an end-of-course exam proctored by teachers in their schools. Currently in its first-year post-pilot, College programming and computerscience (CPCS) has allowed students to earn Carnegie Mellon University credit that is recognized at universities across the United States and *** Mellon University's CS Academy has served over 450,000 students and 13,000 teachers worldwide. The curriculum is also being translated into Spanish and has pilots in various Latin American countries, including Mexico, Ecuador, Chile, Puerto Rico, and Colombia.
Logic programming allows for the exploration and development of Computational Thinking skills. Those being abstraction, decomposition, pattern recognition, and generalisation, among others, which are fundamental for p...
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ISBN:
(数字)9798331540975
ISBN:
(纸本)9798331540982
Logic programming allows for the exploration and development of Computational Thinking skills. Those being abstraction, decomposition, pattern recognition, and generalisation, among others, which are fundamental for problem-solving. What is more, Logic programming helps building up Logical Thinking skills, also distinguishing valid arguments from fallacies and contradictions, as well as establishing connections between arguments through reasoning, to name some. These practices are not only essential for the development of knowledge in STEM, but also in computerscience disciplines. Recently, arguments have been standing in favour of the early integration of programming within compulsory education. The international scientific community is looking forward to researching and initiatives being deployed towards this direction. This article introduces Metagame -Metajuego-, a methodological proposal which integrates key aspects to facilitate the effective integration of Logic programming in primary education through collaborative and gamifying strategies. Furthermore, concrete cases of games are presented which have been formulated thanks to applying the proposed methodological approach to different educational contexts. The narratives upon which these games are based, incorporate learning cores presented in the curricular school designs where they were implemented.
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