As computational thinking becomes increasingly essential, the challenge of designing effective teaching approaches to foster students' abilities in this area persists, especially for higher order thinking skills. ...
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As computational thinking becomes increasingly essential, the challenge of designing effective teaching approaches to foster students' abilities in this area persists, especially for higher order thinking skills. This study addresses this challenge by proposing and implementing a peer assessment-based Scrum project (PA-SP) learning approach in university computerprogramming learning. The approach involves dividing 98 third-year college students into an experimental group, which employs the PA-SP approach, and a control group, which uses the conventional Scrum project (C-SP) approach. The study investigates the impact of the PA-SP approach on students' programming projects, learning motivation, project collaboration, communication, critical thinking, and cognitive load. The results demonstrate that the PA-SP approach significantly enhances learning achievement and motivation while also improving collaboration, communication, and critical thinking. By providing practical insights into effective teaching strategies to promote students' computational thinking, this research has significant implications for improving programming education in universities.
This study explores links between attributes of computing students, such as prior programming experience (PE) and gender, with expectations for success and the perception of challenges. Using Expectancy-Value Theory (...
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ISBN:
(纸本)9798400704239
This study explores links between attributes of computing students, such as prior programming experience (PE) and gender, with expectations for success and the perception of challenges. Using Expectancy-Value Theory (EVT), we investigate their major intentions and the impact of these factors post-CS1. Data was gathered using surveys at the beginning and end of an introductory programming course, focusing on demographics, expectations of success, and perceptions of challenges. Application status for the computing major was also recorded. Our results revealed that men and students with PE generally perceived greater potential for success and reported facing fewer challenges. In contrast, women and students without PE more often indicated concerns about intellectual ability and perceived challenges less positively. Notably, while gender appears in the preceding results, an intersectional analysis indicates that PE is the central factor. PE is also linked to persistence in the field of computing. Our results further highlight the importance of providing students with opportunities to develop experience, as it can help shape their expectations, perceived challenges, and retention in computing.
Protein acetylation refers to a process of adding acetyl groups(CH3CO-)to lysine residues on protein *** one of the most commonly used protein post-translational modifications,lysine acetylation plays an important rol...
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Protein acetylation refers to a process of adding acetyl groups(CH3CO-)to lysine residues on protein *** one of the most commonly used protein post-translational modifications,lysine acetylation plays an important role in different *** our study,we developed a humanspecific method which uses a cascade classifier of complexvalued polynomial model(CVPM),combined with sequence and structural feature descriptors to solve the problem of imbalance between positive and negative *** gene expression programming and differential evolution are utilized to search the optimal CVPM *** also made a systematic and comprehensive analysis of the acetylation data and the prediction *** performances of our proposed method are 79.15%in Sp,78.17%in Sn,78.66%in ACC 78.76%in F1,and 0.5733 in MCC,which performs better than other state-of-the-art methods.
Microworlds have been proposed as an educational approach for engaging students and increasing motivation. However, the use of microworlds has largely been studied in the initial phases of learning to program (or enti...
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ISBN:
(纸本)9798400705311
Microworlds have been proposed as an educational approach for engaging students and increasing motivation. However, the use of microworlds has largely been studied in the initial phases of learning to program (or entire courses). We adopted a microworld project at the end of our CS1 course to investigate its use in teaching students composition and creation of larger programs rather than initial familiarity with programming constructs. We here compare the impact of using a scaffolded, microworld project over a (previously used) non-scaffolded, non-microworld project. Based on data from N=303 students exposed to the two kinds of projects (145 in 2022 vs 158 in 2023), we compare the two cohorts according to a test of learning (TOL) based on the final exam grades. In 2023, we studied the impact further by considering the feel of learning (FOL) based on a qualitative student survey. The results show that the student grade-point average (TOL) increased significantly when we adopted the microworld project. Further, the microworld project appears to produce a high FOL.
The integration of gamification principles into programming education can bolster student motivation, engagement and learning outcomes. However, a one-size-fits-all model, which treats all students as a homogeneous en...
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ISBN:
(纸本)9783031824777;9783031824784
The integration of gamification principles into programming education can bolster student motivation, engagement and learning outcomes. However, a one-size-fits-all model, which treats all students as a homogeneous entity, is not an optimal gamification design approach. Insight into player types among students offers a valuable understanding of their engagement with gamified experiences and facilitates the customisation of design elements so that they align more closely with their preferences and motivations. The current study aimed to investigate how different game elements influence the motivation of students who represent different player types in a gamified first-year internet programming module. The dynamics mechanics components model and self-determination theory were used to design the gamified learning environment of the study and the HEXAD player topology was used to categorise students into different player types. The results of interviews indicate that the philanthropist type had a preference for collaborative learning. Moreover, achievers preferred challenging tasks and solving difficult problems;leaderboards motivated them to work harder. Additionally, socialisers enjoyed socialising with other students the most and were motivated by faceto-face competition. The player type had the greatest motivational desire to be at the top of the leaderboards and also enjoyed face-to-face competition. Lastly, free spirits were motivated the most by being in control of their own learning and creative learning activities;they were also motivated by face-to-face competition in the gamified learning environment. This paper provides valuable insight into how gamified learning environments can be tailored to meet the diverse motivational needs of students.
There have been increasing efforts in recent years to apply visualization tools for teaching CS/IT courses. Particularly, the abstractness of programming concepts can be mitigated with visualization tools by providing...
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This dissertation develops a didactic concept that focuses on using, adapting, and programming data-driven digital artifacts to gain new insights about the world. In terms of orientation, this approach differs from th...
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ISBN:
(纸本)9781450384889
This dissertation develops a didactic concept that focuses on using, adapting, and programming data-driven digital artifacts to gain new insights about the world. In terms of orientation, this approach differs from those that focus on creating software or learning how to use data as an end in itself. Instead, in the context of authentic data projects, students learn to use computerscience methods as a magnifying glass to explore and analyze the world. To achieve this, they need to learn, in particular, about the use of these data-driven digital artifacts and about the data itself. By conducting such authentic programming projects, students are supposed to gain a differentiated perspective of programming in terms of getting to know another point of view that differs from the more product-orientated one, often imparted in school today. The concept, therefore, highlights the important role of data and digital artifacts regarding the active acquisition of knowledge and thus illustrates the general educational character of programming. The goal of this dissertation is to evaluate, how far this programming concept changes students' and teachers' attitudes towards programming and how it enables students to actively gain insights about their own environment.
We automate deep step-by step reasoning in an LLM dialog thread by recursively exploring alternatives (OR-nodes) and expanding details (AND-nodes) up to a given depth. Starting from a single succinct task-specific ini...
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ISBN:
(纸本)9789819722990;9789819723003
We automate deep step-by step reasoning in an LLM dialog thread by recursively exploring alternatives (OR-nodes) and expanding details (AND-nodes) up to a given depth. Starting from a single succinct task-specific initiator we steer the automated dialog thread to stay focussed on the task by synthesizing a prompt that summarizes the depth-first steps taken so far. Our algorithm is derived from a simple recursive descent implementation of a Horn Clause interpreter, except that we accommodate our logic engine to fit the natural language reasoning patterns LLMs have been trained on. Semantic similarity to ground-truth facts or oracle advice from another LLM instance is used to restrict the search space and validate the traces of justification steps returned as focussed and trustable answers. At the end, the unique minimal model of a generated Horn Clause program collects the results of the reasoning process. As applications, we sketch implementations of consequence predictions, causal explanations, recommendation systems and topic-focussed exploration of scientific literature.
As a basic technology in the Internet industry and even the entire computer industry, programming has been increasingly valued by the entire society. Through traditional lexical analysis, top-down grammatical analysis...
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Conquering fundamental programming concepts that subtly affect program behavior is a challenge for computerscience (CS) students. Learning parameter passing, aliasing, scope, and references, how they work and being a...
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ISBN:
(纸本)9798400706004
Conquering fundamental programming concepts that subtly affect program behavior is a challenge for computerscience (CS) students. Learning parameter passing, aliasing, scope, and references, how they work and being able to reason about them, is crucial for CS students. In this qualitative study we explore how these concepts are taught from the perspective of Teaching Assistants (TAs). Using phenomenographic analysis we find several areas that could be improved regarding the activities and assessments that students are exposed to during their studies. These findings include issues with consistent grading, the training of TAs, the support structures offered to TAs, and variations in the perceived focus on these concepts. Finally, our results highlight a need to explore how proficient TAs are with these concepts.
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