Block-based programming languages (BBLs) have been proposed as a way to prepare students for learning to program in more sophisticated, text-based languages, such as Java. Hybrid BBLs add the ability to view and edit ...
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Block-based programming languages (BBLs) have been proposed as a way to prepare students for learning to program in more sophisticated, text-based languages, such as Java. Hybrid BBLs add the ability to view and edit the block commands in auto-generated, text-based code. We compared the use of a non-hybrid BBL (Scratch), a hybrid BBL (Pencil Code), and no BBL across three sections of an introductory CS course that taught Java programming, to determine whether either type of BBL offered cognitive or affective advantages for learning Java. Students in the BBL groups were surveyed about their perceptions of each BBL in terms of ease of use and helpfulness in learning Java, and all three groups were compared on their performance in Java programming. The results showed that, in this introductory CS course, neither type of BBL offered an advantage in preparing students for learning Java. These results held regardless of the students' level of Java knowledge prior to the course.
Prior work suggests that novice programmers are greatly impacted by the feedback provided by their programming environments. While some research has examined the impact of feedback on student learning in programming, ...
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ISBN:
(纸本)9781450370929
Prior work suggests that novice programmers are greatly impacted by the feedback provided by their programming environments. While some research has examined the impact of feedback on student learning in programming, there is no work (to our knowledge) that examines the impact of adaptive immediate feedback within programming environments on students' desire to persist in computerscience (CS). In this paper, we integrate an adaptive immediate feedback (AIF) system into a block-based programming environment. Our AIF system is novel because it provides personalized positive and corrective feedback to students in real time as they work. In a controlled pilot study with novice high-school programmers, we show that our AIF system significantly increased students' intentions to persist in CS, and that students using AIF had greater engagement (as measured by their lower idle time) compared to students in the control condition. Further, we found evidence that the AIF system may improve student learning, as measured by student performance in a subsequent task without AIF. In interviews, students found the system fun and helpful, and reported feeling more focused and engaged. We hope this paper spurs more research on adaptive immediate feedback and the impact of programming environments on students' intentions to persist in CS.
Pair programming is a form of collaborative learning in computerscience that involves two students working together on a coding project. Previous research has identified mostly positive outcomes from this practice, s...
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Pair programming is a form of collaborative learning in computerscience that involves two students working together on a coding project. Previous research has identified mostly positive outcomes from this practice, such as course grades and the quality of the resulting code. Pair programming may also facilitate interactions that improve the climate for women and Students of Color, thereby reducing equity gaps in achievement and persistence. However, the existing research findings are inconsistent, which may reflect limitations in research design and/or challenges with implementing pair programming in an ideal manner. The present study sought to provide rigorous evidence through a cluster-randomized trial with 1,530 undergraduates in 96 lab sections across three different introductory computerscience courses. Within the full sample, pair programming was unrelated to virtually all outcomes. However, pair programming actually led to poorer outcomes among White students, including grades within the introductory course, attempting or completing subsequent computerscience courses, and majoring or minoring in computerscience. These negative effects were generally driven by White students whose partners had either low or high levels of prior programming experience.
When the coding assignments step into more complicated and structured periods for individuals, how to cultivate the skills have become the urgent needs for people who are engaged in sophisticated coding development in...
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Teaching of computerscience (CS is rapidly expanding in schools. Learning to program is a key ingredient of school CS curricula, and consequently, there is a need for quality measures of student learning of foundatio...
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ISBN:
(纸本)9781450367936
Teaching of computerscience (CS is rapidly expanding in schools. Learning to program is a key ingredient of school CS curricula, and consequently, there is a need for quality measures of student learning of foundational programming concepts. However, high-quality tools for measuring student learning in introductory CS have been under-developed and under-researched. This experience report shares the process of design and refinement of a summative paper-based assessment (that could also be administered online) for introductory programming in middle grades (6-8). We share our experiences with the use of assessment as a pre-post measure in a middle school introductory programming course in diverse, urban school classrooms in the US and use that data to conduct validity, reliability and item discrimination analyses.
programming learning has become an essential literacy for computerscience (CS) and non-CS students in the digital age. Researchers have addressed that students' conceptions of learning influence their approaches ...
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programming learning has become an essential literacy for computerscience (CS) and non-CS students in the digital age. Researchers have addressed that students' conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students' conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers' ideas and relieving pressure, 4. applying and understanding, 5. increasing one's knowledge and improving one's competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.
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...
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) course included in two slightly different Informatics Engineering degrees at the same institution. The motivation section of the Motivated Strategies for Learning Questionnaire (MSLQ) instrument includes several scales and subscales used to analyse different motivational *** research questions guided the study. The first is comparing the results of the two groups of students. The second considered the student’s previous programming experience and tried correlating it with motivational factors. The third is similar but separates students following IP for the first time and those who had failed it in previous years. Finally, the fourth research question examined the influence of motivational factors on students’ learning performance measured by their final *** paper provides a detailed study description and presents and discusses its results.
As GenAI technologies, particularly Large Language Models (LLMs), continue to revolutionize programming and data science, it is increasingly vital for educators to adapt computerscience curricula. This paper presents...
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ISBN:
(纸本)9798350362060;9798350362053
As GenAI technologies, particularly Large Language Models (LLMs), continue to revolutionize programming and data science, it is increasingly vital for educators to adapt computerscience curricula. This paper presents a review of recent technical books on AI-Assisted programming and utilizes the findings to guide curriculum changes in higher education. Our analysis underscores the necessity for novel teaching strategies, emphasizing skills like problem decomposition, top-down design, and advanced debugging. Furthermore, it emphasizes the crucial expansion of curricula to encompass courses on developing applications based on LLMs, utilizing libraries such as LangChain and incorporating Retrieval Augmented Generation functionality. Our analysis reveals a significant gap in technical literature regarding the ethical and societal impacts of GenAI, highlighting the urgent need for programming curricula to evolve and equip students with the skills required to ethically develop AI-enhanced software products. This paper advocates for curriculum development that not only aligns with the latest industry trends but also contributes to research on AI-assisted coding and its future impact.
programming is an essential part of the curriculum of computerscience non-major students. The motivation for the various elements of interdisciplinary degrees is often very low in computerscience, which faces a gend...
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programming is an essential part of the curriculum of computerscience non-major students. The motivation for the various elements of interdisciplinary degrees is often very low in computerscience, which faces a gender gap as well. Differences between study courses and gender in confidence, attitude, student numbers, and motivation in computerscience are investigated. In addition, the influences of attitude, perception, and social background are considered. A questionnaire was designed based on an extensive research model for the purpose of this research. A survey was conducted with two cohorts of computerscience non-major freshmen from two degrees in an introductory programming class at a university of applied sciences. The outcomes are compared against each other. First, an explorative factor analysis was performed. Afterwards, SmartPLS was used to test the developed model. The overall motivation of the participants is moderate and mostly influenced by their ability and effort beliefs. These constructs are different for men and women, but not for the degree programs, and have different impacts on motivation. In general, motivation is influenced by ability and effort beliefs, which in turn are mostly affected by perception and social background. While women show lower ability and higher effort beliefs, the males in the samples have opposite outcomes and thus a higher motivation in introductory programming classes.
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