The emergence of generative AI tools like ChatGPT has sparked investigations into their applications in teaching and learning. In computer programming education, efforts are underway to explore how this tool can enhan...
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The emergence of generative AI tools like ChatGPT has sparked investigations into their applications in teaching and learning. In computer programming education, efforts are underway to explore how this tool can enhance instructional practices. Despite the growing literature, there is a lack of synthesis on its use in this field. This rapid review addresses this gap by examining the current literature to outline research trends, assess how it supports teaching and learning processes, and discern the issues that emerge from its application in programming instruction. A total of 107 documents disseminated across 81 distinct sources and authored by 394 contributors were identified. The review adopted a broad and inclusive approach, selecting literature based on relevance to ChatGPT's application in programming education and encompassing studies from diverse settings and methodologies. Results highlight applications such as personalized tutoring, knowledge reinforcement, instructional material creation, source code generation, immediate feedback, and assessment support. However, its use also introduces challenges such as academic dishonesty, ethical dilemmas, diminished critical thinking, overdependence on ChatGPT, and various technical limitations. Considering these findings, a balanced approach to the utilization of ChatGPT in programming education is essential. Implications and recommendations have been provided to guide policymakers, curriculum designers, teachers, and students in harnessing the benefits of this technology while mitigating potential challenges.
This study focuses on students' self-assessment during their learning process related to computer programming concepts, taking into account challenges and obstacles both teachers and students face, with the aim to...
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This study focuses on students' self-assessment during their learning process related to computer programming concepts, taking into account challenges and obstacles both teachers and students face, with the aim to contribute to the development of guiding principles and practices and enhance the teaching process of computer programming in primary education. This is a research area that, to the best of our knowledge, has not been fully investigated, especially in Greek schools, and its originality lies in the application of an integrated approach, which combines the analysis, correlation and triangulation of data from both bibliographic and pilot studies sources. By including data from interviews, questionnaires, researchers' diaries and field notes from two three-week pilot studies with third-grade students, this study addresses the deficiencies of prior research. Past studies rely on limited data sources, such as single-method approaches and small sample sizes, leaving out broader contexts or specific educational settings, such as Greek schools. This study's comprehensive approach offers a more detailed and nuanced understanding of the research problem. The focal point of the research questions in this study, is to identify elements that provide important findings concerning: (a) the enhancement of students' skills alongside the identification of obstacles they may face during their self-assessment process, (b) teachers' challenges during incorporation of modern educational tools in the learning process and (c) the attitude of teachers as well as the role they play in the students' self-evaluation process. Findings of this work serve as an essential tool for students, teachers and researchers, facilitating continual improvements in the educational process and students' programming experience through sharing their experiences, exchanging ideas and proposing possible solutions to the challenges that arise. The research findings generate recommendations for educational
computer programming skills are essential for today’s employment market, mainly when studied from a young age. However, due to the constantly increasing number of such applications and various customer reviews, compr...
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Backgroundcomputer programming learning and education play a critical role in preparing a workforce equipped with the necessary skills for diverse fields. ChatGPT and YouTube are technologies that support self-directe...
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Backgroundcomputer programming learning and education play a critical role in preparing a workforce equipped with the necessary skills for diverse fields. ChatGPT and YouTube are technologies that support self-directed programming *** study aims to examine the sentiments and primary topics discussed in YouTube comments about ChatGPT's impact on learning and writing computer *** data were collected from 30 November 2022 to 11 January 2024, by extracting 30,773 comments from 57 YouTube videos. Sentiment analysis, topic modelling and thematic analysis were used for data *** and ConclusionsThrough sentiment analysis and thematic analysis, a positive attitude among YouTube self-directed learners towards employing ChatGPT for learning and writing computer programming was identified. The results of topic modelling and thematic analysis revealed that these learners recognise both the perceived advantages and limitations of using ChatGPT for learning and writing computer programming. The advantages include creating learning plans, generating code, self-correction, explaining code and saving programming time, while the limitations are incorrect information, challenges in debugging programmes, perceived inefficiency and ineffectiveness and the absence of intelligence. Diverse perspectives regarding the impact of ChatGPT on programming professions and education were discussed. Some ethical concerns regarding data privacy, code copyright and equity issues were raised and needed further exploration. The findings imply the importance of computer programming education and integrating ChatGPT into programming education. Guidelines and instructions regarding using ChatGPT for programming learning are needed.
This study investigates the self-regulated learning strategies employed by students in computer programming courses. Utilising the Questionnaire on Learning Strategies in computer programming (CEAPC), the research aim...
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This study investigates the self-regulated learning strategies employed by students in computer programming courses. Utilising the Questionnaire on Learning Strategies in computer programming (CEAPC), the research aims to identify specific strategies used by students. The findings reveal a variety of effective learning strategies, including problem-solving, knowledge acquisition and study environment management in the context of computer programming learning. However, difficulties in idea organisation were noted, suggesting a need for enhanced support in structuring and documenting thought processes and code. The study also highlights the interdependence of learning strategies, particularly the role of metacognition in conjunction with practice, problem-solving and time management. Differences in strategy use across course levels and gender were observed, with advanced courses prompting more complex strategies and female students excelling in structured and collaborative learning. These insights provide educators with valuable guidance for developing targeted interventions to improve students' self-regulated learning abilities in programming education.
This work presents the development of two free graphical user interfaces (GUIs), called FASTLognoter and MorisonForm, both focused on the analysis of the behaviour of offshore structures, especially of offshore wind t...
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This work presents the development of two free graphical user interfaces (GUIs), called FASTLognoter and MorisonForm, both focused on the analysis of the behaviour of offshore structures, especially of offshore wind turbines. The first one is related to the aeroelastic analysis of wind turbines, and the second is concerned with the seakeeping of marine structures. The development of these tools has been carried out using a powerful software called Lognoter. This tool is a free software for knowledge management in technology, which integrates computer programming for allowing the development of GUIs. These GUIs give an open platform for conducting a parametric study of the structural and dynamic behaviour of marine structures. Their coupling permits the user to set a suitable way to evaluate new concepts in marine structures. Finally, an application for the intensive analysis of offshore wind turbines is shown.
There is a recognized need for research on how to teach computer programming in primary schools in Sweden grades 4-6 (10-12-year-old pupils). Studies of teaching show the importance of teachers' knowledge of conte...
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There is a recognized need for research on how to teach computer programming in primary schools in Sweden grades 4-6 (10-12-year-old pupils). Studies of teaching show the importance of teachers' knowledge of content and pedagogy and how these two parts affect each other (i.e. pedagogical content knowledge [PCK]). Most teachers in Sweden have little or no formal education in computer programming, the revised Swedish curriculum requires them to teach it. The aim of this study is to explore the pedagogical strategies teachers use when they teach computer programming. Semi-structured interviews were conducted with 14 participants, comprising 12 teachers and 2 teacher trainers. The data were analysed deductively with themes from previous research. The results show that teachers use eight pedagogical strategies, including three new strategies that have been constructed inductively: do-it-yourself, gamification and progression. These eight pedagogical strategies are mostly general, and teachers may be considered regressed experts, as they lack formal training in computer programming. They facilitate learning in a general sense, but, compared to other subjects, their PCK in computer programming is problematized. In-service teacher training is needed to increase content knowledge, thus enabling to develop PCK in computer programming. It would also be fruitful to deepen our knowledge regarding pedagogical strategies in the PCK domain of computer programming.
Unlike engineering, computer programming has no well-established methods of attack. Even when it has, these methods are disregarded too often. How can an engineer's approach be made to computer programming?
Unlike engineering, computer programming has no well-established methods of attack. Even when it has, these methods are disregarded too often. How can an engineer's approach be made to computer programming?
We find that students taking spatial analysis courses have a fair knowledge of the use of computer software packages, but usually lack basic computer programming skills. This article sets out a sequence of four exerci...
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We find that students taking spatial analysis courses have a fair knowledge of the use of computer software packages, but usually lack basic computer programming skills. This article sets out a sequence of four exercises of increasing difficulty which students can program using languages such as BASIC or dBASE. We also describe several spatial analysis course projects in which students developed their own computer code. Incorporating computer programming exercises in a spatial analysis course helps students to 1) come to terms with the complexity of the material, 2) clarify concepts, 3) understand the rationale behind calculations, 4) use their creative energies, and 5) gain confidence in their computer and mathematical skills.
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