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An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings

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JOURNAL OF COMPUTING IN HIGHER EDUCATION 2022年第2期34卷 489-516页

作者： Zheng, Lanqin Zhen, Yuanyi Niu, Jiayu Zhong, Lu Beijing Normal Univ Sch Educ Technol Fac Educ 19 XinJieKouWai St Beijing 100875 Peoples R China

programming skills have gained increasing attention in recent years because digital technologies have become an indispensable part of life. However, little is known about the roles of fade-in and fade-out scaffolding in online collaborative programming settings. To close this research gap, the present study aims to examine the roles of fade-in and fade-out scaffolding for novice programmers in online collaborative programming. A total of 90 undergraduate students participated in the exploratory study and were assigned to 15 fade-in groups and 15 fade-out groups. All of the participants completed the same programming task. The findings reveal that fade-in scaffolding can significantly improve collaborative knowledge building, programming skills, metacognitive behaviors, emotions, and collective efficacy. Goal setting, planning, monitoring and control, enacting strategies, and evaluation and reflection are identified as the crucial metacognitive behaviors. The main contribution of this exploratory study is to shed light on how to design and implement scaffolding for novice programmers.

关键词： Fade-in scaffolding Fade-out scaffolding collaborative programming programming skills Metacognitive behaviors Emotion

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Applying learning analytics for improving students engagement and learning outcomes in an MOOCs enabled collaborative programming course

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INTERACTIVE LEARNING ENVIRONMENTS 2017年第2期25卷 220-234页

作者： Lu, Owen H. T. Huang, Jeff C. H. Huang, Anna Y. Q. Yang, Stephen J. H. Natl Cent Univ Dept Comp Sci & Informat Engn Taoyuan Taiwan Hwa Hsia Univ Technol Dept Comp Sci & Informat Engn New Taipei Taiwan

As information technology continues to evolve rapidly, programming skills become increasingly crucial. To be able to construct superb programming skills, the training must begin before college or even senior high school. However, when developing comprehensive training programmers, the learning and teaching processes must be considered. In order to improve the students' learning outcome and engagement in programming course, this study applied learning analytics into the proposed massive online open courses (MOOCs) enabled collaborative programming course. Through the proposed learning activity, instructors receive a monthly report that explains which students are at risk and in need of timely intervention. This study conducted an experiment to evaluate the effectiveness of the proposed learning activity. Students in the experimental group received learning interventions from an instructor according to the result of learning analytics, and students in the control group received interventions according to the instructor's observation. The data for this study were collected over 10 weeks at a university in Taiwan. The result indicated that the proposed programming course with learning analytics improved students' learning outcomes and levels of engagement.

关键词： Learning analytics self-regulated learning MOOCs collaborative programming big data analytics

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Shared Visual Attention in collaborative programming: A Descriptive Analysis

Shared Visual Attention in Collaborative Programming: A Desc...

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ICSE Workshop on Cooperative and Human Aspects of Software Engineering (CHASE)

作者： Pietinen, Sami Bednarik, Roman Tukiainen, Markku Univ Eastern Finland Sch Comp Joensuu CampusPOB 111 FI-80101 Joensuu Finland

ISBN: (纸本)9781605589664

This paper reports on the initial results of an eye-tracking research of collaborative program development, more particularly, in the case of pair programming. An eight-weeks long empirical study was conducted in industrial-like settings. The study focuses on investigating the interplay between pair-programming productivity and recorded developers' eye movements. We also evaluate a previously developed collaborative eye-tracking framework, which is capable of tracking two participants simultaneously, and we discuss the issues related to it. We present a descriptive analysis of shared visual attention during pair programming by combining data from eye-tracking and verbal protocols, and propose new eye tracking metrics. Finally, we outline the implications of the findings.

关键词： eye tracking collaborative programming joint attention shared attention

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Analysing computational thinking in collaborative programming: A quantitative ethnography approach

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JOURNAL OF COMPUTER ASSISTED LEARNING 2019年第3期35卷 421-434页

作者： Wu, Bian Hu, Yiling Ruis, A. R. Wang, Minhong East China Normal Univ Dept Educ Informat Technol Shanghai Peoples R China Univ Wisconsin Wisconsin Ctr Educ Res Madison WI USA Univ Hong Kong Fac Educ KM&EL Lab Hong Kong Peoples R China

Computational thinking (CT), the ability to devise computational solutions for real-life problems, has received growing attention from both educators and researchers. To better improve university students' CT competence, collaborative programming is regarded as an effective learning approach. However, how novice programmers develop CT competence through collaborative problem solving remains unclear. This study adopted an innovative approach, quantitative ethnography, to analyze the collaborative programming activities of a high-performing and a low-performing team. Both the discourse analysis and epistemic network models revealed that across concepts, practices, and identity, the high-performing team exhibited CT that was systematic, whereas the CT of the low-performing team was characterized by tinkering or guess-and-check approaches. However, the low-performing group's CT development trajectory ultimately converged towards the high-performing group's. This study thus improves understanding of how novices learn CT, and it illustrates a useful method for modeling CT based in authentic problem-solving contexts.

关键词： network model X-Ray Computed Tomography Discourse Analysis educators Ethnography Problem solving collaborative programming tinkering

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Global networks in collaborative programming

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REGIONAL STUDIES REGIONAL SCIENCE 2019年第1期6卷 371-373页

作者： Braesemann, Fabian Stoehr, Niklas Graham, Mark Univ Oxford Oxford Internet Inst Oxford England UCL Dept Comp Sci London England

To understand the dynamics of the digital knowledge economy, it is crucial to reveal the geography of global flows of knowledge on digital platforms. This article visualizes a key form of knowledge production in the digital economy: mapping the joint collaborations of users from different cities on Stack Overflow, the world's most popular question-and-answer website for programming questions. The network map reveals that users from only a limited number of places are actively taking part in the exchange of programming knowledge. While Stack Overflow access and participation are theoretically unrestricted, contributions are clustered in metropolitan regions in North America, Western Europe, and South Asia.

关键词： Internet Geography Knowledge Geographies Digital Economy Global Information Flows Networks collaborative programming Stack Overflow

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CodeR: Real-time Code Editor Application for collaborative programming

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Procedia Computer Science 2015年 59卷 510-519页

作者： Aditya Kurniawan Christine Soesanto Joe Erik Carla Wijaya Bina Nusantara University JL. KH Syahdan No. 9 Palmerah Jakarta Barat 11480 Indonesia

The world of Internet is growing rapidly, many applications that previously created on the desktop start moving to the web. Many applications could be accessed anytime and anywhere easily using Internet. Developers need tools to create their applications, one of them named code editor. The purpose of this research is to design and develop a real-time code editor application using web socket technology to help users collaborate while working on the project. This application provides a feature where users can collaborate on a project in real-time. The authors using analysis methodology which conducting on a study of the current code editor applications, distributing questionnaires and conducting on literature study. CodeR is a web application that provides workspace to writing, perform, display the results of the code through the terminal, and collaborate with other users in real-time. The application main features are providing workspace to make, execute and build the source code, real-time collaboration, chat, and build the terminal. This application supports C, C++, and Java programming languages.

关键词： Code Editor Real-time Web Socket Application collaborative programming

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Exploring the influence of students' perceptions of face-to-face collaboration on cognitive engagement and learning outcomes in collaborative programming

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ACTA PSYCHOLOGICA 2024年 248卷 104393页

作者： Liu, Zhi Gao, Ya Yang, Yuqin Kong, Xi Zhao, Liang Cent China Normal Univ Natl Engn Res Ctr Educ Big Data Wuhan Hubei Peoples R China Cent China Normal Univ Natl Engn Res Ctr E Learning Wuhan Hubei Peoples R China Cent China Normal Univ Fac Artificial Intelligence Educ Sch Educ Informat Technol Wuhan Hubei Peoples R China

collaborative programming is being increasingly used to overcome the difficulties of the individual programming process. In this study, we investigated the effect of collaborative perception on cognitive engagement and learning outcomes in collaborative programming. We used a quasi-experimental research to determine the differences in cognitive engagement and learning outcomes of three groups with different levels of collaborative perception. The findings highlight several important conclusions. First, there were significant differences in cognitive engagement and learning outcomes across collaborative perception groups. Students with high levels of collaborative perception demonstrate more comprehensive and diverse cognitive engagement, resulting in higher learning outcomes compared to those with lower perception. Second, students in the low collaborative perception group had more Clarification- Elaboration cognitive connections, and students in the high collaborative perception group had stronger Clarification- Positioning and Clarification- Verification cognitive connections. Third, collaborative perception positively moderated the relationship between cognitive engagement and learning outcomes. In particular, three cognitive engagement, Clarification , Elaboration , and Positioning , had a greater impact on performance when moderated by collaborative perceptions. These findings have practical implications for educators and course designers, emphasizing the importance of considering students' collaborative perception when forming groups and promoting effective collaborative programming.

关键词： Students' perceptions of collaboration Cognitive engagement Epistemic network analysis Learning outcomes collaborative programming

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Impact of Technology in collaborative and Interactive programming Activities: Gathering Children's Feedback 5

Impact of Technology in Collaborative and Interactive Progra...

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5th International Conference on Software Engineering Research and Innovation (CONISOFT)

作者： Molina-Moreno, Nadia S. Avila-Garcia, Maria S. Bianchetti, Marco Claudio-Gonzalez, David Pantoja-Flores, Marcelina Univ Guanajuato Dept Estudios Multidisciplinarios Sede Yuriria Guanajuato Mexico

ISBN: (纸本)9781538639566

Visual programming tools are a great mean for introducing children to programming and to develop a skill set for algorithmic thinking. collaborative learning and pair programming have demonstrated to have social and learning benefits. However, some of the online programming tools available for children are not designed to allow simultaneous and equitable participation of team members since they allow only for a single control point. In this paper, a preliminary study to cull ideas, insights, and design considerations for a formal programming course for children aged 8-10 using collaborative learning as a pedagogical approach is presented. Three setups were provided: 1) lo-fi prototype, 2) PC, 3) a 46 '' multi-touch display limited by the application to a single touch entry. Children played a "user" role and provided feedback at the end of the sessions. The feedback provided was mixed, regarding their setup preference, but they all agree to like teamwork.

关键词： children collaborative programming visual programming multi-touch tabletop lo-fi prototype

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Problem-based collaborative learning groupware to improve computer programming skills

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BEHAVIOUR & INFORMATION TECHNOLOGY 2022年第1期41卷 139-158页

作者： Chorfi, Atef Hedjazi, Djalal Aouag, Sofiane Boubiche, Djalleleddine Univ Batna2 Comp Sci Dept Batna Algeria Univ Batna2 Comp Sci Dept LaSTIC Lab Batna 05078 Algeria

In this paper, a new computer-supported collaborative learning-basedgroupwareis proposed for supporting problem-based collaborative learning in computer programming education setting. The geo-distributed learners can collaboratively with their tutor resolve the common programming problem within a shared workspace. The proposed system embeds some synchronous and asynchronous collaborative tools that allow learners and tutor to interact with each other to develop a shared source code of the program. This research work has two main objectives. First, it attempts to present the proposed groupware functionalities. Second, it discusses the experimental study adopted to assess the acceptability of the Groupware. Such study is an empirical method based on the model of unified theory of the acceptance and use of technology to determine learners' Behavioural Intention (BI) to accept to use such Groupware in Algerian higher education setting.

关键词： collaborative programming computer-supported collaborative learning problem-based learning groupware CSCW UTAUT

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Improving Undergraduate Students programming Skills through collaborative Adversarial Pair Learning

Improving Undergraduate Students Programming Skills through ...

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IEEE SOUTHEASTCON

作者： Swamidurai, Rajendran Alabama State Univ Dept Math & Comp Sci Montgomery AL 36101 USA

ISBN: (纸本)9781479965854

collaborative learning has been used extensively in undergraduate education to improve learning for all students. To improve performance in computer science courses, our study incorporated a new, although related, pedagogical approach entitled collaborative-Adversarial Pair Learning (CAPL). The CAPL employs a software development technique called collaborative-Adversarial Pairs (CAP) to teach computer science courses. We have demonstrated that CAP is effective in helping engineers discover software requirements. It seems a natural extension to use the techniques of CAP to help students discover concepts in computer science. In this paper, we describe the design and implementation of a CAPL model for a computer programming course (Software Engineering I), and then present the results of an evaluation of the model when compared to traditional instruction in Software Engineering I.

关键词： collaborative learning pair programming peer review collaborative programming

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