This paper presents a designed architecture of a practical dialogue-based tutoring system for the subject of computer programming and the knowledge base creation for the intelligent tutoring system. The tutoring syste...
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ISBN:
(纸本)0780385608
This paper presents a designed architecture of a practical dialogue-based tutoring system for the subject of computer programming and the knowledge base creation for the intelligent tutoring system. The tutoring system focuses on helping learners learn by solving programming exercises and it is dialogue-based since it processes the inputs which are natural language questions from learners and generate natural language explanation as response to questions from learners and explanation of solutions. In generating the explanation, the tutoring techniques as well as natural language techniques are incorporated to make the generated text cohesive and aggregated All of these methods employed are to create the intelligent system which is practical and allows for collaborative learning.
computer programming education is often delivered using individual learning strategies leaving group learning techniques as an under-researched pedagogy. This pose a research gap since novice programmers tend to form ...
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computer programming education is often delivered using individual learning strategies leaving group learning techniques as an under-researched pedagogy. This pose a research gap since novice programmers tend to form their own group discussions after lecture meetings and laboratory activities, and often rely on peers when a topic or activity is difficult. Thus, this study intends to evaluate the impact of cooperative learning using jigsaw technique when teaching computer programming to novice programmers. A quasi-experimental research using a nonequivalent control group pretest-posttest design was adopted to examine the impact of jigsaw teaching strategy. After a 14-week programming course, pre- and post-test results revealed a significant increase in terms of attitude and self-efficacy, and the experimental group demonstrated significantly higher scores than in the control group. Therefore, it was concluded that cooperative learning using Jigsaw technique is a valid and effective teaching strategy when handling novice programmers in an introductory programming course.
The “flippedclassroom” pedagogical approach is used for a combined undergraduate and graduate computer programming course in meteorology. Details of how the course was flipped are discussed, as well as how student p...
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The effectiveness of ways of teaching in various disciplines including computer Science (CS) programming continues to be a debatable issue. In this study, we followed the Kirkpatrick training evaluation model to bette...
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ISBN:
(纸本)9783031485350;9783031485367
The effectiveness of ways of teaching in various disciplines including computer Science (CS) programming continues to be a debatable issue. In this study, we followed the Kirkpatrick training evaluation model to better understand how Explicit Instruction (EI) interventions in teaching computer programming to post-graduate CS students can be evaluated. This understanding can be fundamental in informing how improvements can be made in the future teaching of computer programming to create a better sense of quality and robustness. The aim of this study was threefold. Firstly, to provide an overview of the Kirkpatrick model. Secondly, to relate the four levels of this model to the teaching of computer programming. Thirdly, to evaluate the use of EI interventions as a teaching approach through the model. This study followed an integrated methodological approach where data was collected through asking questions (individual semi-structured interviews). Thematic analysis of the collected data revealed that our participants found a lot of value from the EI interventions, and hence appreciate them. Overall, the findings of this study are consistent with those of many researchers that EI is one of the effective teaching and learning strategies, not only in other disciplines, but in computer programming as well.
computer programming is known as a difficult subject that requires complex cognitive task by the majority of students even for those who are taking computer Science courses. It is normal for programming instructors to...
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ISBN:
(纸本)9781424453306
computer programming is known as a difficult subject that requires complex cognitive task by the majority of students even for those who are taking computer Science courses. It is normal for programming instructors to provide their students with alternative methods to help them in the learning process. When learning to program for the first time, students and lecturers usually are facing with difficulties in learning and teaching the subject. Mobile learning provides a great opportunity for learners to switch from rigid learning to fun learning using supported elements. The ability of mobile devices only is still not enough for learners to master in learning programming without the right options in techniques applied. This study will explore how Visualization Technique and Completion Strategy can be used to improve learning in a computer programming subject.
Gaming is a part of today's society, especially for younger generations. Therefore, game-based approaches are unsurprisingly used for learning achievement. In this study, a game-based learning courseware was imple...
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Gaming is a part of today's society, especially for younger generations. Therefore, game-based approaches are unsurprisingly used for learning achievement. In this study, a game-based learning courseware was implemented using a problem-based strategy. For this purpose, a game known as 'Programmer Adventure Land' was designed and developed. A group of college students were asked to play the game to improve their knowledge of computer programming. Results indicated that the problem-based learning approach of the game can enhance the satisfaction, enjoyment, motivation, and user interface for the problem-based game learning courseware. The main finding of this study is that Problem-based games provide teachers with an effective approach for enhancing students' learning satisfaction in difficult subjects, such as computer programming.
This article presents the design, construct validation, and reliability of a self-report instrument in Spanish that aims to characterize different types of strategies that students can use to learn computer programmin...
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This article presents the design, construct validation, and reliability of a self-report instrument in Spanish that aims to characterize different types of strategies that students can use to learn computer programming. We provide a comprehensive overview of the identification of learning strategies in the existing literature, the design and development of preliminary questionnaire items, the refinement of item wording, and the examination of the internal structure and reliability of the final instrument. The construction of the items was based on the educational theory of Self-Regulated Learning. The final version of the questionnaire, called the computer programming Learning Strategies Questionnaire (CEAPC), was administered to 647 students enrolled in computer programming courses. The data collected from the participants were used to examine the construct validity and reliability of the questionnaire. The CEAPC consists of 13 subscales, each corresponding to a different type of learning strategy, and a total of 89 items. Statistical analyses of the data indicate that the CEAPC has adequate construct validity. In addition, the results of the internal consistency analysis indicate satisfactory reliability across the different subscales of the instrument. This study contributes to the field of educational research, particularly in the area of self-regulated learning in computer programming.
This study investigates computer programming ('coding') activities of Primary School Children;we ask if there is evidence of gender differences in their coding activities. The research took place in an English...
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This study investigates computer programming ('coding') activities of Primary School Children;we ask if there is evidence of gender differences in their coding activities. The research took place in an English urban school with around 180 children on role, mostly from a middle-class social background. The study involved a class of 17 boys and 15 girls aged 10-11 years. Teaching was delivered by the class teacher using our 'WeeBee engine', where children code animated stories using the professional text-based language Java. We first review relevant literature about gender differences to develop criteria for our analysis. We assess the children's code, their process of coding and the quality of their final animated stories. Our findings strongly suggest there are no gender differences in coding ability and in the quality of stories created. We suggest that practitioners should not assume that gender differences exist in this context, and they should not adapt their teaching to gender. The WeeBee engine is established as being gender neutral and we recommend its use by practitioners.
Mind mapping is an effective diagramming tool which can be used to generate, visualize, structure, and classify ideas, solving problems etc. In this paper we focus on mind mapping application in programming language t...
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Mind mapping is an effective diagramming tool which can be used to generate, visualize, structure, and classify ideas, solving problems etc. In this paper we focus on mind mapping application in programming language teaching for application-oriented undergraduate colleges. We adopt mind mapping teaching method to design and transform the abstract and invisible thinking mode into visible and radioactive thinking mode according to the teaching contents. The analysis and teaching practice show that it can strengthen the students' ability of logical thinking and innovative thinking, motivate the development of students' life-wide learning thinking, and enhance the students' understanding. Copyright (C) 2018 Elsevier Ltd. All rights reserved.
This paper proposes the measurement of Multiple Intelligences (or MI) value as a co-determiner combine with the traditional academic achievements in predicting student performance in taking a computer programming cour...
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ISBN:
(纸本)9781509025978
This paper proposes the measurement of Multiple Intelligences (or MI) value as a co-determiner combine with the traditional academic achievements in predicting student performance in taking a computer programming course. The effectiveness of MI in such a predictive model is tested on three machine learning algorithms: Artificial Neural Network, Support Vector Machine, and the classic Naive Bayes. Using three different validation schemes: 2, 5, and 10-folded cross validations, the results show that the MI-inclusive model significantly helps to improve the accuracy of predicting students' performance. These are divided into three class: good, average, and poor achievement.
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