Computing for Social Scientists is one of a series of introductory computer programming courses designed for specialists, this one for graduate level social science students. A wide spectrum of disciplines was represe...
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ISBN:
(纸本)9781450379199
Computing for Social Scientists is one of a series of introductory computer programming courses designed for specialists, this one for graduate level social science students. A wide spectrum of disciplines was represented including anthropology, sociology, psychology, history, economics, linguistics, and urban planning. The students also had a highly varied background in mathematics---from one college math course through advanced calculus; from strong statistics to no statistical background whatsoever.
This article presents a continuous assessment methodology for a computer programming course supported by an automatic assessment tool, applied to the practical programming exercises performed by the students. The inte...
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This article presents a continuous assessment methodology for a computer programming course supported by an automatic assessment tool, applied to the practical programming exercises performed by the students. The interaction between the students and the assessment tool was studied through quantitative analyses. In particular, the solutions proposed by the students (computer programs) were analyzed using the verdicts given by the automatic assessment tool: correct solutions or incorrect solutions. In the case of incorrect solutions, the types of programming errors were studied. Additionally, interaction was also studied by analyzing the students' success rate. This rate is the percentage of correct solutions among the total number of attempts (correct and incorrect). Moreover, the relationship between success rate and academic performance was analyzed. Furthermore, this research examines the students' perceptions toward the assessment tool through interviews. The results of this study help understanding the benefits and perceptions of the students with respect to the use of an automatic assessment tool in a computer programming course.
computer programming knowledge can be classified into five levels of abstraction: objective, conceptual, functional, logical, and physical. An experiment was carried out to determine whether the mastering of knowledge...
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computer programming knowledge can be classified into five levels of abstraction: objective, conceptual, functional, logical, and physical. An experiment was carried out to determine whether the mastering of knowledge at different levels of abstraction changed with the level of skill. Ten experts and ten novices in C computer programming participated in the experiment. The subjects' knowledge at the five levels of abstraction was tested through 20 multiple-choice questions. The experimental results indicated that knowledge differences between experts and novices at an abstract level or a concrete level depended on what abstract or concrete knowledge was implied. Experts had better abstract knowledge than novices at the conceptual and functional levels but not at the objective level. Experts had better concrete knowledge than novices at the physical level but not at the logical level. The classification of computer programming knowledge in levels of abstraction and the experimental results helped in clarifying a general finding from previous studies that experts had better abstract knowledge than novices.
This study focused on the impact of teaching a computer programming course using innovative pedagogy namely a combination of context-based learning and problem-based interspersed with live online tools (Google Classro...
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This study focused on the impact of teaching a computer programming course using innovative pedagogy namely a combination of context-based learning and problem-based interspersed with live online tools (Google Classroom and Google Meet) on university students in southeast, Nigeria. This study used a quasi-experimental research design and intact classes with a nonequivalent group. The population for the study comprised all 152 second-year computer education students in universities in Southeast Nigeria that offers computer programming. The sample consists of 60 males and 92 females in the three universities used. A computer programming achievement test was used to collect the data. The result showed that students worked collaboratively on the Google classroom and Google meet platforms, effectively enhancing collaboration learning among novice programmers as they chose when to learn, thus making the teaching and learning of programming less difficult. Findings further showed that student academic achievement significantly improved in programming skills, digital skills development, and self-efficacy in the treatment group more than in the control group. This improved performance was attributed to self-efficacy which was attributed to IP students were exposed to. It was suggested that computer lecturers should integrate innovative pedagogy using Google classroom and Google meet in their instructional delivery approaches.
Gamification has gained much popularity in recent years in the field of education. The use of gaming elements, such as points, badges, and leaderboards, is suggested to increase motivation, which, in turn, leads to pe...
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Gamification has gained much popularity in recent years in the field of education. The use of gaming elements, such as points, badges, and leaderboards, is suggested to increase motivation, which, in turn, leads to performance improvement. However, studies suggest that it is not a "one-size-fits-all" approach and needs to be tailored based on the environment and learner's psychology to achieve effective results. This study evaluates the use of gamification in a cultural context where most students come from rote learning backgrounds. First-year university students, in their programming module, were evaluated by analyzing their class effort, satisfaction, social comparison, performance, and intrinsic motivation. The students were divided into two balanced groups: gamified group and nongamified group. Students in the gamified group were required to submit their programming assignments through an online gamified tool, while the nongamified group submitted their assignments using the traditional way. Results showed no significant difference in class effort, satisfaction, social comparison, and motivation between both groups over time. However, the gamified group performed significantly better in assignments as compared to the nongamified group. Moreover, a significant positive correlation was found between the scores of two exams conducted at two different time points for the gamified group.
Some logic notions have their analogies among programming concepts and vice versa. But people often try to understand these analogies in too straightforward a manner. A collection of analogies arising between construc...
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Some logic notions have their analogies among programming concepts and vice versa. But people often try to understand these analogies in too straightforward a manner. A collection of analogies arising between constructive logics and programming is summarized and illustrated here. Some examples of complexities usually not taken into account are shown.
Over the last few decades, computer programming has become an important field of endeavor due to rapid development in the information sector. Despite the importance of programming, there is a growing concern that it i...
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Over the last few decades, computer programming has become an important field of endeavor due to rapid development in the information sector. Despite the importance of programming, there is a growing concern that it is relatively difficult. In the process, researchers have started employing media tools to reduce programming difficulties and motivate learners to approach programming problems. One of the common tools widely used is program animation-an instructional medium that incorporates animated characters. However, little is known about the research trends in this field of study. This article, therefore, employed a systematic mapping method to review this trend to find patterns and gaps left in the literature. The study extracted 48 articles published between 2000 and 2022 from four scientific databases (Web of Science, Scopus, ScienceDirect, and ERIC) and three digital libraries (ACM Digital Library, IEEE Xplore Digital Library, and Wiley Online Library). The review discovered important trends. First, there is a paucity of research evidence evaluating program animation in the context of secondary and elementary levels;the majority of the extracted studies focused on participants from tertiary institutions. A similar paucity of research evidence employing mixed methods and qualitative approaches was also noted. Scratch programs were used in recent research more often than other program animations. There is also too little evaluation of psychomotor variables. Finally, there exist inconsistent findings on the effect of program animation although plenty of studies revealed positive results in favor of these media tools. The study therefore recommends that future research should be conducted to fill these identified gaps.
computer programming has for decades posed several difficulties for students of all educational levels. A number of teaching approaches have been proposed over the years but none seems to fulfil the needs of students ...
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computer programming has for decades posed several difficulties for students of all educational levels. A number of teaching approaches have been proposed over the years but none seems to fulfil the needs of students nowadays. Students use computers mainly for playing games and the Internet and as quite a few researchers state this aspect of computers should be taken into account in the way we educate them. Towards this direction, this paper aims to examine the effects of using an educational Massive Multiplayer Online Role Playing Game (MMORPG) on teaching and learning computer programming. The educational features of an MMORPG called CMX are presented along with a design framework that was devised taking into account previous work in designing educational games. The effects of CMX on teaching and learning computer programming are assessed through a study with first-year undergraduate students. Seventy six students used CMX over a period of five weeks for learning various procedural programming concepts. Students evaluated various aspects ofCMX by filling in a questionnaire that was based on an evaluation framework, which was devised in accordance with the design framework of CMX. Moreover, the results of a midterm exam that took place prior to using CMX and students' accomplishments in the context of CMX were recorded and analyzed. The results show that the majority of the students was entertained by playing the game while learning, and felt motivated to continue based on the game's scenario due to the variety of activities included. In regards to the students' performance, a pre-test and a post-test were carried out in the experimental group, i.e., the participants of this study, and the control group, i.e., students of the course that continued to get taught the same concepts and performed the same assignments as the experimental group, but traditionally. The pre-test and post-test analysis of the performance results for both groups showed that the majority of t
Contribution: This article presents the instruction of computer programming using adaptive learning activities considering students' cognitive skills based on the learning theory of the Revised Bloom Taxonomy (RBT...
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Contribution: This article presents the instruction of computer programming using adaptive learning activities considering students' cognitive skills based on the learning theory of the Revised Bloom Taxonomy (RBT). To achieve this, the system converts students' knowledge level to fuzzy weights, and using rule-based decision making, delivers adequate learning activities regarding their kind and complexity degree. Background: Tutoring through adaptive learning activities can be a powerful tool to support learners in practical courses, like computer programming. However, published results from pertinent literature are not oriented to the adaptivity of the domain knowledge in terms of the volume, kind, and complexity of the learning activities delivered to students. There is scope for a lot of improvement to this direction. Intended Outcomes: Combining learning theories with adaptive tutoring enhances student-centered learning, promotes student engagement, and improves knowledge acquisition. Application Design: An adaptive tutoring system was developed for supporting undergraduate students in the C# programming language course for an academic semester. The system delivers adaptive learning activities to students' cognitive skills using the technology of fuzzy weights in a rule-based decision-making module and the learning theory of a RBT for designing the learning material. Findings: At the end of the academic semester, students' data have been collected and a detailed evaluation was conducted. The results showed that the presented approach outperforms others which lack adaptivity in domain knowledge and learning theories, improving significantly the students' learning outcomes.
Learning computer programming requires acquiring multiple skills to be performed simultaneously. As in many other fields, learning motivation and reflective thinking skills may affect the process of designing and impl...
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Learning computer programming requires acquiring multiple skills to be performed simultaneously. As in many other fields, learning motivation and reflective thinking skills may affect the process of designing and implementing computer programming instruction. This study examines how learning motivation and reflective thinking skills predict academic achievement in computer programming and programming laboratory courses. The participants were 140 undergraduate students enrolled in the Faculty of Engineering. Data were collected by using learning motivation on computer programming courses and reflective thinking skill scales. In the study, multiple linear regression analysis was used for data analysis. The first results showed that reflective thinking and learning motivation predict academic achievement together in programming courses. For academic achievement in the computer programming course, only reasoning was found to be significant and for academic achievement in the programming laboratory course, both reasoning and intrinsic motivation appeared to be significant. Although reasoning showed the highest relationship with academic achievement of computer programming, intrinsic motivation showed the highest relationship with academic achievement of the programming laboratory course. The results of the research were discussed in a way as to guide future studies.
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