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A New Methodology to Learn Loops: Validation through Brain computer Interaction 15th

A New Methodology to Learn Loops: Validation through Brain C...

15th International Conference on Augmented Cognition (AC) Held as Part of the 23rd International Conference on Human-computer Interaction (HCII)

作者： Gomes, Anabela Teixeira, Ana Rita Mendes, Antonio Jose Coimbra Polytech ISEC Coimbra Portugal Univ Coimbra CISUC Dept Informat Engn Coimbra Portugal Coimbra Polytech ESEC Coimbra Portugal Univ Aveiro Inst Elect & Informat Engn Aveiro Aveiro Portugal

ISBN: (纸本)9783030781132;9783030781149

Learning to program is a difficult process for many students anywhere in the world. Our experience indicates that the greatest difficulties start when the concept of loops is introduced. Since this is a difficult concept to learn, we think of an activity that, in our perspective, could lead to a better understanding of that concept. To do this, we created a visual representation of the loop control structure, through cards. In order to collect some indicators on the effectiveness of this methodology, we carried out an experiment using 2 groups. In one group the concept of the loop was explained in the traditional way and in the other a new methodology was applied. At the end, tests were performed on paper with exercises on loops and linked loops. An activity was also carried out using a Brain computer Interface, the Mindwave device, in which students had to answer a set of questions about loops and linked loops. The results indicate that the students who were submitted to the new card methodology obtained better results, indicating that the methodology had some effectiveness.

关键词： CS1 programming learning computer programming education programming loops Visual representations

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Design strategies to integrate creative learning in elementary school curricula through computer programming activities

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INTERACTIVE LEARNING ENVIRONMENTS 2023年第7期31卷 4698-4712页

作者： Murai, Yumiko Ikejiri, Ryohei Yamauchi, Yuhei Tanaka, Ai Nakano, Seiko Simon Fraser Univ Fac Educ Burnaby BC Canada Univ Tokyo Grad Sch Interdisciplinary Informat Studies Tokyo Japan Ina Higashi Elementary Sch Ina Nagano Japan Google Educ Japan Tokyo Japan Open Univ Japan Mihama Ku Chiba Japan

Cultivating children's creativity and imagination is fundamental to preparing them for an increasingly complex and uncertain future. Engaging in creative learning enables children to think independently and critically, work cooperatively, and take risks while actively engaged in meaningful projects. While current trends in education, such as maker movements and computer science education, are dramatically expanding children's opportunities for engagement in creative learning, comparatively few empirical studies explore how creative learning can be integrated into elementary school curricula. In this paper, we investigated five key design strategies for integrating creative learning in school curricula through computer programming activities. The five design strategies, drawn from design meetings with in-service teachers and two pilot studies, comprise (1) prepare an object-to-think-with for specific curricular ideas, (2) find a context that provokes a leap of ideas within a disciplinary framework, (3) facilitate tinkering through disciplinary inquiry, (4) pair students and establishing developer and researcher roles, and (5) provide feedback to connect computer programming projects to disciplinary ideas. Implementing these strategies with mixed-method analysis indicated positive support for the efficacy of these design strategies. We also provide insights into difficulties with integrating creative learning into school curricula.

关键词： Creative learning constructionism computer programming education curriculum integration elementary education coding education

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Effect of medium of instruction on programming ability acquired through screencast 3

Effect of medium of instruction on programming ability acqui...

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International Conference on Learning and Teaching in Computing and Engineering

作者： Pal, Yogendra Iyer, Sridhar Indian Inst Technol Interdisciplinary Program Educ Technol Mumbai Maharashtra India Indian Inst Technol Dept Comp Sci & Engn Mumbai Maharashtra India

ISBN: (纸本)9781479999675

Students who have studied in their native language face difficulty in acquiring programming skills through English medium instruction. One solution for this is to create screencasts of live coding along with instructor explanations in the native language. In this paper we examine the impact of screencast based self-paced learning for Hindi medium (native language) students. Our study had three groups - One group had Hindi as the medium of prior instruction, and learned programming through screencasts in Hindi. Another group, also had Hindi as the medium of prior instruction, but learned through screencasts in English. The third group had English as the medium of prior instruction, and learned through screencasts in English. We compared the performance of the three groups using a post-test having items of fact, concept and process content types. We found that Hindi medium students who studied from Hindi screencasts performed as well as English medium students who studied from English screencasts. Both groups performed better than Hindi medium students who studied from English screencasts. The effect of medium of instruction was significant for the content types of fact, process and concept.

关键词： computer programming education screencast native language instruction

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A Model to Automatically Evaluate Beginners' Programs Based on Syntactic Knowledge Point and Deep Learning Technology 12

A Model to Automatically Evaluate Beginners' Programs Based ...

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Joint 12th International Conference on Soft Computing and Intelligent Systems / 23rd International Symposium on Advanced Intelligent Systems (SCIS and ISIS)

作者： Yan, Yu Kurokawa, Hirokuni Ritsumeikan Univ Coll Informat Sci & Engn Kusatsu Japan Intelligent Vis & Image Syst Co Ltd Personnel & Training Div Tokyo Japan

ISBN: (纸本)9781665499248

This report provided a CNN model to automatically evaluate beginners' programs based on their understanding of program concepts. The model input is a beginner's program and the output is a letter grade for each program. To train the model, each input program was encoded as a matrix, composed of positive integers by Syntactic Knowledge Point (SKP) technology. Labels for the training data were made by manually evaluating each program in the database, based on the beginner's understanding of each of the 42 program concepts. In addition, several other technologies such as supervised learning, data standardization, data augmentation have also been used to train the model. Finally, a model with an accuracy of 0.93 has been produced, setting a new benchmark in this young field.

关键词： computer programming education Automatic Evaluating Convolutional Neural Network Syntactic Knowledge Point Program Concept

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Developing programming Skills by Using Interactive Learning Objects 09

Developing Programming Skills by Using Interactive Learning ...

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Annual Conference on Innovation and Technology in computer Science education

作者： Villalobos, Jorge A. Calderon, Nadya A. Jimenez, Camilo H. Univ Los Andes Dept Syst Engn Bogota Colombia

ISBN: (纸本)9781605583815

After several years of teaching programming using an active learning approach, we present our Interactive Learning Objects (ILOs) as one of the components that reinforce our pedagogical model, by supporting the generation of high-level programming skills. In this paper, we suggest a multi-dimension taxonomy for ILOs and present the experimentation developed to evaluate the impact of these objects within our CS courses.

关键词： Interactive Learning programming Skills Visualization computer programming education

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Classroom Versus Screencast for Native Language Learners: Effect of Medium of Instruction on Knowledge of programming 15

Classroom Versus Screencast for Native Language Learners: Ef...

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ACM Conference on Innovation and Technology in computer Science education (ITiCSE)

作者： Pal, Yogendra Iyer, Sridhar Indian Inst Technol Interdisciplinary Program Educ Technol Mumbai Maharashtra India Indian Inst Technol Dept Comp Sci & Engn Mumbai Maharashtra India

ISBN: (纸本)9781450334402

Students, who study in their native language in K-12 and go on to do their undergraduate education in English, have difficulty in acquiring programming knowledge. Solutions targeted towards improving their English proficiency take time, while those that continue with native language in the classroom limit the students' ability to compete in a global market. Another solution could be the use of video-based instructional material to empower a student for self-paced learning. In this paper, we present a comparative study of classroom instruction versus self-paced screencasts for native language learners' acquisition of programming concepts. We conducted four introductory programming workshops, each of six days duration. Two workshops were classroom based, one having Hindi (native language) as the medium of instruction and other in English. Two other workshops were screencast based, again one in Hindi and one in English. We measured differences between the groups using a post-test, across different content types such as fact, concepts and process. We found that when medium of instruction is different from language of K-12 instruction, there is an adverse impact on learning. However, when self-paced screencast is used instead of classroom environment, there is a statistically significant improvement in performance. Our work informs the choice of MoI and choice of environment for native language learners.

关键词： computer programming education screencast native language instruction

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A scalable and incremental project-based learning approach for CS1/CS2 courses

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education AND INFORMATION TECHNOLOGIES 2013年第2期18卷 309-329页

作者： Vega, Carlos Jimenez, Camilo Villalobos, Jorge Univ Los Andes Syst & Comp Engn Dept Bogota Colombia

Cupi2 is a project that promotes an integral solution to problems in teaching/learning programming using a large and structured courseware, and a student-centered pedagogical model (Villalobos and Casallas 2006a;Villalobos et al. 2009a, b;Jimenez and Villalobos 2010). As a cornerstone of Cupi2, we use incremental projects intended to motivate students, and to develop high-level programming skills throughout their learning. A critical factor of these projects is that they are specially designed so that students are engaged in activities that complete a scaffold of a complete program. However, both the scaffolds and the activities needed to complete these incomplete programs must be arranged carefully by instructors in order to stress the adequate contents for students, and at the same time, to help those students acquire programming skills effectively. Jointly, scaffold versions need to comply with high quality standards, representing a high time consuming activity for instructors, and therefore, increased costs for institutions. In this paper, we describe the way we overcome these challenges using a software factory that supports the projects' design in a scalable way.

关键词： Project-based learning Student-centered learning Active learning Incremental learning programming skills computer programming education

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Static Analysis Model For Assessing Source Codes With TFIDF

Static Analysis Model For Assessing Source Codes With TFIDF

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IEEE Frontiers in education Conference (FIE)

作者： de Souza, Ricardo Lemos Ferreira, Fabiana Zaffalon Botelho, Silvia da Silva Univ Fed Rio Grande PPG Modelagem Computac Rio Grande RS Brazil Univ Fed Rio Grande PPG Educ Ciencias Rio Grande RS Brazil Univ Fed Rio Grande Ctr Ciencias Computac C3 Rio Grande RS Brazil

ISBN: (纸本)9781665438513

This Full Paper in the category Research-to-Practice presents a proposed model for assessing source codes through static analysis, an applied experiment and results. The presence of computation is constantly growing in the contemporaneous world, and in that way, the demand for professionals capable to develop and maintain software is also in constant growth. The present work aims to present and discuss the results obtained by applying the proposed model based in TFIDF to a dataset. Results showed that by enabling the comparison of different skills present on each source code, the proposed model offers an asset for teachers to identify potential weaknesses on a student ' s set of computer programming skills, and therefore be able to work on solutions for their educational development.

关键词： Static analysis source code assessment computer programming education TFIDF

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Learning programming: a continuance model 12

Learning Programming: a continuance model

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12th Iberian Conference on Information Systems and Technologies (CISTI)

作者： Ferreira, Fabio Costa, Carlos J. Aparicio, Manuela Aparicio, Sofia IUL ISCTE Lisbon Portugal IUL ISCTE ISTAR Lisbon Portugal Univ Nova Lisboa Nova IMS ISTAR ISCTEIUL Lisbon Portugal Univ Lisbon Inst Super Tecn Dept Comp Sci & Engn Lisbon Portugal

ISBN: (纸本)9781509050475

There is currently a great difficulty in learning programming. In this context this research work presents a literature review on the programming difficulties, programing paradigms. Here it also presented the state of the art in computer science education in Portuguese universities. Based on this literature review it is proposed here a theoretical model. This theoretical model was proposed and validated empirically with university students of computer science. This model explains the determinants of satisfaction level of students. It also explains the usefulness level perceived by students. The proposed and validated model presents the drivers of students' continuance intention in programming learning.

关键词： computer science education computer programming education theoretical model intention usefulness satisfaction

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A web-based model to enhance algorithmic thinking for novice programmers

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E-LEARNING AND DIGITAL MEDIA 2021年第6期18卷 616-633页

作者： Malik, Sohail Iqbal Mathew, Roy Tawafak, Ragad M. Alfarsi, Ghaliya Buraimi Univ Coll Dept Informat Technol POB 77 Al Buraimi 512 Oman

Algorithmic thinking is considered as one of the important steps toward learning to code for novices in programming education. In this study, algorithmic thinking was promoted by introducing a Problem Analysis Algorithmic Model (PAAM) in an Algorithms and programming 1 (AP) course. A web-based application is developed to offer the PAAM model in the course. The application includes all teaching topics taught in the AP course. One-way cluster sampling and quantitative research were used in this research study. The impact of the PAAM model on novices was determined by conducting a survey. t-test was performed to analyze the students' responses. The final exam grades for the last two semesters were compared to examine the effect of the PAAM model on students' gain in the AP course. Results show that novice programmers appreciated the PAAM model in the AP course teaching processes and learning activities. The model supports novices to understand the programming question requirements (input, process, and output) and promotes algorithmic thinking. Moreover, the model helps students in learning problem-solving skills, understanding programming concepts and structures. It also focuses on students' cognitive engagement and gain in programming. The model not only impacts positively on students' gain but it also helps in reducing the attrition rates (failure and dropout) in the course.

关键词： Algorithmic thinking learning to code computer programming education problem-solving skills novice programmers

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