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Emerging Computational Tools: Impact on Engineering Education and computer science learning

INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION 2014年第3期30卷 533-542页

作者： Yanez-Marquez, Cornelio Aldape-Perez, Mario Lopez-Yanez, Itzama Camacho-Nieto, Oscar Inst Politecn Nacl CIC Mexico City 07738 DF Mexico Inst Politecn Nacl CIDETEC Ctr Innovac & Desarrollo Tecnol Computo Mexico City 07738 DF Mexico

Computational tools have become an almost permanent element and one that must be present in novel schemes of interactive learning, practically for every educational topic in engineering education. Apretty natural environment for the application of such emerging technologies is that of scholar courses immersed in computer sciences learning, either in technical, superior or postgraduate teaching. Of particular interest are the teaching-learning processes of such topics as artificial intelligence, pattern recognition, neural networks, and associative memories. This interest arises from the magnitude of enrichment gleaned when the kind of emerging computational tools mentioned above are applied to these processes. The current paper focuses on describing and analyzing the positive impacts achieved in the teacher-student interactions through the application and everyday usage of a set of emerging computational tools that the authors have previously and currently employed in postgraduate computer sciences courses. Notice, however, that the results presented here are applicable-in a straightforward manner-to engineering education in general.

关键词： emerging technologies engineering education computational tools computer science learning

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A Dynamic Interactive learning Interface For computer science Education:Programming Decomposition Tool

A Dynamic Interactive Learning Interface For Computer Scienc...

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作者： Fanfei Meng Chen-Ao Wang Northwestern University Tianjin University Weijin Road Campus

When the coding assignments step into more complicated and structured periods for individuals,how to cultivate the skills have become the urgent needs for people who are engaged in sophisticated coding development in both academics as well as industries,especially those who have some basic knowledge in their undergraduate *** this paper,a state-of-art interactive tool:Programming Decomposition Tool(PDT) is proposed to help people enhance their complicated coding skills and further to broaden their CS learning *** tools have two unique features:*** learning interface is adaptive and dynamic with respect to the detection of the knowledge depth of *** learning parts will be decomposed into several easier sessions for better acquisition.

关键词： computer science learning Interactive tools Programming educations Dynamic interface

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Open Source Software as a learning Tool for computer science Students 3rd

Open Source Software as a Learning Tool for Computer Science...

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3rd World Congress on Formal Methods (FM)

作者： Khuzyakhmetova, Assiya Suleimenov, Aidarbek Nazarbayev Univ Astana Kazakhstan

ISBN: (纸本)9783030549961;9783030549978

In this paper authors' experience of contributing to Open Source Software (OSS) is described. Contributions were done as a part of the OSS course taken at Nazarbayev University during the Spring 2019 term. Two junior bachelors degree students described their experience, motivations to contribute to OSS, selected projects, course structure and the lists of activities they performed. Assessment of this experience by other community members and the course instructor are also reported in this publication. This paper also studies how the course structure can affect people's ability to make contributions in general.

关键词： Open source software Student experience Distributed development computer science learning

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Coding Like a Data Miner: A Sandbox Approach to Computing-Based Data science for High School Student learning 53

Coding Like a Data Miner: A Sandbox Approach to Computing-Ba...

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53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023

作者： Walker, Justice T. Barany, Amanda Acquah, Alex Reza, Sayed Mohsin Barrera, Alan Del Rio Guzman, Karen Johnson, Michael A. University of Texas at El Paso Department of Education El PasoTX United States Graduate School of Education University of Pennsylvania PhiladelphiaPA United States Pennsylvania State University Harrisburg Department of Computer Science MiddletownPA United States University of North Texas Department of Learning Technologies DentonTX United States

ISBN: (纸本)9798350336429

Personal health tracking devices and internet-based digital platforms with the capacity to collect, aggregate, and store data at massive scales are examples of tools that have broadened priorities in computing to include data science. In response, there has been growing attention in research and practice emphasizing pre-college groups. This is partly because of the growing recognition-reflected in initiatives like CS4ALL, ***, Bootstrap: Data science, Exploring computer science-that learning experiences before college are consequential in sustaining a robust pipeline of computer scientists and engineers. Despite these inroads, there is justifiable concern that existing efforts might not fully support learner development in the necessary conceptual, epistemological, and heuristic styles needed to productively parse and understand 'big data.' This is because computing-based curricula that include data science often involve data curated by others (rather than learners directly), which results in simulated versions of practice instead of engagement that is realistically discursive and messy. This is further complicated by the persistent shortage of K-12 computer science teachers in general and even fewer who can design and implement curricula that support authentic engagement with data science. To address these issues, we leverage culturally relevant and constructionist perspectives in a sandbox (i.e., open-ended) science where tools like Scratch and electronic textiles (E-textiles) have had success expanding possibilities in computing to also include activities where learners can engage broadly along varied pursuits-and encounter challenges that spur computational thinking and problem-solving. The literature suggests that learning activities framed in this way encourage knowledge construction, practice literacies, and seriously impact learner attitudes, interest, and perceptions of growth in the field. This latter set of self-concept measures represents a few of m

关键词： computer science Education computer science learning Constructionism Curriculum Design Data science Education

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Virtual Reality Simulations for Skills Training: Improving learning Through Immersive Experiences in Educational Environments

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IEEE ACCESS 2024年 12卷 130073-130090页

作者： Villegas-Ch, William Govea, Jaime Naranjo Godoy, Lorena Mera-Navarrete, Aracely Univ Las Amer Escuela Ingn Cibersegur FICA Quito 170125 Ecuador Univ Las Amer Escuela Postgrad Derecho Quito 170125 Ecuador Univ Int Ecuador Dept Sistemas Quito 170411 Ecuador

Virtual reality has emerged as a tool of interest in education, offering immersive and practical learning experiences that overcome the limitations of traditional methods. However, despite its potential, effective integration of virtual reality in education still faces significant challenges, such as the complexity of virtual reality environments and the need for intuitive user interfaces. This study addresses these issues by developing and implementing a virtual reality game to improve computer science education. The game includes levels with incremental algorithms, data structures, and problem-solving challenges supported by a dynamic feedback system. The results of our study are promising. Students who used the game significantly improved their theoretical understanding and practical skills. Average scores on theory tests increased significantly, and an improvement was observed in accuracy and speed in problem-solving. Additionally, student feedback underscored the game's effectiveness in fostering teamwork and collaborative problem-solving. Despite these positive results, we identified critical areas for improvement, such as simplifying specific challenges and improving the clarity of instructions. These observations will guide future iterations of the game, ensuring it is accessible, intuitive, and effective.

关键词： Virtual reality in education computer science learning interactive learning environments educational game design Virtual reality in education computer science learning interactive learning environments educational game design

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The impact of near-peer virtual agents on computer science attitudes and collaborative dialogue

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International Journal of Child-computer Interaction 2024年 40卷

作者： Earle-Randell, Toni V. Wiggins, Joseph B. Ma, Yingbo Celepkolu, Mehmet Bounajim, Dolly Gao, Zhikai Ruiz, Julianna Martinez Boyer, Kristy Elizabeth Israel, Maya Lynch, Collin F. Wiebe, Eric University of Florida Department of Computer & Information Science & Engineering Gainesville FL United States North Carolina State University Department of Computer Science Raleigh NC United States

Virtual learning companions, or pedagogical agents situated as “near peers”, have shown great promise for supporting learning, but little is known about their potential to scaffold other practices, such as collaboration. We report on the development and evaluation of a first-of-their-kind pair of virtual learning companions, designed to model good collaborative practices for dyads of elementary school learners, that are integrated within a block-based coding environment. Results from a study with fifteen dyads of children indicate that the learning companions fostered more higher-order questions and promoted significantly higher computer science attitude scores than a control condition. Qualitative analyses revealed that most children perceived the virtual learning companions as helpful, felt that the companions changed their interaction with their partners, and wanted to have the companions in their future work. These results highlight the potential for virtual learning companions to scaffold collaboration between young learners and provide direction for future investigation on the role that near-peer agents play in collaborative and task support. © 2024 Elsevier B.V.

关键词： Collaborative learning computer science learning Elementary school Virtual learning companions

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Experiential learning in web development courses: Examining students' performance, perception and acceptance

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EDUCATION AND INFORMATION TECHNOLOGIES 2020年第6期25卷 5687-5701页

作者： Tzafilkou, Katerina Protogeros, Nicolaos Chouliara, Adamandia Univ Macedonia Interdept Postgrad Programme Informat Syst Egnatia Str 156 Thessaloniki 54636 Greece Univ Macedonia Dept Accounting & Finance Egnatia Str 156 Thessaloniki 54636 Greece

This study investigates students' performance, perception and acceptance when experiential learning approaches are integrated in computer science courses. An experiential learning approach has been designed to assist students in web development courses. The proposed learning approach in based on real-world examples and the abstraction of terminology using a sequential wizard-based logic. A survey model has been constructed and an exploratory study is conducted on 54 under and post graduate students. Results demonstrated high degree of perception and acceptance, as well as high performance scores. No gender differences have been detected in the examined sample and several strong correlations have been found among the measured variables. In particular, perceived ease of use and usefulness are strongly correlated to each other as well as to self-efficacy, willingness to learn and satisfaction. Satisfaction and self-efficacy are not correlated to each other, while performance has not been affected by anyone of the measured variables.

关键词： Experiential learning Web-development courses computer science learning Gender differences in computer science courses Database learning

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Pex4Fun: Teaching and learning computer science via Social Gaming

Pex4Fun: Teaching and Learning Computer Science via Social G...

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24th IEEE-CS Conference on Software Engineering Education and Training (CSEEandT)/33rd International Conference on Software Engineering (ICSE)

作者： Tillmann, Nikolai de Halleux, Jonathan Xie, Tao Microsoft Research United States North Carolina State University United States

ISBN: (纸本)9781457703485

Pex4Fun from Microsoft Research is a web-based serious gaming environment for teaching computer science. Pex4Fun can be used to teach and learn computer programming at many levels, from high school all the way through graduate courses. With Pex4Fun, a student edits code in any browser - with Intellisense - and Pex4Fun executes it and analyzes it in the cloud. Pex4Fun connects teachers, curriculum authors, and students in a unique social experience, tracking and streaming progress updates in real time. In particular, Pex4Fun finds interesting and unexpected input values that help students understand what their code is actually doing. The real fun starts with coding duels where students write code to implement a teacher's specification. Pex4Fun finds any discrepancies in behavior between the student's code and the specification. This tutorial equips participants with skills and knowledge of using Pex4Fun in teaching and learning, such as solving puzzles, solving coding duels, exploring course materials in feature courses, creating and teaching a course, creating and publishing coding duels, and learning advanced topics behind Pex4Fun.

关键词： Internet Microsoft research Pex4Fun Web browser Web-based serious gaming environment computer aided instruction computer games computer programming learning computer programming teaching computer science education computer science learning computer science teaching course material educational courses graduate course intellisense online front-ends programming social gaming

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Aural Instruction with Visualization in E-learning

Aural Instruction with Visualization in E-Learning

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Frontiers in Education Conference (FIE)

作者： Alhosban, Fuad Burd, Liz Univ Durham Sch Engn & Comp Durham DH1 3HP England Univ Durham Sch Educ Durham DH1 3HP England

ISBN: (纸本)9781467313513

This research investigates the effectiveness of using aural instructions together with visualisation in teaching some concepts of data structures to novice computer science students. A prototype learning system, known as the Data Structure learning (DSL) tool, was developed and used first in a short mini study that showed that, used together with visualisations of algorithms, aural instructions produced faster student response times than did textual instructions. This result suggested that the additional use of the auditory sensory channel did indeed reduce the cognitive load. The tool was then used in a second, longitudinal, study over two academic terms in which students studying the Data Structures module were offered the opportunity to use the DSL approach with either aural or textual instructions. Both the quantitative data provided by the automatic recording of DSL use and an end-of-study questionnaire showed appreciation by students of the help the tool had provided and enthusiasm for its future use and development. These findings were supported by qualitative data provided by student written feedback at the end of each task, by interviews at the end of the experiment and by interest from the lecturer in integrating use of the tool with the teaching of the module.

关键词： component Aural Instructions Visualization Cognitive Load computer science learning Data Structure learning Tool

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