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20th International Conference on Intelligent Tutoring Systems (ITS)

作者： Papakostas, Christos Troussas, Christos Krouska, Akrivi Sgouropoulou, Cleo Univ West Attica Dept Informat & Comp Engn Egaleo Greece

ISBN: (纸本)9783031630309;9783031630316

In the field of education, the integration of Artificial Intelligence technologies, particularly chatbots, has transformed education by offering personalized guidance and support to learners. This paper introduces a well-designed rule-based chatbot system tailored for computer programming education, specifically Java. The architecture comprises essential components such as the User Input Handler, Rule Engine, Response Generator, and Knowledge Base, each carefully crafted to fulfill distinct functions. The chatbot is programmed with a wide range of rule categories, covering basic greetings and farewells to detailed explanations of syntax errors, logical guidance, variable declarations, loop structures, common pitfalls, and valuable resource recommendations. The study evaluated the chatbot's efficacy in personalized guidance for computer programming education, engaging 50 undergraduate students. Feedback was collected through a structured questionnaire covering user satisfaction, query accuracy, response time, and personalized guidance. Results indicate high user satisfaction and proficiency in addressing programming queries promptly. Strengths include personalized guidance alignedwith individual learning needs, while limitations in conversational depth and adaptability, alongside challenges like technical issues and user engagement, were noted. Suggestions for refinement are provided to enhance effectiveness and applicability in educational contexts.

关键词： Chatbot computer programming education Rule-based Chatbot Java Personalized Guidance

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Q2A-I: A Support Platform for computer programming education, Based on Automated Assessment and Peer Learning 17th

Q2A-I: A Support Platform for Computer Programming Education...

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17th International Conference on Web-Based Learning (ICWL)

作者： Papandrea, Simone Sterbini, Andrea Temperini, Marco Popescu, Elvira Sapienza Univ Comp Sci Dept Rome Italy Sapienza Univ Comp Control & Management Engn Dept Rome Italy Univ Craiova Comp & Informat Technol Dept Craiova Romania

ISBN: (纸本)9783319965659;9783319965642

Management and assessment of homework assignments in programming courses is a challenging topic both for researchers and practitioners. In the current paper we propose a solution based on the blending of automated evaluation and peer learning. More specifically, we introduce a platform called Q2A-I, which provides two main features: (1) automated management and assessment of homework submissions;and (2) peer interaction support on the programming tasks, by exchanging questions and answers through dedicated micro-forums. By (1) we try to relieve the teacher of the burden of manual evaluation of assignments, while still providing sufficient insight into the students' knowledge level to discover potential need for remedial interventions. By (2) we aim to capitalize on the benefits of peer learning, allowing students to request and provide help to each other, and rely on teacher support only in a limited number of cases. The paper provides a description of the Q2A-I platform, followed by an illustration of its practical use in the context of an introductory computer programming course. Results related to students' participation level as well as their subjective satisfaction with the platform are reported and discussed.

关键词： computer programming education Homework Automated assessment Peer learning

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Application of creative learning principles within blended teacher professional development on integration of computer programming education into elementary and middle school classrooms

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INFORMATION AND LEARNING SCIENCES 2020年第7-8期121卷 665-675页

作者： Murai, Yumiko Muramatsu, Hiroyuki Simon Fraser Univ Fac Educ Vancouver BC Canada Shinshu Univ Fac Educ Nagano Japan

Purpose - While it is particularly important that professional programs help teachers become members of a community of practice, especially in crisis situations such as the COVID-19 pandemic, there is a lack of research about strategies to effectively encourage the development of a community of practice and to support teachers' transformation of their way of teaching. Thus, this paper aims to report on lessons learned from a blended professional development (PD) program for elementary and middle school teachers in Japan focused on computer programming education. In particular, the authors explored how application of the creative learning principles in the blended teacher PD may have helped to nurture a community of practice among teachers in Japan, and how the creative learning principles may be a valuable framework for designing online or blended teacher PD to support teachers' transition into emergency remote education. Design/methodology/approach - This paper reports on the lessons learned from two iterations of blended teacher PD situated within a larger design-based research project on applying creative learning pedagogy in teacher PD. Creative learning is a learning approach focused on engagement in personally meaningful projects by tinkering with materials and learning from peers. A total of 26 teachers and coaches participated, all of whom work in elementary or middle schools across Nagano prefecture in Japan. Participant experiences were evaluated based on a pre-survey and a post-survey conducted before and after the in-person kick-off camp;observation notes taken;a final report submitted by each teacher;a debrief meeting at the end of the program;and semi-structured interviews with three selected participants after the program concluded. For this paper, the authors focus on two participants who fully and actively engaged in the program, and they introduce their stories to highlight the outcomes from the PD. Findings - The results highlight how a blended PD

关键词： Online learning Professional development Blended learning Community of practice computer programming education Creative learning

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Multimodal learning analytics of collaborative patterns during pair programming in higher education

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INTERNATIONAL JOURNAL OF educationAL TECHNOLOGY IN HIGHER education 2023年第1期20卷 8页

作者： Xu, Weiqi Wu, Yajuan Ouyang, Fan Zhejiang Univ Coll Educ 866 Yuhangtang Rd Hangzhou 310058 Zhejiang Peoples R China Columbia Univ Teachers Coll New York NY USA

Pair programming (PP), as a mode of collaborative problem solving (CPS) in computer programming education, asks two students work in a pair to co-construct knowledge and solve problems. Considering the complex multimodality of pair programming caused by students' discourses, behaviors, and socio-emotions, it is of critical importance to examine their collaborative patterns from a holistic, multimodal, dynamic perspective. But there is a lack of research investigating the collaborative patterns generated by the multimodality. This research applied multimodal learning analytics (MMLA) to collect 19 undergraduate student pairs' multimodal process and products data to examine different collaborative patterns based on the quantitative, structural, and transitional characteristics. The results revealed four collaborative patterns (i.e., a consensus-achieved pattern, an argumentation-driven pattern, an individual-oriented pattern, and a trial-and-error pattern), associated with different levels of process and summative performances. Theoretical, pedagogical, and analytical implications were provided to guide the future research and practice.

关键词： Collaborative problem solving computer-supported collaborative learning Pair programming computer programming education Collaborative pattern Multimodal learning analytics

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Virtual Blended Learning Enriched by Gamification and Social Aspects in programming education 10

Virtual Blended Learning Enriched by Gamification and Social...

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10th International Conference on computer Science and education (ICCSE)

作者： Lueckemeyer, Gero HFT Stuttgart Fac VIM Stuttgart Germany

ISBN: (纸本)9781479966004

Virtual blended learning as the use of virtual 3D environments in education has already delivered utility in a number of cases. This article presents a concept and a prototype of a 3D environment used in the current semester to employ the new medium in programming education at universities. The concept brings gamification aspects as well as interaction mechanisms from social media to the virtual 3D environment. It thereby aims to reduce the large number of student dropouts due to failing the programming modules by motivating more and less capable students alike to an increased participation in the practical exercises. It is concluded that the concept is applicable in a much broader spectrum of exercise and tutorial settings.

关键词： computer programming education virtual 3D environment virtual blended learning gamification social media

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Development of an unfolding model of procedures for programming learning of novice programmers

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computer APPLICATIONS IN ENGINEERING education 2021年第6期29卷 1911-1930页

作者： Kim, Youngmin Lee, Minjeong Chung Ang Univ Da Vinci Coll Gen Educ Seoul 06974 South Korea

This study reduces the difficulties experienced by novice computer programmers when establishing a procedure for problem-solving in a computing environment. It also provides guidelines to detail the work process. For this purpose, we developed an "unfolding model of procedures" consisting of the recognition of input and output, decomposition of operation, and expansion of branching based on its condition in work. To identify the effect of applying the unfolding model of procedures on the programming learning curve, we conducted an experiment with 110 college freshers randomly assigned to an experimental group and a control group. The unfolding model was applied to the experimental group;however, both groups received introductory programming classes for 5 weeks. The experimental group showed a trend of significant improvement in deriving the input and output processes and expanded their judgment on conditions. The evaluation of flowcharts for the same task conveyed that the experimental group was more competent than the control group, and further analysis by sex revealed no difference between the sexes in the achievement of learning within either group. The experimental group showed an advantage over the control group irrespective of sex. In conclusion, we expect that the unfolding model of procedures developed in this study could be used as a tool for novice programmers to derive work procedures completely and systematically when interpreting human work in a computing environment at the early stages of learning to program.

关键词： computer programming education novice programmer programming beginner programming learning unfolding model of procedures

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The Ideal HPC programming Language

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COMMUNICATIONS OF THE ACM 2010年第7期53卷 42-47页

作者： Loh, Eugene Oracle Corp Redwood City CA USA

The article discusses the results of computer programming language studies conducted by Sun Microsystems in the context of a High Productivity Computing Systems (HPCS) program run by the U.S. Defense Advanced Research Projects Agency (DARPA). The studies attempted to determine what the optimal characteristics of a high-performance computing (HPC) programming language would be. The traditional language, Fortran, was actually found to be surprisingly effective. The main obstacles to well-written programs often involved artifacts introduced by the specific hardware limitations of central processing units, or questionable choices in a program's conceptual design, rather than limitations in the language itself.

关键词： High performance computing programming languages (Electronic computers) computer programming computer science FORTRAN (computer program language) Central processing units (computers) High performance computing research Syntax in programming languages programming language semantics computer programming education

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From Computational Thinking to Computational Participation in K-12 education

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COMMUNICATIONS OF THE ACM 2016年第8期59卷 26-27页

作者： Kafai, Yasmin B. Univ Penn Grad Sch Educ Teaching Learning & Leadership Div Philadelphia PA 19104 USA

The author offers an argument that computational thinking should be understood as computational participation in K-12 education. Topics include the nature of student interest in computer programming, the creation of applications in a communal context by students, and the need for broader participation in computer science education by K-12 students.

关键词： computer science education (Middle school) computer science education (Secondary) computer programming education Student interests Development of application software

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A Byte Is All We Need

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COMMUNICATIONS OF THE ACM 2016年第6期59卷 42-44页

作者： Mitra, Ankita Monta Vista High Sch Cupertino CA 95014 USA

A teenager explores ways to attract girls into the magical world of computer science.

关键词： computer science education computerS & women computer programming education VIDEO games & children GENDER differences (Psychology) computer engineering studies

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Too Much programming Too Soon?

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COMMUNICATIONS OF THE ACM 2010年第3期53卷 10-11页

作者： Guzdial, Mark Robertson, Judy Georgia Inst Technol Atlanta GA 30332 USA Heriot Watt Univ Edinburgh EH14 4AS Midlothian Scotland

The author discusses problems with teaching introductory computer science. It is suggested that the common practice of asking students to engage in programming activities that simulate the problems of professionals in the field may not be the most effective teaching method. A research paper titled "Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experimental, and Inquiry-Based Teaching," by Kirschner, Sweller, and Clark is cited as finding evidence that the minimal-guidance technique is not productive.

关键词： Electronic data processing personnel programming languages (Electronic computers) Occupational training computer software computer science education Teaching methods computer programming education Simulated environment (Teaching method) computer programmers -- Training of Cognitive objectives (education) Cognitive learning theory Situated learning theory Experimental groups Experiential learning

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