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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 1-20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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Self-Regulated Learning in a computer programming Course

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IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA 2018年第2期13卷 75-83页

作者： Ramirez Echeverry, Jhon Jairo Rosales-Castro, Lina F. Restrepo-Calle, Felipe Gonzalez, Fabio A. Univ Nacl Colombia Dept Elect & Elect Engn Bogota 111321 Colombia Univ Nacl Colombia Dept Syst & Ind Engn Bogota 111321 Colombia

This paper contains an exploratory study on self-regulation by a group of students during a second-year computer programming course (data structures). Self-regulation was measured through the implementation of an instrument that evaluates motivation and learning strategies. From the results of the implementation, the relation between self-regulation and academic performance among the students was studied through a correlation analysis and other multivariate analyses. The results show new empirical pieces of evidence on the role played by self-regulation within the educational context of computer programming, and suggest which combination of factors allows to discriminate the population subgroups between high and low academic performances, according to self-regulated learning variables.

关键词： computer science education self-regulated learning computer programming education

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CUPI2 COMMUNITY Promoting a Networking Culture that Supports the Teaching of computer programming

CUPI2 COMMUNITY <i>Promoting a Networking Culture that Suppo...

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1st International Conference on computer Supported education

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

ISBN: (纸本)9789898111821

Difficulties in computer programming education have prompted the need to tackle the teaching and learning of programming from alternative pedagogical approaches. However, modem engineering education demands more than simply working around the students' learning process. Others who play important roles in academia face substantial challenges as they support the management of knowledge and the improvement in teaching within computer science (CS) departments. As a possible solution to these challenges, an emerging online community culture has applied an effective strategy that can guide people working toward common goals. To support teachers and CS departments in charge of computer programming education, this paper presents a social network developed with active learning approaches: the Cupi2 Community, a set of people, policies, resources, contributions, technological mechanisms, and interaction strategies that promote the generation of collective knowledge and offer continuous support to CS educators involved with active learning approaches.

关键词： Online Community computer programming education Teaching programming Support Knowledge Management Active Learning

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Developing a Course-Specific Chatbot Powered by Generative AI for Assisting Students' Learning in a programming Course 24

Developing a Course-Specific Chatbot Powered by Generative A...

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24th IEEE International Conference on Advanced Learning Technologies (ICALT)

作者： Chiang, Yueh-Hui Vanessa Lin, Yu-Chen Chen, Nian-Shing Dharma Drum Inst Liberal Arts Life Educ MA Program New Taipei Taiwan Natl Chengchi Univ Dept Comp Sci Taipei Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei Taiwan Natl Taiwan Normal Univ Program Learning Sci Taipei Taiwan

ISBN: (纸本)9798350362060;9798350362053

This paper details the development of an educational chatbot designed to assist non-IT undergraduate students in a computer programming course. The chathot, accessible through a LINE Bot interface, focuses conversations on course materials and activities, providing students with relevant learning support. Utilizing OpenAI's API, the chatbot generates human-like conversational content. The paper includes preliminary evaluation results, emphasizing the chatbot's ability to respond accurately to course-related student queries. This study highlights the potential of chatbots in enhancing educational experiences in specialized subjects.

关键词： educational chatbot generative AI in education course-specific learning tools computer programming education

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The teaching of computer programming and digital image processing in radiography

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INTERNATIONAL JOURNAL OF MEDICAL INFORMATICS 1998年第1-3期50卷 139-143页

作者： Allan, GL Zylinski, J Royal Melbourne Inst Technol Dept Med Radiat Sci Melbourne Vic 3001 Australia

The increased use of digital processing techniques in Medical Radiations imaging modalities, along with the rapid advance in information technology has resulted in a significant change in the delivery of radiographic teaching programs. This paper details a methodology used to concurrently educate radiographers in both computer programming and image processing. The students learn to program in visual basic applications (VBA), and the programming skills are contextualised by requiring the students to write a digital subtraction angiography (DSA) package. Program code generation and image presentation interface is undertaken by the spreadsheet Microsoft Excel. The user-friendly nature of this common interface enables all students to readily begin program creation. The teaching of programming and image processing skills by this method may be readily generalised to other vocational fields where digital image manipulation is a professional requirement. (C) 1998 Elsevier Science Ireland Ltd. All rights reserved.

关键词： radiographic education digital subtraction angiography image processing computer programming education visual basic

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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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