检索结果-内蒙古大学图书馆

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2

作者： Mario Carreon Yuki Matsuda Hirohiko Suwa Keiichi Yasumoto Nara Institute of Science and Technology Ikoma Japan

ISBN: (纸本)9781450394338

A typical CS1 class involves students working on solving programming problems. Before the pandemic, this occurred in a computer laboratory with a teacher who could quickly assist students having difficulty with their work. Sometimes, there is a need for this intervention even without the student asking for help. An experienced teacher can sense the growing frustration of a student through their overall demeanor. A teacher can also watch how a student codes to provide quick hints to address potential problems. This kind of intervention is challenging to do in an online learning setting. A typical online meeting software provides a small and limited view of a student, often crowded with all the other students. As such, the visual cues of frustration can be easily lost in the noise. Not being able to see the student's code easily is also a problem. The system we are developing aims to create an online IDE that leverages gaze tracking and code logging to automatically identify these struggling students. In the first phase of the research, a learning model will be trained on students' gaze and code logs in line with their overall class performance. The second phase of the research will then use this model to predict the frustration level of student users. Collaboration and gamification strategies will be explored in the final stage of the research that would assist interventions of not just teachers but also classmates who are willing to help.

关键词： introduction to programming code logging focused intervention gaze tracking

来源：评论

学校读者我要写书评

暂无评论

Quantitative Evaluation of Student Engagement in a Large-Scale introduction to programming Course using a Cloud-based Automatic Grading System 48

Quantitative Evaluation of Student Engagement in a Large-Sca...

引用

48th IEEE Frontiers in Education Conference (FIE)

作者： Norouzi, Narges Hausen, Ryan Univ Calif Santa Cruz Comp Sci Dept Santa Cruz CA 95064 USA

ISBN: (纸本)9781538611746

In this WIP Research to Practice paper, we explored the impact of integrating the university's learning management system and an automatic grading system in delivering a large-scale introduction to programming course in 2 consecutive quarters. Our initial approach utilizes an on-demand standalone automatic grading system and a separate assignment submission portal on Canvas. After evaluating our performance and specific student feedback, we integrated the assignment submission portal with the autograder system to provide a real-time objective assessment of assignments. The main improvement after enforcing assignment submission through the autograder (Stepik) was the noticeable improvement in the class average of assignment scores by 20.5% even though most of the test cases were hidden. Another interesting observation was the effect of our approach in decreasing the DFW rate to 12.5% from 46% and a considerable increase in the passing rate of female students, by 22%. We also noticed that in the second iteration of the course students who took the course as an elective were able to perform comparably and even better than students who took it as a requirement. It is also worth mentioning that using autograder helped students increase their code quality.

关键词： introduction to programming Java Autograder Grading System Learning Management System Computer Science

来源：评论

学校读者我要写书评

暂无评论

Providing Insight into the Relationship Between Constructed Response Questions and Multiple Choice Questions in introduction to Computer programming Courses 49

Providing Insight into the Relationship Between Constructed ...

引用

49th IEEE Frontiers in Education Conference (FIE)

作者： Herzog, Joseph B. Herzog, Patricia Snell Talaga, Paul Stanley, Christopher M. Ricco, George Univ Indianapolis RB Annis Sch Engn Indianapolis IN 46227 USA Indiana Univ Purdue Univ Lilly Family Sch Philanthropy Indianapolis IN 46202 USA

ISBN: (纸本)9781728117461

This Research-to-Practice Work in Progress (WIP) investigates the format of student assessment questions. In particular, the focus is on the relationship between student performance on open-ended, constructed-response questions (CRQs) versus close-ended, multiple-choice-response questions (MCQs) in first-year introductory programming courses. We introduce a study to evaluate whether these different response formats return distinct or comparable results. In order to assess this, we compare and correlate student scores on each question type. Our focus is on assessments (exams and tests) in first-year classes. The paper investigates two first-year programming courses with a total of seven sections and approximately 180 combined students. The subject of the sequential set of courses is the procedural C programming language. Based on extant studies comparing student performance on MCQs to their performance on open-ended questions, we investigate whether MCQ scores predict CRQ scores. Preliminary results on the comparison between student performance on these two question formats are presented to assess whether MCQs produce similar results as CRQs, or whether MCQs yield unique contributions. Possible avenues for future work are also discussed.

关键词： introduction to programming Constructed Response Questions Multiple Choice Questions

来源：评论

学校读者我要写书评

暂无评论

A tool for the introduction of programming and computational thinking with motivation using Virtual Reality

A tool for the introduction of programming and computational...

引用

13th Latin American Conference on Learning Technologies (LACLO)

作者： Curasma, Herminio Paucar Raposo, Alberto Barbosa Pontificia Univ Catolica Rio de Janeiro Dept Informat Rio De Janeiro Brazil

ISBN: (纸本)9781728103822

The present work proposes the creation of a Virtual Reality tool that allows students to learn basic concepts of programming and computational thinking with the purpose that they enjoy the technology and feel motivated to learn more. The tool is a Visual programming Language;the algorithms are formed by block-assembly, thereby solving one of the students' main problems, which are "syntax errors". In addition, the tool brings with it a set of level-ordered challenges aimed at teaching students basic principles of programming and logic (sequential programming, repetitive and conditional control structure), where at each level the student will learn the different concepts and behaviors of computational thinking. For the evaluations with the users we counted on the participation of 18 students between 12 and 15 years old coining from two public institutions of Rio de Janeiro. In these evaluations it was also considered to measure the sensation of immersion through Telepresence, Social Presence and Usability.

关键词： Computational thinking virtual reality programming in education introduction to programming programming and games programming and virtual reality

来源：评论

学校读者我要写书评

暂无评论

Iteration vs Recursion in introduction to programming Classes: An Empirical Study

引用

CYBERNETICS AND INFORMATION TECHNOLOGIES 2016年第4期16卷 63-72页

作者： Sulov, Vladimir Univ Econ Varna Dept Comp Sci Varna 9002 Bulgaria

In this article we have presented the results of an empirical study which was carried out on 130 students in introduction to programming classes. Their initial preference, success rate, comprehension and subsequent preference were studied when dealing with programming tasks which could be solved using either iteration or recursion.

关键词： Recursion iteration introduction to programming education students

来源：评论

学校读者我要写书评

暂无评论

Comparison of Three programming Error Measures for Explaining Variability in CS1 Grades 29

Comparison of Three Programming Error Measures for Explainin...

引用

29th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Svabensky, Valdemar Pankiewicz, Maciej Zhang, Jiayi Cloude, Elizabeth B. Baker, Ryan S. Fouh, Eric Univ Penn Philadelphia PA 19104 USA Warsaw Univ Life Sci Warsaw Poland Tampere Univ Tampere Finland

ISBN: (纸本)9798400706004

programming courses can be challenging for first year university students, especially for those without prior coding experience. Students initially struggle with code syntax, but as more advanced topics are introduced across a semester, the difficulty in learning to program shifts to learning computational thinking (e.g., debugging strategies). This study examined the relationships between students' rate of programming errors and their grades on two exams. Using an online integrated development environment, data were collected from 280 students in a Java programming course. The course had two parts. The first focused on introductory procedural programming and culminated with exam 1, while the second part covered more complex topics and object-oriented programming and ended with exam 2. To measure students' programming abilities, 51095 code snapshots were collected from students while they completed assignments that were autograded based on unit tests. Compiler and runtime errors were extracted from the snapshots, and three measures - Error Count, Error Quotient and Repeated Error Density - were explored to identify the best measure explaining variability in exam grades. Models utilizing Error Quotient outperformed the models using the other two measures, in terms of the explained variability in grades and Bayesian Information Criterion. Compiler errors were significant predictors of exam 1 grades but not exam 2 grades;only runtime errors significantly predicted exam 2 grades. The findings indicate that leveraging Error Quotient with multiple error types (compiler and runtime) may be a better measure of students' introductory programming abilities, though still not explaining most of the observed variability.

关键词： programming education introductory programming introduction to programming novice programming computer science education

来源：评论

学校读者我要写书评

暂无评论

Effectively Matching programming Languages to Introductory programming Teaching Paradigms 9th

Effectively Matching Programming Languages to Introductory P...

引用

9th International Congress on Information and Communication Technology (ICICT)

作者： Abah, Ojoniko Nathan Tennyson, Matthew F. Ind Training Serv Murray KY 42071 USA Murray State Univ Murray KY 42071 USA

ISBN: (纸本)9789819754403;9789819754410

The reach of technology stretches across a wide variety of domains: from the health industry to entertainment and gaming. Software programming undoubtedly plays a major role in modern technology. Therefore, computer science and programming education is of the utmost importance. In our research, we aim to investigate the best approaches and languages to be used to introduce programming to students and others wishing to learn to program. Indeed, there are numerous approaches to learning programming and lots of existing research regarding these approaches. There are also numerous programming languages and types of audiences. We highlight various methods that can be used to teach programming, and how those approaches can best be matched to different programming languages and audiences. We build upon existing research to reach conclusions, and we conduct our own survey that involves computer science students, computer science teachers, and software development professionals. Our goal is not to promote a certain approach or to promote a particular programming language. Rather, we find correlations and provide recommendations regarding which languages are most suitable for different approaches and audiences.

关键词： Computer science education programming curriculum introduction to programming

来源：评论

学校读者我要写书评

暂无评论

Damo's Quest: A Gamified Environment For Learning programming 50

Damo's Quest: A Gamified Environment For Learning Programmin...

引用

50th Latin American Computing Conference (CLEI)

作者： Ormeno, Emilio Ochoa, Sergio F. Alessio, Claudio A. Ferrarini, Cintia UNSJ Inst Informat Fac Ciencias Exactas Fis & Nat San Juan Argentina Univ Chile Dept Ciencias Comp Santiago Chile UNSJ Fac Ciencias Exactas Fis & Nat Dept Informat San Juan Argentina

ISBN: (纸本)9798331540982;9798331540975

The teaching of programming in primary and secondary education has once again revealed the heterogeneity of the ways in which students learn and instructors teach such a capability. Language barriers and technological skills of the involved people are some of the factors that affect the usability and usefulness of educational programming environments. This article presents a gamified programming environment, called Damo's Quest, that supports middle school instructors while they teach programming to students who have little access to computer technology and proficiency in English language. The platform offers a gamified-educational experience, in which students must deal with challenges in fantasy stories (in virtual worlds) by programming various solutions. The usability and perceived usefulness of the first version of this tool have been evaluated by two researchers, who are experts in computational thinking. Although preliminary, the results are highly encouraging.

关键词： introduction to programming computational thinking educational programming environment secondary education gamified environment

来源：评论

学校读者我要写书评

暂无评论

Cracking the Code: Understanding Source Code Plagiarism to Enable Learning 13th

Cracking the Code: Understanding Source Code Plagiarism to E...

引用

13th Computer Science Online Conference

作者： Smit, Imelda du Plessis, Linda Northwest Univ Unit Data Sci & Comp Vanderbijlpark South Africa Northwest Univ Planning & Campus Operat Vanderbijlpark South Africa

ISBN: (纸本)9783031702846;9783031702853

The COVID-19 pandemic has accelerated the adoption of online learning, posing challenges for students, particularly in programming education. This paper explores the prevalent issue of source code plagiarism among novice programmers using Python. Recognizing the broader implications of SCP as a symptom rather than the core issue, the study aims to answer how educational settings can be designed to leverage AI as a learning tool rather than a threat to academic integrity. The theoretical grounding delves into the evolving landscape of generative AI tools capable of providing coding solutions, raising concerns about their impact on learning outcomes. Novice programming students are introduced to Python 3, where emphasis is placed on structured programming and error navigation. Source code plagiarism is examined, distinguishing between elementary adjustments and structural alterations. To address source code plagiarism, the study employs the Iceberg Model, unveiling layers beyond the visible event level. The research design adopts a mixed-method approach, utilizing the Measure of Software Similarity (Moss) tool for source code plagiarism detection, a questionnaire, as well as students' final scores. Findings indicate a decline in plagiarism instances across assignments, suggesting a learning curve. Student challenges, including time management, programming background, and technical issues, are identified through a comprehensive analysis. Recommendations emphasize the importance of awareness, integration of supporting tools in the learning management system, and educating students and tutors on ethical coding practices. The paper proposes the use of generative AI tools for guided assistance rather than direct code generation and advocates for reporting and tracking source code plagiarism cases, ensuring that students understand the ethical implications of transgressions and are allowed to learn from mistakes. The findings emphasize the need for a competency-based approa

关键词： iceberg model introduction to programming source code plagiarism future of education

来源：评论

学校读者我要写书评

暂无评论

Good Students are Good Students Student Achievement with Visual versus Textual programming

Good Students are Good Students Student Achievement with Vis...

引用

IEEE Frontiers in Education Conference (FIE)

作者： Coffman, Joel Hill, Justin M. Beck, Shannon de Freitas, Adrian A. Weingart, Troy US Air Force Acad Dept Comp & Cyber Sci Colorado Springs CO 80840 USA

ISBN: (数字)9781665462440

ISBN: (纸本)9781665462440

In this full research paper, we compare the impact of learning a visual versus textual programming language in an introductory computing course that is a general education requirement at our institution. We conducted a randomized comparative study with "experimental" sections that were taught using Python instead of RAPTOR, a flowchart-based programming language. The populations of students learning each programming language were similar with respect to gender, race, and predicted performance based upon standardized test scores and prior post-secondary education. Although students' performance on the whole was similar regardless of the programming language taught, predicted performance is correlated with SAT Math scores, grades in mathematics courses (specifically Calculus II), and, for lower-performing students, grades in other courses that satisfy general education requirements. That is, students from these groups who had lower predicted performance and learned Python performed worse on average than their peers who learned RAPTOR, and students with higher predicted performance outperformed (on average) their peers who learned RAPTOR. In addition, students' performance in subsequent computer science courses was not correlated with their performance and the language they learned in our introductory computing course. Our results raise important questions about the role of an introductory computing course in promoting equity and engaging students from historically underrepresented groups in computing fields.

关键词： computer science undergraduate instructional change achievement equity introduction to programming RAPTOR Python

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：