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24th Australasian Computing Education Conference (ACE)

作者： Finnie-Ansley, James Denny, Paul Becker, Brett A. Luxton-Reilly, Andrew Prather, James Univ Auckland Auckland New Zealand Univ Coll Dublin Dublin Ireland Abilene Christian Univ Abilene TX USA

ISBN: (纸本)9781450396431

Recent advances in artificial intelligence have been driven by an exponential growth in digitised data. Natural language processing, in particular, has been transformed by machine learning models such as OpenAI's GPT-3 which generates human-like text so realistic that its developers have warned of the dangers of its misuse. In recent months OpenAI released Codex, a new deep learning model trained on Python code from more than 50 million GitHub repositories. Provided with a natural language description of a programming problem as input, Codex generates solution code as output. It can also explain (in English) input code, translate code between programming languages, and more. In thiswork, we explore howCodex performs on typical introductory programming problems. We report its performance on real questions taken from introductory programming exams and compare it to results from students who took these same exams under normal conditions, demonstrating that Codex outscores most students. We then explore how Codex handles subtle variations in problem wording using several published variants of the well-known "Rainfall Problem" along with one unpublished variant we have used in our teaching. We find the model passes many test cases for all variants. We also explore how much variation there is in the Codex generated solutions, observing that an identical input prompt frequently leads to very different solutions in terms of algorithmic approach and code length. Finally, we discuss the implications that such technology will have for computing education as it continues to evolve, including both challenges and opportunities.

关键词： academic integrity AI artificial intelligence code generation code writing Codex copilot CS1 deep learning introductory programming GitHub GPT-3 machine learning neural networks novice programming OpenAI

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The ABC Workbook: Adapting Online Judge Systems for introductory programming Classes 30

The ABC Workbook: Adapting Online Judge Systems for Introduc...

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30th International Conference on Computers in Education (ICCE)

作者： Asuncion, Aldrich Ellis Guadalupe, Brian Christopher Ortega, Gerard Francis Ateneo Manila Univ Dept Math Quezon City Philippines Ateneo Manila Univ Dept Informat Syst & Comp Sci Quezon City Philippines Natl Olympiad Informat Philippines Sci Comm Quezon City Philippines

ISBN: (纸本)9786269689002

The online judge is an established method of automatic assessment for programming tasks. Recognizing the relative lack of problems and resources for introductory- level programming classes, we present the ABC Workbook project, a workbook containing a comparatively large selection of basic programming exercises, accompanied by an application written to check the exercises in the workbook. The contents of the workbook, an overview of the app, and strategies for integration in a class are discussed. The accessibility of the app for use in remote and developing areas is emphasized. The project is expected to improve introductory-level programming instruction, by facilitating immediate feedback and providing access to a bank of curated problems. Future work involves application in classrooms, as well as implementation of problem creation features.

关键词： Computer science education automated assessment textbooks introductory programming

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Instruction of introductory programming Course using Multiple Contexts 2018

Instruction of Introductory Programming Course using Multipl...

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23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Brown, David W. Ghafoor, Sheikh K. Canfield, Stephen Tennessee Technol Univ Cookeville TN 38505 USA

ISBN: (纸本)9781450357074

This paper describes the experience of redesigning a traditional CS1 programming course, utilizing traditional coding practices as well as microcontroller units (MCU) based coding, to provide multiple programming environments. The objective of this redesign is to improve the programming skills for engineering students by 1) providing them with program development experience in multiple contexts and 2) relating the initial programming experience to the typical notion of engineering through significant hardware experience. Typical CS1 courses are designed with an instructor led lecture focusing on the introduction of specific computer skills and languages while programming assignments and laboratories help strengthen these skills in the students. For this remodeling, in addition to the typical programming exercises, supplementary MCU based lab exercises were used to provide an additional, different programming target for increased learning and highlighting the complementary relationship between hardware and software. The outcomes of this effort demonstrate that the addition of a MCU to an introductory programming course can work as an effective motivator, providing the students with a secondary context to reinforce programming skills developed during the course, and that providing multiple contexts (traditional desktop programming and hardware-based programming) together can aid in learning and the transfer of knowledge.

关键词： Microcontroller Multiple Contexts Knowledge Transfer introductory programming

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Impact of Infusing Interactive and Collaborative Learning in Teaching introductory programming in a Dynamic Class 20

Impact of Infusing Interactive and Collaborative Learning in...

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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Rahman, Md Mahmudur Sharker, Monir Paudel, Roshan Morgan State Univ Comp Sci Dept Baltimore MD 21239 USA

ISBN: (纸本)9781450367936

In this era of smart devices, new technologies, gadgets, apps, and numerous systems and services available over online, teaching an introductory programming course by traditional lecture method faces challenges to draw student's attention; especially in their freshman year. In this work, we discuss our experience in teaching an introductory CS course by infusing both interactive and collaborative learning in pedagogy so that students can learn using interactive platforms, tools, technologies, systems, and services as available to them and collaboration within and among groups. For interactive learning, students used an interactive programming environment (e.g. *** classroom) as well as online eBooks. We designed several in-class exercises, assignments, small lab-based projects with example codes and expected outputs, and unit tests by using built-in unit tests library. We also, in the middle of semester, introduced collaborative learning through teamwork on well-defined projects during the learning time and submitted at the end. The collaborations include use of basic task management tools and multi-player tool of *** that the students can critic, supplement, improve peer works and learn. To evaluate the impact of this infusion, a pre- and post-survey were conducted on student cohort in two different semesters. The initial evaluation of the survey results and performances (final project and final grades) show evidence to conclude that the proposed pedagogical approach increased student motivation and engagement and facilitated learning to entry-level computer science students.

关键词： introductory programming visual learning interactive learning eBook collaborative learning interactive programming

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introductory programming in a web context 10

Introductory programming in a web context

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Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103

作者： Michael de Raadt University of Southern Queensland Toowoomba Queensland

ISBN: (纸本)9781920682842

A number of studies have recognised the benefits of using a context or theme consistently throughout an introductory programming course. Examples of contexts in which programming is related and taught include micro-worlds, robotics, games and media computation. Such contexts bring relevance to the content of programming courses. In this paper, a Web context is proposed and described. This context has been successfully used in an introductory programming course and received a positive student response.

关键词： introductory programming context web

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introductory programming: examining the exams 12

Introductory programming: examining the exams

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Proceedings of the Fourteenth Australasian Computing Education Conference - Volume 123

作者： Simon Donald Chinn Michael de Raadt Anne Philpott Judy Sheard Mikko-Jussi Laakso Daryl D'Souza James Skene Angela Carbone Tony Clear Raymond Lister Geoff Warburton University of Newcastle University of Washington Tacoma Moodle Auckland University of Technology Monash University University of Turku RMIT University University of Technology Sydney Australia

ISBN: (纸本)9781921770043

This paper describes a classification scheme that can be used to investigate the characteristics of introductory programming examinations. The scheme itself is described and its categories explained. We describe in detail the process of determining the level of agreement among classifiers, that is, the inter-rater reliability of the scheme, and we report the results of applying the classification scheme to 20 introductory programming examinations. We find that introductory programming examinations vary greatly in the coverage of topics, question styles, skill required to answer questions and the level of difficulty of questions. This study is part of a project that aims to investigate the nature and composition of formal examination instruments used in the summative assessment of introductory programming students, and the pedagogical intentions of the educators who construct these instruments.

关键词： examination papers computing education introductory programming

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See, Talk, Explain and Prepare (STEP): The First STEP for Primary Teachers in introductory programming 22

See, Talk, Explain and Prepare (STEP): The First STEP for Pr...

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4th Conference on United Kingdom and Ireland Computing Education Research (UKICER)

作者： Cole, Elizabeth Cutts, Quintin Univ Glasgow Sch Comp Sci Glasgow Lanark Scotland

ISBN: (纸本)9781450397421

This teaching and learning framework supports the transfer of primary level literacy pedagogical knowledge to the subject of computing science. Teachers apply the same rationale for using wordless picture books for reading development to the teaching of introductory programming. Children see (S), talk (T) and explain (E) visual programming animations in preparation (P) for their exposure to code (STEP).

关键词： introductory programming primary level Scratch visual programming

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Impact of a New Teaching and Learning Approach in an introductory programming Course

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2017年第6期55卷 789-819页

作者： Malik, Sohail Iqbal Coldwell-Neilson, Jo Buraimi Univ Coll Dept Informat Technol Al Buraimi Oman Deakin Univ Melbourne Vic Australia

High failure and dropout rates are reported in introductory programming (IP) courses in different studies despite extensive research attempting to address the issue. In this study, we introduced an ADRI (Approach, Deployment, Result, Improvement) approach in the teaching and learning process of an IP course to improve learning and success rates. All three entities of the didactic triangle (student, instructor, and content) were involved in the research to better understand and execute the proposed approach. The IP course materials were redesigned based on the ADRI approach, and an editor was developed to promote the new approach and encourage students to complete the various stages required in the approach. Two surveys were conducted, and final exam grades over four semesters were compared with determine the impact of including the ADRI approach in the course. We concluded that the ADRI approach provides a positive impact on outcomes that the students achieved during the course. It engages students in practicing their programming skills and provides a new presentation style for examples and exercises which discourages students from taking programming shortcuts. It not only helps to reduce the failure and, significantly, the dropout rates from the IP course but also impacts positively on all students who passed the IP course.

关键词： introductory programming approach deployment result improvement approach programming skills failure and dropout rates

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About the Effectiveness of Different Game Design Elements for an introductory programming Course 23rd

About the Effectiveness of Different Game Design Elements fo...

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23rd International Conference on Interactive Collaborative Learning (ICL) / 49th IGIP International Conference on Engineering Pedagogy - Educating Engineers for Future Industrial Revolutions

作者： Schwarzmann, Andreas Landes, Dieter Sedelmaier, Yvonne Coburg Univ Appl Sci & Arts Fac Elect Engn & Informat D-96450 Coburg Germany

ISBN: (纸本)9783030681982;9783030681975

Learning a programming language is a fundamental part of nearly every technical study program. Nevertheless, even students of computer science face challenges before they master sufficient programming skills. Therefore, learning to program computers is tough especially for non-computer science students. A highly promising approach towards alleviating this problem is the integration of game design elements in a non-game context in order to improve user engagement. Gamification comes along with a variety of game elements with different and unclear motivational impact. Consequently, this paper aims at identifying those game elements which tend to be suitable for an introductory programming course. To do so, the potential relationship between game features and intrinsic motivation will be examined first. Subsequently, a collection of game features will be analyzed to meet predefined selection criteria. As a result, the work revealed a set of competence related game features that are likely to fit better to a course for programming than other types of features.

关键词： introductory programming Gamification Game design elements Game features Self-determination theory Psychological need satisfaction Intrinsic motivation

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Teaching and Learning Strategies for introductory programming in University Courses 21

Teaching and Learning Strategies for Introductory Programmin...

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9th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM)

作者： Figueiredo, Jose A. Q. Jose Garcia-Penalvo, Francisco Polytech Guarda Res Unit Inland Dev UDI Guarda Portugal Univ Salamanca GRIAL Res Grp Res Inst Educ Sci Comp Sci Dept Salamanca Spain

ISBN: (纸本)9781450390668

Student success in introductory programming courses is a widespread concern. Success does not depend only on the individual characteristics of each student, but there is a set of factors that can interfere with academic performance. Especially in computer science courses, failure has a strong negative influence, since in many cases students are demotivated and, in many cases, they even drop out of the course. In this work, we present a collection of strategies, included in an application, with the objective of helping teacher and student in the teaching and initial learning process of programming. Early identification of potential problems and immediate response is a fundamental aspect to avoid student failure and reduce dropout rates. This paper also describes a machine-learning (neural network) predictive model of student failure based on the student profile, which is built throughout programming classes by continuously monitoring and evaluating student activities. Finally, we present the results obtained in the use of our set of strategies applied to our study group with particular characteristics in introductory programming course (Introduction to programming), lectured to the first year, first semester, students of the CS course at the Polytechnic of Guarda (IPG), Portugal.

关键词： introductory programming teaching programming learning programming CS1 intelligent tutoring system neural networks predict success

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