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Proceedings of the Fourteenth Australasian Computing Education Conference - Volume 123

作者： Raina Mason Graham Cooper Southern Cross University Coffs Harbour New South Wales

ISBN: (纸本)9781921770043

This paper reports the results of mental effort measures and comments collected as part of a study of 44 introductory programming courses in 28 Australian universities, conducted in the latter months of 2010. Academic staff were interviewed regarding their perceptions of the mental effort that is required by themselves, an average student, and a low-performance student while attempting to solve and learn from a novice programming *** responses were also gathered from academics to gain insight into the various student profiles and impediments to learning for low-performing students. Mental effort results indicated that many low-performance students typically experience high to extreme levels of mental effort. Verbal responses obtained from academics also indicate an awareness that for many low-performance students learning fails due to excessive demands being placed upon their cognitive *** is suggested that for many low-performance students learning fails due to cognitive overload. The implications for the selection of languages and environments and for the design of introductory programming courses (units) are discussed.

关键词： pedagogy Australian university courses programming success cognitive load mental effort measures cognition introductory programming

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Trends in introductory programming courses in Australian universities: languages, environments and pedagogy 12

Trends in introductory programming courses in Australian uni...

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Proceedings of the Fourteenth Australasian Computing Education Conference - Volume 123

作者： Raina Mason Graham Cooper Michael de Raadt Southern Cross University Coffs Harbour New South Wales Moodle Pty Ltd Perth WA

ISBN: (纸本)9781921770043

This paper reports the results of a study of 44 introductory programming courses in 28 Australian universities, conducted in the latter months of 2010. Results of this study are compared with two censuses previously conducted during 2001 and 2003, to identify trends in student numbers, programming language and environment/tool use and the reasons for choice of these, paradigms taught, instructor experience, text used and time spent on problem solving strategies in lectures and tutorials. Measures of mental effort experienced during the solution of novice programming problems were also examined.

关键词： programming languages mental effort measures trends programming environments Australian university courses introductory programming census

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An evaluation of electronic individual peer assessment in an introductory programming course 07

An evaluation of electronic individual peer assessment in an...

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Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88

作者： Michael de Raadt David Lai Richard Watson University of Southern Queensland Toowoomba Queensland Australia

ISBN: (纸本)9781920682699

Peer learning is a powerful pedagogical practice delivering improved outcomes over conventional teacher-student interactions while offering marking relief to instructors. Peer review enables learning by requiring students to evaluate the work of others. PRAISE is an online peer-review system that facilitates anonymous review and delivers prompt feedback from multiple sources. This study is an evaluation of the use of PRAISE in an introductory programming course. Use of the system is examined and attitudes of novice programmers towards the use of peer review are compared to those of students from other disciplines, raising a number of interesting issues. Recommendations are made to introductory programming instructors who may be considering peer review in assignments.

关键词： peer review assessment introductory programming

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Misconceptions about Control and Data Structures in introductory programming Courses and their Remedy (Doctoral Consortium) 23

Misconceptions about Control and Data Structures in Introduc...

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Proceedings of the 23rd Koli Calling International Conference on Computing Education Research

作者： Dimitri Eckert TUHH - Hamburg University of Technology Germany

ISBN: (纸本)9798400716539

The focus of my research is the identification and explanation of common misconceptions of students in introductory programming courses about control structures and data structures. In my previous work I have identified several difficulties with for-loops. Some of those difficulties are misconceptions about the operating principle behind for-loops or loops in general. Currently I try to verify these findings quantitatively and substantiate the explanation for the occurrence of them qualitatively. Furthermore, I am broadening the scope of programming concepts and investigate into control structures in general as well as data structures and the interplay between them. The ultimate goal for my thesis is then to find educational interventions to alleviate the effect of the found misconceptions.

关键词： CS1 computing education control structures data structures introductory programming misconceptions representations

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Using Targeted Feedback to Address Common Student Misconceptions in introductory programming: A Data-Driven Approach

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SAGE OPEN 2019年第4期9卷

作者： Qian, Yizhou Lehman, James D. Jiangnan Univ Res Ctr Educ Informatizat 1800 Lihu Ave Wuxi 214122 Jiangsu Peoples R China Purdue Univ Coll Educ W Lafayette IN 47907 USA

With the expansion of computer science (CS) education, CS teachers in K-12 schools should be cognizant of student misconceptions and be prepared to help students establish accurate understanding of computer science and programming. Digital tools, such as automated assessment systems, can be useful and supportive in teaching CS courses. This two-stage design-based research (DBR) study investigated the effects of targeted feedback in an automated assessment system for addressing common misconceptions of high school students in a Java-based introductory programming course. Based on students' common errors and underlying misconceptions, targeted feedback messages were designed and provided for students. The quantitative analysis found that with targeted feedback students were more likely to correct the errors in their code. The qualitative analysis of students' solutions revealed that when improving the code, students receiving feedback made fewer intermediate incorrect solutions. In other words, the targeted feedback messages may help to promote conceptual change and facilitate learning. Although the findings of this exploratory study showed evidence of the power of digital tools, more research is needed to make technology benefit more CS teachers.

关键词： introductory programming misconceptions targeted feedback computer science education pedagogical content knowledge (PCK)

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Impact of Calango language in an introductory Computer programming Course

Impact of Calango language in an Introductory Computer Progr...

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IEEE Frontiers in Education Conference (FIE)

作者： Silva, Geovana Santos, Giovanni Canedo, Edna Dias Rissoli, Vandor Praciano, Bruno Andrade, Guilherme Univ Brasilia UnB Educ Technol Lab Brasilia DF Brazil Univ Brasilia UnB Dept Elect Engn Brasilia DF Brazil Univ Brasilia UnB Dept Comp Sci Brasilia DF Brazil Univ Brasilia UnB Dept Mech Engn Brasilia DF Brazil

ISBN: (纸本)9781728189611

This Research Full Paper studies the impact of using Calango language in the introductory learning of algorithms and computer programming by Brazilian engineering undergraduates. Calango is an educational multi-platform tool designed to facilitate algorithm learning and provide a simple syntax that enables developing advanced logic, so that students concentrate on logic without worrying about language details, considering its based on Portuguese pseudocode commands. A survey was conducted to evaluate if the teaching methods and tools used in the engineering introductory computer programming course were helpful. The questionnaire was applied at the end of four consecutive semesters of lecturing the course, and five questions were selected to analyze Calango's influence in the learning process. Approximately 95% of the participants agreed that Calango should continue in the class. Students reported that the learning of C language was more accessible due to the initial contact with Calango, mainly because they could write code in Portuguese, their native language. Overall results show that Calango was well-received by students, and it eased their early programming learning.

关键词： introductory programming Pedagogy Engineering Education Calango

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Examining the Trade-Offs Between Simplified and Realistic Coding Environments in an introductory Python programming Class 19th

Examining the Trade-Offs Between Simplified and Realistic Co...

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19th European Conference on Technology Enhanced Learning (EC-TEL)

作者： Nguyen, Huy A. Bogart, Christopher Savelka, Jaromir Zhang, Adam Sakr, Majd Carnegie Mellon Univ 5000 Forbes Ave Pittsburgh PA 15213 USA

ISBN: (纸本)9783031723148;9783031723155

Instructors in computer science classes often need to decide between having students use real programming tools to provide practical experience and presenting them with simpler educational interfaces to reduce their cognitive load. Our work investigates the trade-offs between these approaches, by comparing student learning from two offerings of an introductory Python class across several community colleges in the U.S. In the first offering (N = 219), students used a real IDE (Visual Studio Code) throughout the entire course. In the second offering (N = 166), students used a simplified in-browser code editor, with no setup, for the first three modules and transitioned to Visual Studio Code in the subsequent modules. Our results showed that the second offering led to better learning than the first offering in the first three modules with the in-browser code editor. Moreover, students in both offerings performed similarly in a subsequent module in which they performed local development with Visual Studio Code, suggesting that the ability to use a real IDE was not harmed by the initial use of the in-browser code editor. In addition, we found that students in both offerings improved in their levels of self-efficacy with the course's learning objectives at the end of the class. Finally, we identified that the revisions made in the second offering benefited full-time students more than part-time students. We conclude with a discussion of the trade-offs between employing realistic programming tools and simplified coding environments, as well as suggestions for making introductory computer science classes more effective and accessible.

关键词： online learning project-based learning introductory programming

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Using Peer Code Review to Support Pedagogy in an introductory Computer programming Course 49

Using Peer Code Review to Support Pedagogy in an Introductor...

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49th IEEE Frontiers in Education Conference (FIE)

作者： Brown, Tamaike Narasareddygari, Mourya Reddy Singh, Maninder Walia, Gursimran North Dakota Slate Univ Dept Comp Sci Fargo ND 58105 USA Rider Univ Dept Chem Biochem & Phys Lawrenceville NJ 08648 USA St Cloud State Univ Dept Comp Sci St Cloud MN 56301 USA

ISBN: (纸本)9781728117461

This full research category paper reports the result of an experiment that designed and implemented peer code review (PCR) to help introductory computer science (CSI) students understand programming concepts and improve their programming skills Instructors at North Dakota State University have observed that students enrolled in CSI programming course experience difficulty understanding programming concepts. We performed an empirical study that evaluated if PCR can help address the problem. We analyzed data collected from the PCR session, code development activity and end -of-study questionnaire. Our result provides insights into the most and least reported error types. Students were able to systematically improve the review output. More importantly, PCR had a significant positive impact on students' performance when developing their own code. PCR can be an effective teaching tool that when used in CSI programming course can improve students' understanding of programming concepts and improve their programming skills.

关键词： introductory programming peer code review computer science education teaching & learning experiences in education

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A Review of Games Designed to Improve introductory Computer programming Competencies 44

A Review of Games Designed to Improve Introductory Computer ...

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IEEE Frontiers in Education Conference (FIE)

作者： Vahldick, Adilson Mendes, Antonio Jose Marcelino, Maria Jose Univ Coimbra Ctr Informat & Syst Coimbra Portugal

ISBN: (纸本)9781479939220

Learning computer programming is not simple for many students. They have to develop several complex skills to be able to understand programs and, more important, to create programs that solve problems. This means it is important that students have a high motivation level, so that they engage in that work and do not get frustrated with the natural errors they will make in this process. Digital games are often used in educational contexts to attract and retain students. In literature and on the web, we can find many games related strategies that aim to support learning in introductory computer programming courses. One of these strategies is the using games approach: asking students to play games that include problems that must be solved in order to progress. This paper presents a list of 40 games classified by type and highlights the skills and topics supported by them. We hope this work helps teachers to choose games as part of their teaching strategies, as alternative or complementary exercises to their students.

关键词： games introductory programming novice teaching

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Investigation of Continuous Assessment, Correctness in introductory programming

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EDUCATIONAL TECHNOLOGY & SOCIETY 2017年第3期20卷 182-194页

作者： Ferreira, Deller James da Silva, Hebert Coelho Melo, Tatiane F. N. Ambrosio, Ana Paula Univ Fed Goias Inst Informat Campus Samambaia Goiania Go Brazil Univ Fed Goias Inst Matemat & Estat Campus Samambaia Goiania Go Brazil

Teachers usually expect that any form of a continuous assessment (CA) should contribute significantly to the student learning process in introductory programming courses. To foster teachers to go beyond the current practices of a CA applied when to programming, from 2011 to 2014, we investigated the use of the Boca Online Contest Administrator (BOCA) system, an online judge used in programming marathons, and the CA of program correctness in the cohorts of an introductory programming course. Empirical results show that there is no significant difference between student's performance when comparing the cohorts that used a CA and did not use a CA, and when comparing the cohorts that used and did not used the BOCA system but used a CA. An in-depth analysis revealed the potential and limitations of the use of a CA and the BOCA system, unveiling the need for the adoption of assessment practices and environments that build cumulative knowledge through multiple means of assessment, allowing profitable interactions among students, and between students and their teacher regarding the students' solutions.

关键词： BOCA system Continuous assessment introductory programming

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