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A Serious Game for Developing Computational Thinking and Learning introductory Computer programming

Procedia - Social and Behavioral Sciences 2012年 47卷 1991-1999页

作者： Cagin Kazimoglu Mary Kiernan Liz Bacon Lachlan Mackinnon University Of Greenwich London UK

Owing to their ease of engagement and motivational nature, especially for younger age groups, games have been omnipresent in education since earliest times. More recently, computer video games have become widely used, particularly in secondary and tertiary education, to impart core knowledge in some subject areas and as an aid to attracting and retaining students. Academics have proposed a number of approaches, using games-based learning (GBL), to impart theoretical and applied knowledge, especially in the computer science discipline. Our research is concerned with the design of an innovative educational game framework focused on the development of Computational Thinking (CT) skills, and herein we introduce a serious game, based on our framework, which encourages the development of CT skills to facilitate learning introductory computer programming. We describe how a limited number of key introductory computer programming concepts have been mapped onto the game-play, and how an equivalent set of skills characterising CT can be acquired through playing the game. A survey response group of 25 students, following computer science and related degree programmes but with very diverse backgrounds and experience, provided initial usability feedback on the game. Their feedback confirmed that they found the game enjoyable, and also universally believed that this approach would be beneficial in helping students learn problem-solving skills for introductory computer programming. Feedback from this group will be incorporated in a revised version of the game, which will now be subject to rigorous experimental evaluation and analysis, to provide structured empirical evidence in support of our approach.

关键词： Serious games game based learning computational thinking introductory programming learning programming with games

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The Redesign of the Delivery of an introductory programming Unit

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Innovation in Teaching and Learning in Information and Computer Sciences 2007年第4期6卷

作者： Michael Jones Bournemouth University

This study examines the motivation of a cohort of first year computing students and the effects on their engagement as they progress through the revised delivery of an introductory programming unit. The purpose behind the redesign of the delivery of the unit was to maintain student engagement by ensuring that each student was able to assume responsibility for all their work, irrespective of their previous experience. One hoped-for consequence was the avoidance of the bi-modal results profile experienced in previous years. The level of engagement was measured in terms of the numbers of students submitting assignments, given that not all the assignments needed to be attempted to obtain a pass mark for the coursework component of the unit. A survey was conducted at the outset, at which it became clear that a substantial minority of the students were not particularly interested in programming. For these students the motivation was to pass the unit. The number of students expressing either some or considerable interest in programming in the survey almost directly matched the number completing a final, optional assignment. Student surveys and the lack of a bi-modal distribution in the results indicated that the revised delivery programme maintained the general level of motivation and engagement within the group throughout the academic year.

关键词： curriculum design introductory programming student engagement teaching programming

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Emergent Requirements for Supporting introductory programming

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Innovation in Teaching and Learning in Information and Computer Sciences 2011年第1期10卷

作者： Natalie J Coull Ishbel M M Duncan School of Computing and Engineering Systems University of Abertay Dundee Bell St. Dundee DD1 1HG (+44 1382 30 8938) n.coull@abertay.ac.uk School of Computer Science University of St Andrews North Haugh St Andrews KY16 9SX (+44 1334 46 3270) Ishbel@cs.st-andrews.ac.uk

The problems associated with learning and teaching first year University Computer Science (CS1) programming classes are summarized showing that various support tools and techniques have been developed and evaluated. From this review of applicable support the paper derives ten requirements that a support tool should have in order to improve CS1 student success rate with respect to learning and understanding.

关键词： introductory programming learning design human factors theory

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A Bibliometric Exposition and Review on Leveraging LLMs for programming Education

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IEEE ACCESS 2025年 13卷 58364-58393页

作者： Amos, Joanah Pwanedo Amodu, Oluwatosin Ahmed Mahmood, Raja Azlina Raja Abdulqudus, Akanbi Bolakale Zakaria, Anies Faziehan Iyanda, Abimbola Rhoda Bukar, Umar Ali Mohd Hanapi, Zurina Elizade Univ Informat & Commun Engn Dept Ilara Mokin 340271 Nigeria Univ Putra Malaysia Dept Commun Technol & Network Serdang 43400 Selangor Malaysia Elizade Univ Dept Math & Comp Sci Ilara Mokin 340271 Nigeria Univ Kebangsaan Malaysia Fac Engn & Built Environm Dept Engn Educ Bangi 43600 Malaysia Obafemi Awolowo Univ Comp Sci & Engn Dept Ife 220005 Nigeria Taraba State Univ Fac Comp & Artificial Intelligence Dept Comp Sci Jalingo 660213 Nigeria Multimedia Univ Fac Informat Sci & Technol Ctr Intelligent Cloud Comp CICC Melaka 75450 Malaysia

The world is experiencing an AI revolution, with large language models (LLMs) transforming various industries, including education. Academics are striving to harness the potential of LLMs while also contending with their risks. This paper presents the first bibliometric analysis focused on LLM research in programming education, identifying leading countries, authors, and institutions while analyzing key terms and popular keywords in this field. Additionally, it highlights influential studies on topics such as introductory programming, computer science, computing, programming education, and prompt engineering, discussing key insights from these works. Findings indicate that LLMs could play a significant role in programming education and may be integrated into computer science curricula. However, careful consideration is needed to ensure their benefits outweigh their risks across various use cases. This study specifically examines ChatGPT as a representative LLM, exploring its benefits and limitations as both a learning aid for students and a support tool for professionals. It also evaluates the quality of ChatGPT-generated code and its effectiveness in simplifying programming concepts for beginners. Furthermore, the ethical implications of increasing reliance on LLMs for programming tasks, including concerns about dependency, plagiarism, and potential effects on critical thinking, are addressed. By contributing to the ongoing discourse on integrating AI tools like ChatGPT in programming education, this research emphasizes the importance of responsible and ethical usage to maximize benefits for students, educators, and the broader educational community.

关键词： Chatbots programming profession Education Bibliometrics Market research Large language models Codes Ethics Requirements engineering Mathematics ChatGPT code generation ethical concerns large language models (LLMs) introductory programming programming education prompt engineering

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Fostering STEM Skills Through programming and Robotics for Motivation and Cognitive Development in Secondary Education

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INFORMATION 2025年第2期16卷 96-96页

作者： Torres, Ivan Inga, Esteban Univ Politecn Salesiana Masters Program ICT Educ Cuenca 010102 Ecuador Univ Politecn Salesiana Masters Program ICT Educ Smart Grid Res Grp Quito 170525 Ecuador Postgrad Dept Giron CampusAv 12 Octubre N 23-52 Quito 170525 Ecuador

This paper seeks to identify the impact of learning programming and robotics in the Science, Technology, Engineering, and Mathematics (STEM) educational approach. Studying these areas of knowledge is important to prepare students to face contemporary technological challenges. The approach analyzes how to establish and define the curricular content articulated in developing critical 21st-century skills within the teaching-learning process. A methodological strategy is proposed in the scientific field using the historical-descriptive method to carry out a literature review and a bibliometric study, evaluating scientific articles indexed in Web of Science (WoS) and Scopus from 2020 to 2024. Later, an evaluation is carried out using satisfaction surveys directed to eighth-grade students and teachers of the Unidad Educativa Fiscal Ciudad de Gir & oacute;n. These surveys address various aspects related to the context of learning programming and robotics from the STEM perspective. Consequently, the analytic-synthetic approach revealed that teaching programming and robotics would promote cognitive skills from adolescence, which is crucial for building solid foundations in STEM concepts. The positive impact on the motivation for change in students and teachers is highlighted by facilitating interaction with technologies and applying knowledge in practical projects in the educational process.

关键词： introductory programming education innovation STEM flexible curriculum development technological innovation ICTs for education

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Learning programming Languages by Pantomime 25

Learning Programming Languages by Pantomime

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9th Conference on Computing Education Practice

作者： Fagan, Andrew Lambert, Alasdair Goodfellow, Martin Univ Strathclyde Comp & Informat Sci Glasgow Lanark Scotland

ISBN: (纸本)9798400711725

It is challenging to teach students new programming languages by lecturing while retaining interest and student engagement direct lectures on syntax are inherently dry, and the benefits of more hands-on approaches to allow learners to make mistakes and experiment are well documented. This paper is based on a year teaching two languages, C and Haskell, inspired by the concepts of both cognitive apprenticeship and team teaching. Both of these languages are widely considered to be difficult for new users to learn, and the classes in question have in the past been deemed as challenging and unpopular by students. We describe our approach, then demonstrate that the application of these methods led to these previously unpopular classes becoming well-regarded by students. We support this by way of a survey, and provide some analysis of the source of this improvement and give some qualitative insights and other incidental benefits.

关键词： introductory programming Live programming Cognitive Apprenticeship Team Teaching

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programming Self-Efficacy in CS: Adding Four Areas of Validity to the Steinhorst Instrument 2025

Programming Self-Efficacy in CS: Adding Four Areas of Validi...

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56th Technical Symposium on Computer Science Education

作者： Uzun, Gozde Cetin Margulieux, Lauren Liao, Yin-Chan Georgia State Univ Atlanta GA 30303 USA

ISBN: (纸本)9798400705328

Self-efficacy is a reliable predictor of academic motivation and achievement across various disciplines and age groups, including computing education. Enhancing self-efficacy through instructional experiences and tools improves motivation and achievement, making it valuable in computing education. To make use of this relationship, educators and researchers must be able to accurately measure how experiences and tools affect self-efficacy. This study replicated and extended the validation of a new self-efficacy measurement for introductory programming students developed by Steinhorst et al. (2020). It replicated features of the original study, such as using other programming-specific self-efficacy measures. The study also introduced measures of general self-efficacy, collected data in new types of courses, collected data for a new programming language, and explored changes in self-efficacy throughout courses to assess validity. The results showed robust internal consistency and construct and convergent validity of the Steinhorst instrument for both introductory programming and data structures courses, aligning with general self-efficacy theory. The findings indicate the Steinhorst instrument's adaptability across different programming languages and contexts. A key insight is the need for researchers and educators to tailor the instrument by excluding items not yet covered in the curriculum to maintain its reliability. This research enhances the understanding of the Steinhorst instrument's robustness for assessing programming self-efficacy across diverse educational settings.

关键词： Self-efficacy introductory programming Replication study Scale validation

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Embedding Executable Code in programming Slideshows: Design Considerations and Field Tests for Interactive Code Playgrounds 2025

Embedding Executable Code in Programming Slideshows: Design ...

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56th Technical Symposium on Computer Science Education

作者： Angeli, Lorenzo De Menego, Luca Marchese, Maurizio Univ Trento Povo TN Italy Thema Opt Domegge Di Cadore BL Italy

ISBN: (纸本)9798400705311

When students take introductory programming courses in university, they often need to setup a development environment. Development environments enable code execution while also providing a uniform setting for students to compare results and facilitate troubleshooting. At the same time, though, development enviroments often require installing applications or signing up to web services. In this paper we present an alternative approach, in the form of an in-browser slideshow system called Interactive Code Playgrounds (ICPs). ICPs aim to create a uniform environment while also making programming lectures more approachable facilitating code execution. In ICPs, code is embedded in webpages displayed as slides, enabling code execution and output visualisation directly in the browser through the use of JavaScript and WebAssembly. This paper presents ICPs' design principles, and reports on the outcomes of a mixed-methods validation study that, through a combination of surveys and micro-ethnographies, involved 95 participants at three introductory programming courses at the University of Trento. Our research suggests that students generally understood ICPs' functionalities, and successfully used ICPs to follow their lectures, with the emergence of patterns of self-pacing and self-tailoring. By introducing an education technology that does not require radical changes in the course's teaching and delivery, we hope to show that education technologies do not necessarily need to disrupt teaching and learning, but can also take an incremental approach while still yielding meaningful pedagogical benefits.

关键词： introductory programming slideshows webassembly education technologies

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Dynamic, Randomizable, Autogradable Visual programming Simulations for Python Using PrairieLearn 56

Dynamic, Randomizable, Autogradable Visual Programming Simul...

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56th Annual SIGCSE Technical Symposium on Computer Science Education, SIGCSE TS 2025

作者： Chulo, Noemi Classon, Gabriel Chiu, Ashley Garcia, Dan Fox, Armando Norouzi, Narges UC Berkeley Berkeley United States

ISBN: (纸本)9798400705328

We debut a visual program simulation tool for Python in PrairieLearn, a web-based assessment system. Our tool allows students to create program visualizations based on Python code through direct interaction with elements on a virtual canvas. Students can submit their visualizations, which are then automatically evaluated for correctness. For instructors, the integration of our tool with PrairieLearn allows problems to be randomly generated based on template problems they write. Instructors can use these randomizations to generate unique questions for each student. © 2025 Copyright held by the owner/author(s).

关键词： assessment introductory programming mastery learning programming education visual programming

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A SOLO-Adapted Evaluation Methodology for Quantifying Learning Transitions on Algorithms 53rd

A SOLO-Adapted Evaluation Methodology for Quantifying Learni...

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53rd Southern African Computer Lecturers Association Meeting

作者： Ramabu, Tlou Sanders, Ian Schoeman, Marthie Tshwane Univ Technol Dept Comp Sci Pretoria South Africa Univ South Africa Dept Comp Sci Pretoria South Africa

ISBN: (纸本)9783031824777;9783031824784

Various methods of algorithm evaluation generate feedback on students' progress. Feedback is an important aspect of effective teaching and learning, and therefore, adequate attention to generating it is essential. Although various methods of algorithm evaluation are discussed in the literature, not much is available on algorithm evaluation methodologies that yield feedback in the form of learning transitions from one algorithm to another. Quantitative methods of evaluation, like the allocation of marks to the sections of the algorithms, are statistical and do not fully generate a clear view of learning transitions. In this paper, we present a SOLO-adapted evaluation methodology (based on the SOLO taxonomy) that can generate meaningful feedback on learning transitions (learning progression) between algorithms. The SOLO-adapted evaluation was tested on actual introductory programming students' algorithms at a university. In the experiment, the feedback (learning transitions) generated by the SOLO-adapted evaluation was used to inform pedagogical intervention. The SOLO-adapted evaluation can show learning transitions as either an improvement, intermediate improvement, stagnant learning, deteriorating learning, intermediate deterioration of learning or already-know.

关键词： Teaching Learning Feedback Algorithm introductory programming SOLO SOLO-adapted evaluation

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