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Investigating programming Students Problem Comprehension Ability and Its Association With Learning Performance

IEEE TRANSACTIONS ON EDUCATION 2023年第2期66卷 156-162页

作者： Silva, Leonardo Mendes, Antonio Jose Gomes, Anabela Fortes, Gabriel Univ Coimbra Dept Informat Engn P-3030290 Coimbra Portugal Polytech Inst Engn Coimbra Dept Informat Engn P-3030199 Coimbra Portugal Univ Alberto Hurtado Dept Psychol Santiago 6500620 Chile

Contribution: Students' problem-understanding abilities and their relationship with programming learning were investigated using a methodology little explored in the existing literature. Background: Problem comprehension is an ability used during software development. Current research points to conflicting results on students' ability to interpret problems, which calls for further research. In addition, the influence of this skill in programming learning also deserves additional studies. Research Questions: The following research questions were developed: RQ1) Can introductory programming students correctly interpret the statement of programming questions? RQ2) Is the student's problem comprehension ability associated with creating correct programs? Methodology: Forty-eight students enrolled in an online introductory programming course participated in the investigation. Students' problem-understanding externalizations were analyzed, and statistical tests were performed to assess the association of this ability with programming learning performance. Findings: Most students externalized a satisfactory degree of problem-understanding competency. The cases in which students' misinterpreted the problem were associated with creating faulty software. However, a closer analysis suggests that there are other factors that must also be considered.

关键词： programming profession Python Codes Syntactics Instruments Informatics Frequency measurement introductory programming problem comprehension problem solving

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Evaluating children performance with graphical and tangible robot programming tools

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PERSONAL AND UBIQUITOUS COMPUTING 2015年第1期19卷 225-237页

作者： Sapounidis, Theodosios Demetriadis, Stavros Stamelos, Ioannis Aristotle Univ Thessaloniki Dept Informat GR-54006 Thessaloniki Greece

This paper presents a cross-age study exploring children's performance on robot introductory programming activities with one tangible and one isomorphic graphical system. Both subsystems are parts of an innovative system, namely the PROTEAS kit. The tangible subsystem consists of cube-shaped blocks that represent simple and more advanced programming structures. Users may interconnect the cubic-shaped commands and so create the robot programming code. The graphical subsystem presents onscreen an isomorphic to the tangible programming space. Children (N = 109) of five different aged groups were let to interact in pairs with the two operationally equivalent programming subsystems with the scope to program a NXT Lego robot. Three variables associated with children performance upon tasks and four variables related with performance during free interaction were studied. Data analysis based on computer logs and video recordings showed that children produced fewer errors, made more effective debugging and younger children in particular needed less time to accomplish the robot programming tasks with the tangible subsystem. Moreover, during free interaction, elder children were more engaged, created more complicated programs and explored different commands and parameters more actively in the tangible case. Finally, interpretation of the findings is provided and the advantages of tangible user interfaces in children's introductory programming are discussed.

关键词： Computer science education Educational technology Educational robot introductory programming Tangible programming Tangible user interface

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Transfer-Learning Methods in programming Course Outcome Prediction

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2018年第4期18卷 1–18页

作者： Lagus, Jarkko Longi, Krista Klami, Arto Hellas, Arto Univ Helsinki Dept Comp Sci POB 68 FI-00014 Helsinki Finland

The computing education research literature contains a wide variety of methods that can be used to identify students who are either at risk of failing their studies or who could benefit from additional challenges. Many of these are based on machine-learning models that learn to make predictions based on previously observed data. However, in educational contexts, differences between courses set huge challenges for the generalizability of these methods. For example, traditional machine-learning methods assume identical distribution in all data- in our terms, traditional machine-learning methods assume that all teaching contexts are alike. In practice, data collected from different courses can be very different as a variety of factors may change, including grading, materials, teaching approach, and the students. Transfer-learning methodologies have been created to address this challenge. They relax the strict assumption of identical distribution for training and test data. Some similarity between the contexts is still needed for efficient learning. In this work, we review the concept of transfer learning especially for the purpose of predicting the outcome of an introductory programming course and contrast the results with those from traditional machine-learning methods. The methods are evaluated using data collected in situ from two separate introductory programming courses. We empirically show that transfer-learning methods are able to improve the predictions, especially in cases with limited amount of training data, for example, when making early predictions for a new context. The difference in predictive power is, however, rather subtle, and traditional machine-learning models can be sufficiently accurate assuming the contexts are closely related and the features describing the student activity are carefully chosen to be insensitive to the fine differences.

关键词： Machine learning transfer learning source code snapshots introductory programming educational data mining learning analytics novice programmers course outcome prediction

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Empirical evaluation of distributed pair programming

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INTERNATIONAL JOURNAL OF HUMAN-COMPUTER STUDIES 2008年第7期66卷 530-544页

作者： Hanks, Brian Ft Lewis Coll Durango CO 81301 USA

Pair programming, in which two individuals share a single computer to collaboratively develop software, has been shown to have many benefits in industry and in education. One drawback of pair programming is its collocation requirement, which limits its use to situations where the partners can physically meet. A tool that supported distributed pair programming, in which the partners could pair from separate locations, would remove this impediment. This paper discusses the development and empirical evaluation of such a tool. A significant feature of this tool is the presence of a second cursor that supports gesturing. Students who used the tool in their introductory programming course performed as well as collocated students on their programming assignments and final exam. These students also spent less time working by themselves. They also felt that the gesturing feature was useful and used it regularly. (C) 2007 Elsevier Ltd. All rights reserved.

关键词： distributed pair programming gesturing introductory programming empirical software engineering computer-supported cooperative work

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Interactive Online tutorial assistance for a first programming course

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IEEE TRANSACTIONS ON EDUCATION 2005年第4期48卷 719-734页

作者： Hulls, CCW Neale, AJ Komalo, BN Petrov, V Brush, DJ Univ Waterloo Dept Elect & Comp Engn Waterloo ON N2L 3G1 Canada Univ Waterloo Year Engn Off 1 Waterloo ON N2L 3G1 Canada

Web-based instruction shows great promise toward enriching the student learning experience. One particular area of interest is providing tutorial material and practice problems online so that classroom lecture time can be better utilized., However, the time and cost to develop full tutoring systems can be prohibitive. The project presented in this paper shows that low-cost online modules can be developed to complement existing course delivery methods. The key to the design is limiting the type of tutoring and focusing on instructional challenges involving the repetition of concepts that are introduced in the course lectures. For introductory programming courses, these challenges primarily involve the difficulties inherent in learning the syntax of a particular programming language and gaining sufficient familiarity with programming concepts, such as loops, conditional statements, and simple algorithms. The set of online modules was developed to reduce the need for repetition of these concepts during lectures. Thus, students benefit as they can gain knowledge and comprehension of these concepts at their own pace as they actively engage the tutorials and self-check exercises. The modules were used as an enhancement for an introductory programming course taught in C++ to first-year university students, some of whom had little or no programming experience. Feedback from students and instructors shows that the modules were useful and aided student learning.

关键词： active learning interactive tutorial introductory programming online learning Web-based instruction

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Plagiarism in programming Assessments: A Systematic Review

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2020年第1期20卷 6-6页

作者： Albluwi, Ibrahim Princeton Univ 35 Olden St Princeton NJ 08540 USA

This article is a systematic review of work in the computing education literature on plagiarism. The goal of the review is to summarize the main results found in the literature and highlight areas that need further work. Despite the the large body of work on plagiarism, no systematic reviews have been published so far. The reviewed papers were categorized and analyzed using a theoretical framework from the field of Fraud Deterrence named the Fraud Triangle. According to this framework, fraudulent behavior occurs when the person is under pressure, perceives the availability of an opportunity to commit fraud, and rationalizes the fraudulent behavior in a way that makes it seem not unethical to him or her. The review found the largest amount of the reviewed papers to discuss ways for reducing the opportunity to plagiarize, as well as tools for detecting plagiarism. However, there is a clear lack of empirical work evaluating the deterrent efficacy of these strategies and tools. The reviewed papers also included mentions of a wide range of rationalizations used by computing students when justifying plagiarism, the most important of which are rationalizations that stem from confusion about what constitutes plagiarism. Finally, work on the relationship between pressure in computing courses and plagiarism was found to be very scarce and incommensurate with the significant contribution of this factor to plagiarism.

关键词： introductory programming plagiarism academic integrity cheating

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Examining the Role of Parental Support on Youth's Interest in and Self-Efficacy of Computer programming

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2024年第3期24卷 1-23页

作者： Shehzad, Umar Clarke-Midura, Jody Recker, Mimi Utah State Univ Logan UT 84322 USA

Objectives. The increasing demand for computing skills has led to a rapid rise in the development of new computer science (CS) curricula, many with the goal of equitably broadening the participation of underrepresented students in CS. While such initiatives are vital, factors outside of the school environment also play a role in influencing students' interests. In this article, we examined the effects of students' perceived parental support on their interest in computer programming and explored the mechanisms through which this effect may have been established as students participated in an introductory CS instructional unit. Participants. This instructional unit was implemented with upper primary (grade 5) school students and was designed to broaden trajectories for participation in CS. The participants in the current study (N = 170) came from six classrooms in two rural schools in the western United States. Study Method. The seven-week instructional unit began with students playing a commercial CS tabletop board game that highlighted fundamental programming concepts and transitioned to having students create their own board game levels in the block-based programming language, Scratch. Further, because the board game could be taken home, the instructional unit offered opportunities to involve the family in school-based CS activities. To investigate the effect of students' perception of parental (specifically father and mother) support on their interest in and self-efficacy to pursue CS, we surveyed students before and after the unit's implementations and explored the structural relationship of the data using structural equation modeling. Results. We present three findings. First, the combined effect of students' perceived mother's and father's support measured prior to the implementation (pre-survey) predicted students' self-efficacy (Standardized Estimate ((3) = 0.37, standard error = 0.010, p <.001) and interest in computer programming (Standardized Estimate ((3)

关键词： introductory programming primary school CS parental support structural equation modeling

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Engaging Students in an Online programming Course: Lessons Learned

Engaging Students in an Online Programming Course: Lessons L...

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2nd International Multi-Conference on Society, Cybernetics and Informatics

作者： El-Sheikh, Eman M. Univ W Florida Dept Comp Sci Pensacola FL 32514 USA

ISBN: (纸本)9781934272473

The increased demand for flexible educational alternatives has led to a rise in online course and program offerings. One of the main challenges that faculty face is determining how to engage students in an online course environment. This paper describes efforts to engage students in an online introductory programming course at our institution. The tools and methods used to promote Student engagement in the course are described, in addition to the lessons learned from the design and delivery of the online course and potential paths for future work.

关键词： Online learning course management system student engagement introductory programming computer science education

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Using Electrodermal Activity Measurements to Understand Student Emotions While programming 22

Using Electrodermal Activity Measurements to Understand Stud...

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18th Annual ACM Conference on International Computing Education Research (ICER)

作者： Gorson, Jamie Cunningham, Kathryn Worsley, Marcelo O'Rourke, Eleanor Northwestern Univ Evanston IL 60201 USA

ISBN: (纸本)9781450391948

programming can be an emotional experience, particularly for undergraduate students who are new to computer science. While researchers have interviewed novice programmers about their emotional experiences, it can be difficult to pinpoint the specific emotions that occur during a programming session. In this paper, we argue that electrodermal activity (EDA) sensors, which measure the physiological changes that are indicative of an emotional reaction, can provide a valuable new data source to help study student experiences. We conducted a study with 14 undergraduate students in which we collected EDA data while they worked on a programming problem. This data was then used to cue the participants' recollections of their emotions during a retrospective interview about the programming experience. Using this methodology, we identified 21 distinct events that triggered student emotions, such as feeling anxiety due to a lack of perceived progress on the problem. We also identified common patterns in EDA data across multiple participants, such as a drop in their physiological reaction after developing a plan, corresponding with a calmer emotional state. These findings provide new information about how students experience programming that can inform research and practice, and also contribute initial evidence of the value of EDA data in supporting studies of emotions while programming.

关键词： introductory programming electrodermal activity emotion frustration retrospective interview

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Instructing Non-majors programming: Knowledge Organization by Illustration

Instructing Non-majors Programming: Knowledge Organization b...

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IEEE Frontiers in Education Conference 2008

作者： Rosiene, Carolyn Pe Univ Hartford Hartford CT 06117 USA

ISBN: (纸本)9781424419692

A typical approach to teaching programming is to start with the syntax of the construct, followed by showing some code examples, and then discussions move to how you can create more complex statements using the construct being introduced. We suggest reorganizing the approach and to make the syntax discussion more effective, show actual code within the integrated design environment, then move back to the standard syntax discussion at the end. The introduction to the topic can then be wrapped up with students writing a short section of code to reinforce the concept. This approach was implemented due to an overwhelming response from students who would like "fewer lectures" and "more labs." A moderate change from the way we teach could hook the student in, make them grasp the material quicker, and get them interested in problem-solving activities. This is especially important for the non-major, whose real interest lies elsewhere. This paper documents a technique which demonstrates that illustrating the programming construct and syntax is best delivered through an example, by showing students actual code samples, actual runs, demonstrations, and tests, before the syntax of the construct is introduced. By introducing the student to a well-structured illustration, students formulate a clearer idea of how the construct is implemented and sustains the student's knowledge organization of the material. This is supported with empirical data that shows students' understanding and grasp of the material.

关键词： Non-majors introductory programming non-majors computing

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