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检索条件"主题词=Introductory Programming"

共 411 条记录，以下是181-190 订阅

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Toward a Smart Tool for Supporting programming Lab Work 19th

Toward a Smart Tool for Supporting Programming Lab Work

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19th International Conference on Augmented Intelligence and Intelligent Tutoring Systems (ITS)

作者： Bey, Anis Champagnat, Ronan La Rochelle Univ La Rochelle France Higher Sch Management Sci Annaba Algeria

ISBN: (纸本)9783031328824;9783031328831

In a lab work session, students may spend an inordinate amount of time attempting to correct simple errors, repeatedly revisiting and repeating the same errors due to the limited access to the tutor. Instructors, on the other hand, frequently find themselves explaining the same errors. This tool is designed to improve the educational environment in the computer lab for both students and instructors. The first experiment did not show that the tool improves learning programming, but it showed some insights about students that use the tool only in face-to-face sessions and students that use it only with the training mode compared to a control group.

关键词： Smart lab introductory programming Intelligent Tutoring System Feedback Learning Analytics

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A Literature-Informed Model for Code Style Principles to Support Teachers of Text-Based programming 24

A Literature-Informed Model for Code Style Principles to Sup...

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26th Australasian Computing Education Conference (ACE)

作者： Kirk, Diana Luxton-Reilly, Andrew Tempero, Ewan Univ Auckland Auckland New Zealand

ISBN: (纸本)9798400716195

It is widely acknowledged that code style is an important aspect of text-based programming. This is because programs written with good style are considered easier to understand and change and so improve the maintainability of the delivered software product. However, it is difficult for educators to find appropriate guidance on teaching style concepts because the available advice is often conflicting or language-specific. In this paper, we describe an exploratory study to create a set of code style principles that can be used by educators to support their teaching. The abstract nature of the principles provides a means of reconciling the inconsistencies in style guidelines while forming a basis for presenting to students the key concepts for understanding and changing code. We extracted from four software product quality models the code attributes that relate to understanding and changing code and elicited feedback from colleagues to consolidate these into the principles. Principles relate to Language, Layout, Constructs, Design, Redundancy, Implementations, Repetition and Structure. To evaluate the principles, we mapped some common style guidelines to them. Our contribution is a set of high level principles that support the teaching of code style. In future work we will evaluate the principles within the wider community and in the classroom context.

关键词： computing education introductory programming text-based programming software quality code style

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An Instructor Dashboard for Real-Time Analytics in Interactive programming Assignments 17

An Instructor Dashboard for Real-Time Analytics in Interacti...

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7th International Learning Analytics and Knowledge Conference (LAK)

作者： Diana, Nicholas Eagle, Michael Stamper, John Grover, Shuchi Bienkowski, Marie Basu, Satabdi Carnegie Mellon Univ 5000 Forbes Ave Pittsburgh PA 15213 USA SRI Int 333 Ravenswood Ave Menlo Pk CA 94025 USA

ISBN: (纸本)9781450348706

Many introductory programming environments generate a large amount of log data, but making insights from these data accessible to instructors remains a challenge. This research demonstrates that student outcomes can be accurately predicted from student program states at various time points throughout the course, and integrates the resulting predictive models into an instructor dashboard. The effectiveness of the dashboard is evaluated by measuring how well the dashboard analytics correctly suggest that the instructor help students classified as most in need. Finally, we describe a method of matching low-performing students with high-performing peer tutors, and show that the inclusion of peer tutors not only increases the amount of help given, but the consistency of help availability as well.

关键词： introductory programming Learning Analytics Machine Learning Dashboards Peer Tutors

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Work In Progress - Live programming Learning Objects Repository

Work In Progress - Live Programming Learning Objects Reposit...

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41st Annual Frontiers in Education Conference (FIE)

作者： Qian, Kai Tao, Lixin Hu, Wanjun Kline, Richard So Polytech State Univ Dept Comp Sci Marietta GA 30060 USA Pace Univ Dept Comp Sci New York NY 10038 USA Albany State Univ Dept Math & Comp Sci Albany GA 31705 USA

ISBN: (纸本)9781612844695

The technique of learning objects has been identified in the past decade as an effective methodology to modularize concepts and skills in a subject area. In this preliminary research we focus on "live" learning objects using Java programming languages to support students' customized and personalized learning experiences.

关键词： learning objects metadata introductory programming

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Computational participation in programming language learning in higher education: a multi-case study 17

Computational participation in programming language learning...

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17th Iberian Conference on Information Systems and Technologies (CISTI)

作者： Rodrigues, Gabryella Monteiro, Ana Francisca Osorio, Antonio Jose Univ Minho UMinho Ctr Invest Educ CIEd Inst Educ P-4710057 Braga Portugal

ISBN: (纸本)9789893334362

Learning to program involves a variety of cognitive activities and mental representations. Given the problem's complexity and the intention to apprehend the particularity and peculiarity of student's experience in learning programming informal and non-formal contexts, this research adopts a qualitative approach to characterize the complex interrelationship between computational participation and the learning process of programming, without isolating it from the natural context in which it develops, seeking to achieve its understanding from the observation of multiple cases.

关键词： introductory programming novice programming learning programming computational participation case study

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ROSY: An elegant language to teach the pure reactive nature of robot programming 4

ROSY: An elegant language to teach the pure reactive nature ...

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4th IEEE International Conference on Robotic Computing (IEEE IRC)

作者： Pacheco, Hugo Macedo, Nuno Univ Minho Braga Portugal INESC TEC Porto Portugal

ISBN: (纸本)9781728152370

Robotics is very appealing and is long recognized as a great way to teach programming, while drawing inspiring connections to other branches of engineering and science such as maths, physics or electronics. Although this symbiotic relation-ship between robotics and programming is perceived as largely beneficial, educational approaches often feel the need to hide the underlying complexity of the robotic system, but as a result fail to transmit the reactive essence of robot programming to the roboticists and programmers of the future. This paper presents ROSE, a novel language for teaching novice programmers through robotics. Its functional style is both familiar with a high-school algebra background and a materialization of the inherent reactive nature of robotic programming. Working at a higher-level of abstraction also teaches valuable design principles of decomposition of robotics software into collections of interacting controllers. Despite its simplicity, ROSY is completely valid Haskell code compatible with the ROS ecosystem. We make a convincing case for our language by demonstrating how non-trivial applications can be expressed with ease and clarity, exposing its sound functional programming foundations, and developing a web-enabled robot programming environment.

关键词： functional programming functional reactive programming introductory programming robot programming

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Applying Ideas From Intelligent Tutoring Systems for Teaching programming in Game Based Learning

Applying Ideas From Intelligent Tutoring Systems for Teachin...

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7th European Conference on Games Based Learning

作者： Zapusek, Matej Rugelj, Joze Univ Ljubljana Fac Educ Ljubljana Slovenia

ISBN: (纸本)9781909507654

Students in introductory programming courses often have problems understanding cognitively complex concepts. In our research work we are trying to find innovative methods for teaching programming to support deeper learning and to foster better learning outcomes. Game based learning is recognized as motivating for students;facilitates active learning and presentation of learning in a context that is fun and engaging. There has been a lot of work done in the field of intelligent tutoring systems, proving that learning with software that can adapt to students' specific needs and performance have a positive effect on learning outcomes. Games that are developed for education often follow computer assisted instruction concept, which is rigid, predefined and doesn't have the ability to adapt to each student. The goal of this paper is to introduce some ideas from intelligent tutoring systems and to suggest how to use them in educational game for teaching introductory programming. Paper begins with the explanation why programming domain is so hard to teach/learn and follows by arguing why intelligent tutoring systems are so successful compared to other teaching methods. We explain differences between CAI and ITS and describe typical components of ITS. Paper concludes with the propositions for our educational game for teaching programming, based on design principles of ITS.

关键词： game base learning introductory programming intelligent tutoring systems

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Using WebIDE as a distance learning tool for high school programming 43

Using WebIDE as a distance learning tool for high school pro...

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43rd International Convention on Information, Communication and Electronic Technology (MIPRO)

作者： Mesihovic, Mirza Ljubovic, Vedran Muharemovic, Ibrahim Univ Sarajevo Fac Elect Engn BIH Sarajevo Bosnia & Herceg

ISBN: (纸本)9789532330991

During COVID-19 pandemics, not unlike their peers in other parts of the world, the high-school students in Bosnia and Herzegovina needed to get accustomed to learning from their homes. This proved to be particularly difficult for those who were scheduled to learn basic C++ programming, not only the in-person support by their teachers is invaluable in these early stages of learning, but many of them did not have access to adequate hardware or software. A web-based integrated development environment (WebIDE) was deployed, and a number of sample assignments were created. Altogether, over 130 students from 5 schools participated actively, solving a total of 65 assignments (as of June 1st). Based on questionnaire results, overall the experiment was deemed successful, and the continued use of WebIDE after life returns to normal was justified.

关键词： distance learning webide introductory programming K-12 education COVID-19

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Behaviour Patterns of Learners while Solving a programming Task: an Analysis of Log Files 11

Behaviour Patterns of Learners while Solving a Programming T...

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IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Meier, Heidi Tonisson, Eno Lepp, Marina Luik, Piret Univ Tartu Inst Comp Sci Tartu Estonia

ISBN: (纸本)9781728109305

Solving individual tasks plays an important role while studying programming but teachers do not see how learners achieve the result, especially in the case of massive open online courses (MOOCs). Investigating the process of solving programming tasks can provide the teacher with valuable information. The aim of this study is to find answers to the following questions based on the log files of the programming environment Thonny: What behaviour patterns of different learners in solving programming tasks can be identified based on the example of a summary task of the MOOC "Introduction to programming"? What types of learners can be distinguished on the basis of the behaviour patterns of task solving? The analysis of learners' behaviour patterns was performed by observing whether they solved the task gradually or not, i.e., whether they wrote the program in parts while also testing their work in the meantime, or whether they tested it for the first time only after they had written the bulk of the solution. In the context of the solution of the MOOC summary task, one can observe that the seven learners who spent the most time and had the greatest number of error messages and repetitive error messages did not work in a gradual style. It is possible that recommending a gradual solution process can help beginners to better understand their code and find errors. It can reduce situations with many concurrent errors in the code making it difficult to understand why any specific error message was generated.

关键词： Student profiling Python error message log file Thonny introductory programming MOOC

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On Things that Matter in Learning programming: Towards a Scale for New programming Students

On Things that Matter in Learning Programming: Towards a Sca...

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IEEE Frontiers in Education Conference (FIE)

作者： Pesonen, Hannu Hellas, Arto Aalto Univ Dept Comp Sci Espoo Finland

ISBN: (数字)9781665462440

ISBN: (纸本)9781665462440

Full research paper-In this paper, we report on the development of a succinct and easy-to-administer 11-item scale that quantifies students' self-efficacy, social aspect, independence, and meaning of studies, with a focus on introductory programming studies. The scale has been constructed using exploratory factor analysis of survey response data collected from students attending introductory programming courses offered by two universities. We evaluate the scale by using it to examine differences between university contexts, and assess to what extent the scale relates to students' perceived impact of the COVID-19 pandemic on studies, prior programming experience, self-assessed competence, and seeking help. Our evaluation of the scale suggests that social aspect was correlated with being more strongly influenced by the COVID-19 pandemic, while the perceived ability to work independently was correlated with reduced influence of the COVID-19 pandemic. Prior programming experience was positively correlated with self-perceived ability to work independently and with self-efficacy. Similarly, self-estimated competence was positively correlated with self-efficacy. Finally, social aspect and meaning of studies were positively correlated with help-seeking. Our evaluations show that the scale holds promise as a new tool for researchers and practitioners seeking to improve understanding of their study contexts.

关键词： introductory programming covid pandemic novice meaningfulness help-seeking motivation

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