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

作者： Dorodchi, Mohsen Dehbozorgi, Nasrin Univ North Carolina Charlotte UNCC Charlotte NC 28223 USA

ISBN: (纸本)9781450347044

Course withdrawal and failure rates are known problems in introductory computer science programming courses (CS1). In turn, these problematic performance rates contribute to declines in retention rates between introductory programming courses and subsequent CS courses. In a bit of a twist, however, retention rates are also influenced by successful student performance. Some students frequently leave the computer science major due to unpleasant experiences and lack of satisfaction, despite earning good grades [1]. These competing retention factors create a paradox to provide a fun learning experience that makes students want to stay in the CS major while simultaneously emphasizing the rigor and discipline needed to advance in the CS major.

关键词： Experiential learning teamwork activities collaborative learning introductory programming CS1

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Reflections in uncharted waters: Teaching foundational programming online

Reflections in uncharted waters: Teaching foundational progr...

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International Multi-Conference on Society, Cybernetics and Informatics

作者： El-Sheikh, Eman M. White, Laura J. Coffey, John W. Univ W Florida Dept Comp Sci Pensacola FL 32514 USA

ISBN: (纸本)9781934272114

Unique challenges are associated with teaching foundational programming courses in online environments. The experiences of the authors, Computer Science faculty, with transitioning a foundational programming course previously only delivered in a face-to-face context to the online environment are described in this paper. The authors found that certain changes to the course requirements and protocols were needed to address the learning needs of the online students. They present the results of a basic comparison of the face-to-face students' performance on programming assignments and exams to the online students. A discussion of the lessons learned from the transition to the online format and recommendations for future course offerings concludes the paper.

关键词： introductory programming online course development online course delivery lessons learned

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Need a programming Exercise Generated in Your Native Language? ChatGPT's Got Your Back: Automatic Generation of Non-English programming Exercises Using OpenAI GPT-3.5 2024

Need a Programming Exercise Generated in Your Native Languag...

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55th ACM Technical Symposium on Computer Science Education (SIGCSE)

作者： Jordan, Mollie Ly, Kevin Raj, Adalbert Gerald Soosai North Carolina State Univ Raleigh NC 27695 USA Univ Calif San Diego San Diego CA USA

ISBN: (纸本)9798400704239

Large language models (LLMs) like ChatGPT are changing computing education and may create additional barriers to those already faced by non-native English speakers (NNES) learning computing. We investigate an opportunity for a positive impact of LLMs on NNES through multilingual programming exercise generation. Following previous work with LLM exercise generation in English, we prompt OpenAI GPT-3.5 in 4 natural languages (English, Tamil, Spanish, and Vietnamese) to create introductory programming problems, sample solutions, and test cases. We evaluate these problems on their sensibility, readability, translation, sample solution accuracy, topicality, and cultural relevance. We find that problems generated in English, Spanish, and Vietnamese are largely sensible, easily understood, and accurate in their sample solutions. However, Tamil problems are mostly non-sensible and have a much lower passing test rate, indicating that the abilities of LLMs for problem generation are not generalizable across languages. Our analysis suggests that these problems could not be given verbatim to students, but with minimal effort, most errors can be fixed. We further discuss the benefits of these problems despite their flaws, and their opportunities to provide personalized and culturally relevant resources for students in their native languages.

关键词： non-native English speakers problem generation large language models introductory programming

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A generic and extensible tool for marking programming assignments

A generic and extensible tool for marking programming assign...

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IASTED International Conference on Education and Technology

作者： Tremblay, G Guérin, F Pons, A Univ Quebec Dept Informat Montreal PQ H3C 3P8 Canada

ISBN: (纸本)088986487X

Marking programming assignments in introductory programming courses involves a lot of work: each program must be tested, the source code must be read and evaluated, etc. With the large classes encountered nowadays, the feedback provided to students through marking is thus rather limited, and often late. Tools providing support for marking programming assignments do exist, ranging from support for administrative aspects through automation of program testing or support for source code evaluation based on metrics. In this paper, we introduce a tool that provides support for submission and marking of assignments. It aims at reducing the workload associated with the marking task and, more importantly, at providing timely feedback to the students. including feedback before the final submission. Furthermore, the tool has been designed to be generic and extensible. so that it can deal with programs in various languages and it can be extended with various marking components (modules).

关键词： educational software and hardware automated marking introductory programming unit testing

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Utilizing Computational Thinking in programming to Reduce Academic Dishonesty and Promote Decolonisation 50th

Utilizing Computational Thinking in Programming to Reduce Ac...

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50th Annual Conference of the Southern-African-Computer-Lecturers-Association on ICT Education (SACLA)

作者： van der Linde, Sune Liebenberg, Janet North West Univ Sch Comp Sci & Informat Syst Potchefstroom South Africa

ISBN: (纸本)9783030950033;9783030950026

Higher education in South Africa has been in the spotlight in the past few years with calls for decolonisation of the curriculum and other matters. We teach a first-year programming module that is challenging to decolonise since the origin of programming languages is inherently Western. Students often do not resonate with some examples used, let alone abstract concepts of programming in general. During COVID-19, emergency remote teaching and learning were adopted and we had to be mindful of various limitations, such as data usage and bandwidth. We experienced difficulty expanding each student's frame of reference. Furthermore, increased academic dishonesty occurrences were encountered. This paper focuses on contextualising the module content, promoting computational thinking, and reducing academic dishonesty. This was achieved in an action research cycle through enriching our assessment practices by creating a weekly assignment where the principles of computational thinking were applied within a problem-solving learning environment. It was found that most students had positive perceptions about the intervention and their views and experiences are reported.

关键词： Assessment in programming Academic misconduct Decolonisation introductory programming Computational thinking Assessment Action research

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Combining Mastery Learning with Project-Based Learning in a First programming Course: An Experience Report 37

Combining Mastery Learning with Project-Based Learning in a ...

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IEEE/ACM 2nd International Workshop on Software Architecture and Metrics (SAM)

作者： Jazayeri, Mehdi Univ Lugano Lugano Switzerland

ISBN: (纸本)9781479919345

One of the challenges in teaching a first programming course is that in the same course, the students must learn basic programming techniques and high level abstraction abilities, and the application of those techniques and concepts in problem solving and (engineering) design. To confront this challenge, in previous years, we have included a project-based learning phase at the end of our course to encourage the acquisition of high level design and creativity. To address some of the shortcomings of our previous editions, we have recently included a mastery phase to the course. While project-based learning is suitable for teaching high-level skills that require design and creativity and prepare the students for the study of software engineering, mastery-based learning is suitable for concrete skills such as basic programming tasks. Our particular innovation is to allow students into the project phase only if they have demonstrated a minimum predefined competency level in programming. The combination of the two approaches seems to address most of the requirements of a first programming course. We present our motivation for combining the two pedagogical techniques and our experience with the course.

关键词： first programming course mastery learning project-based learning CS1/CS2 introductory programming software engineering education

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Games: An Approach to Introduce Computer programming for Upper Primary School Students 3

Games: An Approach to Introduce Computer Programming for Upp...

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3rd International Conference on User Science and Engineering (I-USEr)

作者： Lehat, Mohd Lezam Mokhtar, Rashidah Sokman, Yusnita Ismail, Mohd Izuan Basir, Nora Mohd Univ Teknol MARA Johor Fac Comp & Math Sci Segamat Malaysia Univ Teknol MARA Johor Acad Language Studies Segamat Malaysia Univ Teknol MARA Negeri Sembilan Fac Comp & Math Sci Negeri Sembilan Malaysia

ISBN: (纸本)9781479958139

programming is one of the most important areas in computer science. Based on many researches, it was found that the programming subject has the highest failure rate in universities. Hence, several studies had emphasized the importance of introducing programming from the early years of education. A game-based approach is used in this study by focusing on primary school students. A literature survey and an exploratory case study were executed by implementing several learning activities using games. Questionnaires were later distributed to these students after the activities were completed. The findings of this research listed some common game-based approach in introductory computer programming and learners' preferences towards games for upper primary school students. The results of this study can be used as the basis for the development of appropriate games that are suitable to the students' age and level.

关键词： games introductory programming upper primary school students

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Strategy for learning microcontroller programming-a graphical or a textual start?

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EDUCATION AND INFORMATION TECHNOLOGIES 2024年第4期29卷 5115-5137页

作者： Vrbancic, Franc Kocijancic, Slavko Univ Ljubljana Fac Educ Kardeljeva ploscad 16 Ljubljana 1000 SI Slovenia

Microcontroller programming competencies contribute to the sustainable employability of engineering graduates of both higher and secondary education. To develop the required programming skills, one of the challenges for educators is to determine which programming environments should be implemented in introductory programming courses. Conceptually, graphical (e.g. iconic or diagrammatic) environments appear to be very different from textual environments. Our study focused on a programming course in a mechatronics vocational training programme at the secondary school level in Slovenia. To investigate the expectations of potential employers towards our graduates, we surveyed local companies. Out of 104 respondents, 90 (86.5%) expected graduates to be able to use various programming environments, including upcoming ones. In our study, we divided 114 students into two groups of equal prior knowledge. Group A started the course with a textual programming environment and switched to a graphical one in the second sequence, while group B followed a reverse sequence. Group A achieved better test results after both sequences. Knowledge transfer, as measured by normalised learning gains, was also in favour of group A. We concluded that it is more efficient to start with the textual environment and then continue with the graphical environment. The results of this study open up some challenges for further research to investigate the effectiveness of introductory programming courses based on programmable electronics with students of similar ages. Further research should consider the specific requirements of the different courses but should also the effectiveness of knowledge transfer between different programming environments.

关键词： introductory programming Secondary education Textual vs graphical environment Teaching learning strategies Improving classroom teaching

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Using Robots to Teach programming to K-12 Teachers 42nd

Using Robots to Teach Programming to K-12 Teachers

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Frontiers in Education Conference (FIE)

作者： Kay, Jennifer S. Moss, Janet G. Rowan Univ Dept Comp Sci Glassboro NJ 08028 USA Rowan Univ Dept Teacher Educ Glassboro NJ USA

ISBN: (纸本)9781467313513

We present the results of a pilot study in which twenty K-12 teachers were introduced to LEGO NXT-G robot programming through a three-day summer workshop. Our aim was to give teachers the confidence and skills to start after-school robotics programs with their students. We present details on the workshop, including the approach we used to recruit teachers and an overview of the three-day course. We discuss the data gathered from the teachers following the workshop and also give our own recommendations for others who may wish to run a similar program. Participants ranged from elementary school general classroom teachers to high school math, science, and even computer science teachers. Prior to attending our workshop, 89% of the teachers had little or no programming experience and generally were not very confident in their own ability to be able to learn how to program a robot. After completing the workshop, their confidence increased dramatically and they had a strong expectation that they would use the material with their students. A follow-up survey nine months later indicated that hundreds of students and many colleagues were impacted in the first year alone.

关键词： Computer Science Education K-12 Teacher Education Educational Robotics introductory programming Graphical programming Languages

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Enriching programming Student Feedback with Audio Comments 42

Enriching Programming Student Feedback with Audio Comments

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42nd ACM/IEEE International Conference on Software Engineering - Companion Proceedings (ICSE-Companion) / 42nd ACM/IEEE International Conference on Software Engineering - Software Engineering in Practice (ICSE-SEIP)

作者： Renzella, Jake Cain, Andrew Deakin Univ Sch Informat Technol Geelong Vic Australia

ISBN: (纸本)9781450371247

introductory programming is challenging for many students, requiring them to engage with a deep approach to learning concepts in order to succeed. These challenges compound for online students who do not have direct face-to-face interactions with teaching staff. With the growing demand for online education, we need to examine approaches that assist in building supportive learning environments for these students. A growing body of work from other education disciplines indicates that audio feedback provides an opportunity for developing stronger relationships with students. Further studies recommend an integrated implementation of audio recording into the virtual learning environment. To evaluate audio feedback for use in programming education, we developed an integrated, cross-browser audio feedback feature into the open-source Doubtfire learning management system. Doubtfire is used to support and scale a task-oriented teaching and learning system built upon the principles of constructive alignment and has been shown to help students engage with programming concepts in campus-only units. Our findings from experimental and observational activities indicate that programming tutors can use a blended approach of audio and text feedback via the learning management system to better support student learning. The blended approach provides more nuanced feedback, conveying personality and feelings of connectedness to students, while retaining the benefits of specificity for code-specific issues.

关键词： Learning management system introductory programming formative feedback audio feedback online students

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