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检索条件"主题词=Introductory Programming"

共 411 条记录，以下是211-220 订阅

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Novice Learners of programming and Generative AI - Prior Knowledge Matters 24

Novice Learners of Programming and Generative AI - Prior Kno...

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24th Koli Calling

作者： Kiesler, Natalie Scholz, Ingo Albrecht, Jens Stappert, Friedhelm Wienkop, Uwe Nuremberg Tech Nurnberg Germany

ISBN: (纸本)9798400710384

With the broad availability of Generative AI (GenAI), introductory programming education is starting to change. At Nuremberg Tech, we observed the doubling of failure rates to approximately 50% in the first semester course "Procedural programming" across students of all study programs. Due to these exam results in winter 2023/24, we conducted a pilot study to gather students' use of GenAI tools, their exam results, and prior programming education and experience. The results imply significant differences of students' use of GenAI tools depending on their prior programming education. We will therefore extend the investigation in winter term 2024/25.

关键词： GenAI student success programming education introductory programming use pattern

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Work In Progress: Sleuth, a programming environment for testing gamification 11

Work In Progress: Sleuth, a programming environment for test...

引用

IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Katan, Simon Anstead, Edward Goldsmiths Univ London Dept Comp London England

ISBN: (数字)9781728109305

ISBN: (纸本)9781728109305

Sleuth is a gamified platform developed as a practical tool for teaching introductory programming to large student cohorts. It focuses on building fluency through repeated practice whilst developing syntactic and conceptual knowledge. The platform is currently used for online and campus-based teaching with around 1200 active students at any given time. In this paper we discuss Sleuth as an iterative testbed for empirically testing theoretical considerations around gamification and automated feedback generation. Further to this, we introduce ongoing research investigating effects of varying feedback types on student attainment and optimising student progression.

关键词： gamification introductory programming automated feedback programming pedagogy

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Gamified Learning Objects for Inclusive programming and Science Education 31

Gamified Learning Objects for Inclusive Programming and Scie...

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31st International Conference on Computers in Education (ICCE)

作者： Garg, Saumay Mittal, Seema Goyal, Mukta Jaypee Inst Informat Technol Dept Comp Sci & Informat Technol Noida India Galgotias Univ Dept Elect & Commun Engn Greater Noida India

ISBN: (纸本)9786269689026

Children from low-income communities face additional barriers to science and computing education, including limited computer access, language barriers, and a lack of resources for experimentation, often while being out of school. Computer-based learning resources that address these challenges in their design have the potential to make STEM education accessible to a whole new section of society. This paper presents a gamified learning object and a supporting visual programming language (VPL) that allows users to program and execute science experiments in the form of a narrative-driven problem-solving exercise. This tool is primarily intended for children from economically disadvantaged backgrounds.

关键词： STEM education introductory programming Social-emotional learning

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Transitioning from Block-based to Text-based programming Languages 6

Transitioning from Block-based to Text-based Programming Lan...

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6th International Conference on Learning and Teaching in Computing and Engineering (LaTiCE)

作者： Moors, Luke Luxton-Reilly, Andrew Denny, Paul Univ Auckland Dept Comp Sci Auckland New Zealand

ISBN: (纸本)9781538678978

Block-based programming environments are becoming increasingly popular as introductory tools for teaching programming to children. These environments differ significantly from their text-based counterparts and have proven to be successful in motivating children and making it easy to start programming. However, several studies have recognised drawbacks of these tools which could potentially be detrimental when students transition to text-based languages. In this paper, the distinguishing features between block-based environments and text-based languages are discussed and the effectiveness of these features are explained. In considering the transition to text-based languages, this paper identifies two significant weaknesses to block-based programming and discusses suggestions for improvement.

关键词： k-12 k12 block-based introductory programming novice

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Developing Assessments to Determine Mastery of programming Fundamentals 17

Developing Assessments to Determine Mastery of Programming F...

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ITiCSE Conference on Working Group Reports (ITiCSE-WGR)

作者： Luxton-Reilly, Andrew Becker, Brett A. Cao, Yingjun McDermott, Roger Mirolo, Claudio Muehling, Andreas Petersen, Andrew Sanders, Kate Simon Whalley, Jacqueline Univ Auckland Auckland New Zealand Univ Coll Dublin Dublin Ireland Univ Calif San Diego San Diego CA 92103 USA Robert Gordon Univ Aberdeen Scotland Univ Udine Udine Italy Univ Kiel Kiel Germany Univ Toronto Mississauga Mississauga ON Canada Rhode Isl Coll Providence RI 02908 USA Univ Newcastle Callaghan NSW Australia Auckland Univ Technol Auckland New Zealand

ISBN: (纸本)9781450356275

Current learning outcomes for introductory programming courses are relatively general, specifying tasks such as designing, implementing, testing and debugging programs that use some fundamental programming constructs. These outcomes impact what we teach, our expectations, and our assessments. Although prior work has demonstrated the utility of single concept assessments, most assessments used in formal examinations combine numerous heterogeneous concepts, resulting in complex and difficult tasks. As a consequence, teachers may not be able to diagnose the actual difficulties faced by students and students are not provided with accurate feedback about their achievements. Such limitations on the nature and quality of feedback to teachers and students alike may contribute to the perceived difficulty and high dropout rates commonly observed in introductory programming courses. In this paper we review the concepts that Computer Science education researchers have identified as important for novice programming. We survey expected learning outcomes for introductory programming courses, and analyse assessments designed for such courses to determine the individual components of syntax and semantics required to complete them. Having recognized the implicit and explicit expectations of novice programming courses, we look at the relationships between components, and progression between concepts. Finally, we demonstrate how some complex assessments can be decomposed into atomic elements that can be assessed independently.

关键词： ITiCSE working group CS1 learning outcomes learning objectives compound assessment assessment exam questions mastery learning introductory programming novice programming concept inventory

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programming Environments for Blocks Need First-Class Software Refactoring Support A Position Paper

Programming Environments for Blocks Need First-Class Softwar...

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IEEE Blocks and Beyond Workshop (B&B)

作者： Techapalokul, Peeratham Tilevich, Eli Virginia Tech Software Innovat Lab Blacksburg VA 24061 USA

ISBN: (纸本)9781467383677

Block-based programming languages and their development environments have become a widely used educational platform for novices to learn how to program. In addition, these languages and environments have been increasingly embraced by domain experts to develop end-user software. Though popular for having a "low floor" (easy to get started), programs written in block-based languages often become unwieldy as projects grow progressively more complex. Software refactoring-improving the design quality of a codebase while preserving its external functionality-has been shown highly effective as a means of improving the quality of software written in text-based languages. Unfortunately, programming environments for blocks lack systematic software refactoring support. In this position paper, we argue that first-class software refactoring support must become an essential feature in programming environments for blocks;we present our research vision and concrete research directions, including program analysis to detect "code smells," automated transformations for block-based programs to support common refactoring techniques, and integration of refactoring into introductory computing curricula.

关键词： refactoring metrics code smells block-based programming languages end-user software engineering computer science curriculum introductory programming

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Computer-supported Collaborative Learning in programming Education: A Systematic Literature Review 11

Computer-supported Collaborative Learning in Programming Edu...

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IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Silva, Leonardo Mendes, Antonio Jose Gomes, Anabela Univ Coimbra Dept Informat Engn Coimbra Portugal

ISBN: (纸本)9781728109305

Social dimension plays a crucial role in the learning process. The use of technological resources to stimulate and mediate the interaction between students is known as Computer-supported collaborative learning (CSCL). Despite being widely used in programming education, the summarization of the academic literature about this topic is scarce. To create that body of knowledge, a systematic literature review was performed. The findings provide an understanding of how collaboration is explored in introductory programming, resources used to stimulate them and challenges in the process. Opportunities for future research are discussed, especially related to motivation, self-efficacy and engagement in CSCL, and the exploitation of learning analytics.

关键词： computer-supported collaborative learning programming learning introductory programming

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What Motivates Engineering Students in IT in Bhutan to Learn programming

What Motivates Engineering Students in IT in Bhutan to Learn...

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IEEE Frontiers in Education Conference (FIE)

作者： Dorji, Eusang Lhaki Franzen, Jonathan Lhendup, Palden Ongmo Berglund, Anders Coll Sci & Technol Informat Technol Dept Phuentsholing Bhutan Uppsala Univ Informat Technol Dept Uppsala Sweden Uppsala Univ Dept IT UpCERG Uppsala Comp Educ Res Grp Uppsala Sweden

ISBN: (纸本)9781665438513

This research to practice work-in-progress paper discusses some environmental and background factors that motivate the IT students of the College of Science and Technology (CST), Royal University of Bhutan (RUB), to learn programming. programming is gaining popularity in Bhutan, especially due to the increasing number of opportunities in the IT field. CST is one of the few colleges at RUB providing IT courses to students pursuing undergraduate degrees. Previous studies have revealed that the competence and enthusiasm of first year IT Engineering students at RUB differ between individuals when it comes to learning programming, but the reasons for this are still to be determined. In this paper, we explore factors that influence students of CST to learn programming and what can be done by the college to instil more enthusiasm to learn to program. In this case study, a qualitative research methodology was used to analyse the experiences and opinions of eight IT students of CST. Data was collected through semi-structured interviews and their responses were discussed and jointly analysed by the first three authors. The study revealed several factors such as knowing about future opportunities in IT and partaking in or wanting to partake in activities, social groups and other study related resources which were related to the students' motivation and their encouragement within their studies. Dissimilarities in the attitude towards programming were noted in students despite them having access to the same lecturers, college facilities and other activities. The findings also showed a correlation between the interest in IT and having family or friends engaged in IT related occupations. The study also found that students sometimes felt demotivated by certain factors, such as the initial difficulty of programming, especially among students without prior experience of programming. A similar feeling of discouragement was described when students felt that their peers performed better

关键词： introductory programming study motivation semi-structured interviews higher-education in Bhutan confidence in programming

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programming Is Hard - Or at Least It Used to Be: Educational Opportunities and Challenges of AI Code Generation 2023

Programming Is Hard - Or at Least It Used to Be: Educational...

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54th Annual ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE TS)

作者： Becker, Brett A. Denny, Paul Finnie-Ansley, James Luxton-Reilly, Andrew Prather, James Santos, Eddie Antonio Univ Coll Dublin Dublin Ireland Univ Auckland Auckland New Zealand Abilene Christian Univ Abilene TX 79699 USA

ISBN: (纸本)9781450394314

The introductory programming sequence has been the focus of much research in computing education. The recent advent of several viable and freely-available AI-driven code generation tools present several immediate opportunities and challenges in this domain. In this position paper we argue that the community needs to act quickly in deciding what possible opportunities can and should be leveraged and how, while also working on overcoming otherwise mitigating the possible challenges. Assuming that the effectiveness and proliferation of these tools will continue to progress rapidly, without quick, deliberate, and concerted efforts, educators will lose advantage in helping shape what opportunities come to be, and what challenges will endure. With this paper we aim to seed this discussion within the computing education community.

关键词： AI AlphaCode Amazon artificial intelligence code generation CodeWhisperer Codex Copilot CS1 CS2 GitHub Google GPT-3 introductory programming large language model LLM machine learning Midjourney novice programmers OpenAI programming Tabnine

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Admitting Students through an Open Online Course in programming: A Multi-year Analysis of Study Success 19

Admitting Students through an Open Online Course in Programm...

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15th ACM Annual International Computing Education Research (ICER) Conference

作者： Leinonen, Juho Ihantola, Petri Leinonen, Antti Nygren, Henrik Kurhila, Jaakko Luukkainen, Matti Hellas, Arto Univ Helsinki Helsinki Finland

ISBN: (纸本)9781450361859

Since 2012, part of computer science student body at the University of Helsinki has been selected by using a massively open online version of the same introductory programming course that our freshmen take. In this multi-year study, we compare study success between students accepted through the online course (MOOC intake) and students accepted through the traditional entrance exam and high school matriculation exam based intake (normal intake). Our findings indicate that the MOOC intake perform better in computer science studies when looking at completed credits and grade point average, but there is no difference when considering other courses. Retention among the MOOC intake is better than among the normal intake. Additionally, students in the MOOC intake are more likely to complete their capstone project and Bachelor's thesis in the studied time-frame. However, the MOOC intake makes the already skewed gender balance more pronounced.

关键词： admission policies retention in computer science intake mechanisms MOOC introductory programming

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