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Single or Combined? A Study on programming to Promote Junior High School Students' Computational Thinking Skills

JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2022年第2期60卷 283-321页

作者： Sun, Lihui Hu, Linlin Zhou, Danhua Tianjin Univ Sch Educ Dept Educ Technol Tianjin Peoples R China Tianjin Univ Sch Educ Tianjin Peoples R China Beijing Normal Univ Dept Educ Beijing Peoples R China

In this work, we studied the influence of different programming approaches on the development of students' computational thinking (CT) skills, the programming experience and gender differences in CT development were also discussed. A total of 158 junior high school students and one teacher participated in the study over 5 months. The sample students were divided into four experimental groups in four single or combined programming approaches (i.e., plugged-in, unplugged, unplugged first, and plugged-in first) and one control group without programming. Data sources included the results of four CT tests, as well as interviews with the teacher and surveys with 24 representative participants. The results showed that the four programming approaches can effectively improve students' CT skills and can be retained after two months. Among them, the form of implementing unplugged activities before plugged-in can most effectively improve CT skills, and can better weaken the impact of previous programming experience. Finally, the qualitative analysis results provided insights into the process of programming and CT education. These findings will provide implications for the introduction of CT in junior high school, and help expand students' participation in computing.

关键词： 7th graders plugged-in and unplugged activities introductory programming computational thinking programming experience gender

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Enhancing programming Error Messages in Real Time with Generative AI

Enhancing Programming Error Messages in Real Time with Gener...

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CHI Conference on Human Factors in Computing Sytems (CHI)

作者： Kimmel, Bailey Geisert, Austin Lee Yaro, Lily Gipson, Brendan Hotchkiss, Ronald Taylor Osae-Asante, Sidney Kwame Vaught, Hunter Wininger, Grant Yamaguchi, Chase Abilene Christian Univ Abilene TX 79699 USA

ISBN: (纸本)9798400703317

Generative AI is changing the way that many disciplines are taught, including computer science. Researchers have shown that generative AI tools are capable of solving programming problems, writing extensive blocks of code, and explaining complex code in simple terms. Particular promise has been shown in using generative AI to enhance programming error messages. Both students and instructors have complained for decades that these messages are often cryptic and difficult to understand. Yet recent work has shown that students make fewer repeated errors when enhanced via GPT-4. We extend this work by implementing feedback from ChatGPT for all programs submitted to our automated assessment tool, Athene, providing help for compiler, run-time, and logic errors. Our results indicate that adding generative AI to an automated assessment tool does not necessarily make it better and that design of the interface matters greatly to the usability of the feedback that GPT-4 provided.

关键词： AI Artificial Intelligence Automatic Code Generation Codex Copilot CS1 GitHub GPT-4 ChatGPT HCI introductory programming Large Language Models LLM Novice programming OpenAI

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Ethics from the Start: Exploring Student Attitudes and Creating Interventions in Intro programming Classes 20

Ethics from the Start: Exploring Student Attitudes and Creat...

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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Garrett, Natalie Friske, Mikhaila Fiesler, Casey Univ Colorado Informat Sci Boulder CO 80309 USA

ISBN: (纸本)9781450367936

The role of ethics in computing is a topic gaining more interest in the SIGCSE community in recent years. Our work is motivated by the idea that there is benefit to integrating ethics throughout undergraduate CS curriculum from the start. Therefore, we focus on students in introductory programming classes, seeking to understand both what students' existing attitudes are about the role of ethics in computing and how intervention at this early stage might impact them. We are conducting pre and post surveys in courses for both CS majors and non-majors, as well as working with instructors to replace existing assignments with new ones that guide students to consider ethical concerns as they learn introductory programming concepts. Discussions at SIGCSE around this topic can further discussions around appropriate norms and ideal strategies for ethics integration into CS courses.

关键词： introductory programming ethics education curriculum

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Using Game Creation for Teaching Computer programming to High School Students and Teachers 09

Using Game Creation for Teaching Computer Programming to Hig...

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Annual Conference on Innovation and Technology in Computer Science Education

作者： Al-Bow, Mohammed Austin, Debra Edgington, Jeffrey Fajardo, Rafael Fishburn, Joshua Lara, Carlos Leutenegger, Scott Meyer, Susan University of Denver Denver CO USA

ISBN: (纸本)9781605583815

In this paper we describe a two-week residential summer game camp for rising 9(th) and 10(th) grade students and a four-week high school teacher professional development course. We present survey results that indicate our approach results in increased computer programming knowledge and self-confidence for both students and teachers. Our project aims to use a holistic game creation approach to increase student interest in computer science by directly teaching to students in a summer camp, instructing the teachers during a 4-week professional development course, and finally by supporting teachers as they use our curriculum in their high schools.

关键词： Games High School Teacher Professional Development introductory programming

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Exploring How Multiple Levels of GPT-Generated programming Hints Support or Disappoint Novices

Exploring How Multiple Levels of GPT-Generated Programming H...

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CHI Conference on Human Factors in Computing Sytems (CHI)

作者： Xiao, Ruiwei Hou, Xinying Stamper, John Carnegie Mellon Univ Pittsburgh PA 15213 USA Univ Michigan Ann Arbor MI USA

ISBN: (纸本)9798400703317

Recent studies have integrated large language models (LLMs) into diverse educational contexts, including providing adaptive programming hints, a type of feedback focuses on helping students move forward during problem-solving. However, most existing LLM-based hint systems are limited to one single hint type. To investigate whether and how different levels of hints can support students' problem-solving and learning, we conducted a think-aloud study with 12 novices using the LLM Hint Factory, a system providing four levels of hints from general natural language guidance to concrete code assistance, varying in format and granularity. We discovered that high-level natural language hints alone can be helpless or even misleading, especially when addressing next-step or syntax-related help requests. Adding lower-level hints, like code examples with in-line comments, can better support students. The findings open up future work on customizing help responses from content, format, and granularity levels to accurately identify and meet students' learning needs.

关键词： programming Hint Large Language Model GPT introductory programming Help-seeking

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Performance Analysis for programming Principles Among IT Degree Courses

Performance Analysis for Programming Principles Among IT Deg...

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IEEE Symposium on Computer Applications and Industrial Electronics (ISCAIE)

作者： Ismail, Faridah Sh Rahman, Aedah Abdul Univ Kuala Lumpur Malaysian Inst Informat Technol Software Engn Sect Kuala Lumpur Malaysia

ISBN: (纸本)9781509015436

Principles of Computer programming (PCP) is a compulsory subject for all degree courses offered during first year of study in UniKL MIIT. There were seven courses taking the subject as a compulsory subject, regardless of being in technical, arts or management disciplines. This study is to identify weak students from the technical disciplines. The study also identifies the nontechnical disciplines students that have potential. Results obtained showed students' ability on logical thinking and problem solving skills. Performance analysis based on different course disciplines were done to identify whether course discipline has influence over the result. Observation showed that first year students has no influence of their disciplines and has almost equal chances to score in the subject. This contradicts with students perceptions especially from the arts and management disciplines. Even so, students in technical disciplines have taken this subject more seriously for they have continuity programming subjects to be enrolled and therefore need to equip themselves with strong programming skills. Results shown that large number of students from technical disciplines are ready to pursue in higher levels of programming subjects. However, there are still a small group of students whom are yet to reconsider their choice of course disciplines.

关键词： introductory programming students' performance problem solving skill disciplines programming syntax

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Design and analysis of microworlds and puzzles for block-based programming

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COMPUTER SCIENCE EDUCATION 2022年第1期32卷 66-104页

作者： Pelanek, Radek Effenberger, Tomas Masaryk Univ Fac Informat Dept Machine Learning & Data Proc Bot 68a Brno 60200 Czech Republic

Background and Context Block-based programming is a popular approach to teaching introductory programming. Block-based programming often works in the context of microworlds, where students solve specific puzzles. It is used, for example, within the Hour of Code event, which targets millions of students. Objective To identify design guidelines and data analysis methods for the iterative development of microworlds and puzzles for block-based programming. Method To achieve the objective, we provide a review of the literature, discussion of specific examples of microworlds and puzzles, and an analysis of extensive student data. Findings A wide range of programming microworlds share common elements. The analysis of data is useful for iterative improvement of microworlds and puzzles, serving several specific purposes. Implications Provided design guidelines and analysis methods can be directly used for the development and improvement of tools for introductory programming.

关键词： introductory programming block-based programming microworld puzzle difficulty log analysis

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Comparing different styles of automated feedback for programming exercises 17

Comparing different styles of automated feedback for program...

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17th Koli Calling International Conference on Computing Education Research (Koli Calling)

作者： Annamaa, Aivar Suviste, Reelika Vene, Varmo Univ Tartu Tartu Estonia

ISBN: (纸本)9781450353014

Automatic assessment has become a popular choice in programming courses, but there are several pedagogical issues to consider, e.g. how to reduce students' reliance on pre-made tests. Educators have tackled these issues using a variety of automatic assessment styles, but their results are difficult to compare because of different contexts. In this paper, we share our experience with four different automatic assessment styles used within a single run of an introductory programming course with over 300 students.

关键词： introductory programming Automatic feedback

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programming Course Design: Phenomenographic Approach to Learning and Teaching

Programming Course Design: Phenomenographic Approach to Lear...

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

作者： Thota, Neena Univ St Joseph Fac Creat Ind Macau Peoples R China

ISBN: (纸本)9781479935918

Phenomenography is a well-known empirical research approach that is often used to investigate students' ways of learning programming. Phenomenographic pedagogy is an instructional approach to plan learning and teaching activities. This theoretical paper gives an overview of prior research in phenomenographic studies of programming and shows how the results from these research studies can be applied to course design. Pedagogic principles grounded in the phenomenographic perspective on teaching and learning are then presented that consider how to tie students' experiences to the course goals ( relevance structure) and how to apply variation theory to focus on the desired critical aspects of learning. Building on this, an introductory object-oriented programming course is described as an example of research-based course design. The insights gained from the experience of running the course are shared with the community of computer science educators, as also the benefits and responsibilities for those who wish to adopt the phenomenographic perspective on learning to plan their teaching. The development of an increased awareness of the variation in students' ways of experiencing programming and the need to broaden the context of the programming course are discussed.

关键词： phenomenography variation theory introductory programming object-oriented programming

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Physical Bits: A Live programming Environment for Educational Robotics 1

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11th International Conference on Robotics in Education (RiE)

作者： Moran, Ricardo Teragni, Matias Zabala, Gonzalo Univ Abierta Interamer Fac Tecnol Informat Ctr Altos Estudios Tecnol Informat Ave Montes Oca 745 Buenos Aires DF Argentina Comis Invest Cient Prov Buenos Aire Calle 526 E 10 & 11 La Plata Buenos Aires Argentina

ISBN: (数字)9783030674113

ISBN: (纸本)9783030674106;9783030674113

The use of physical computing devices as teaching tools presents several challenges for educators and learners. Most introductory programming environments help to learn programming by removing the possibility of syntax errors, usually by using a visual programming language. However, understanding syntax is just one aspect of the learning process. One of the most challenging tasks for students is to build a correct mental model of the underlying machine model and its execution dynamics. Additionally, visual programming languages present issues when transitioning to text-based languages. In this paper we present Physical Bits, a web-based programming environment for educational robotics that attempts to solve these issues by providing a live programming experience using both visual and textual programming languages.

关键词： Educational robotics Live programming Block-based introductory programming

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