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50th ACM-SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Fokum, Daniel T. Coore, Daniel N. Ferguson, Eyton Mansingh, Gunjan Beckford, Carl Univ West Indies Dept Comp Mona Jamaica

ISBN: (纸本)9781450358903

As computing enrollments have grown in the last decade there have been anecdotal claims from faculty that the discipline has attracted weaker students. To the best of our knowledge the only paper that has studied, and debunked, this claim has been based on data from an exclusive North American university. In this paper we examine data from six courses drawn taught over a 3 year period at a public university in a developing country. We find that in the case of the CS1 course, the distribution of student grades has fluctuated over this period. In addition, courses in object-oriented programming, networking, algorithms and discrete mathematics have also shown variation in student grades. We provide discussion as to why the grades in the courses show variation. We also explain why our findings differ from previous claims of stability in student grades.

关键词： Enrollment growth mixture modeling student performance introductory programming algorithms

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Mixed Approaches to CS0: Exploring Topic and Pedagogy Variance After Six Years of CS0 18

Mixed Approaches to CS0: Exploring Topic and Pedagogy Varian...

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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Wood, Zoe J. Clements, John Peterson, Zachary Janzen, David Smith, Hugh Haungs, Michael Workman, Julie Bellardo, John DeBruhl, Bruce Calif Polytech State Univ San Luis Obispo Comp Sci San Luis Obispo CA 93407 USA

ISBN: (纸本)9781450351034

Since 2010, the Cal Poly Computer Science Department has required computing majors to select from a variety of CS0 courses to start their academic year. The broad objective of the course is to attract and retain undergraduates that have no prior experience in CS by using authentic problems that demonstrate the relevance and highlight the role of computers in solving "real world" problems. The course is offered in a variety of thematic "flavors" that leverage a student's pre-existing interests (e.g. in music or art), but all share the common goals of introducing students to the basics of programming, teamwork, and college-level study. While there is overlap in overall goals, the courses vary drastically in topic matter (e.g. robotics, gaming, music, computational art, mobile apps, security) and in pedagogical approach (e.g. principles of design, project-based student driven learning, and traditional topic-based programming modules). The introduction of this CS0 course has increased students' commitment to their major and success in follow-on classes. We present these successes and show that student GPAs in a follow-on object oriented programming course do not vary significantly for the differing subtopics and teaching pedagogies employed in the various flavors. Our report includes examining two student subgroups (those experienced with programming and those new to programming). Our evaluations suggest that the existence and goal of the course matter more than the specific content, with all subtopics and pedagogical approaches performing well.

关键词： introductory programming computer science education CS0 retention

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A Practice for Providing Additional Support in CS1

A Practice for Providing Additional Support in CS1

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1st International Conference on Learning and Teaching in Computing and Engineering (LaTiCE)

作者： Haatainen, Simo Lakanen, Antti-Jussi Isomottonen, Ville Lappalainen, Vesa Univ Jyvaskyla Dept Math Informat Technol SF-40351 Jyvaskyla Finland

ISBN: (纸本)9780769549606;9781467356275

This paper reports on a practice used for providing additional support to beginner programmers. This practice emphasizes low social barriers to learning, differentiated instruction, and revision. Altogether we try to avoid defensiveness or stigmatization among those who face difficulties. Student feedback indicates their acceptance of this approach while teaching assistants report that helping students in need of additional support improve their teaching skills. Further, we have observed indications of improved student performance. We describe the practice and suggest a particular educational constructionism, i.e., how students construct their social identities within a particular school setting, as an explanation for our positive experiences. As a conclusion, we stress the importance of support implemented through differentiated instruction and informed by constructionism as a CS1 research topic.

关键词： CS1 support introductory programming

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Investigating the role of student motivation in computer science education through one-on-one tutoring

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COMPUTER SCIENCE EDUCATION 2009年第2期19卷 111-135页

作者： Boyer, Kristy Phillips, Robert Wallis, Michael Vouk, Mladen Lester, James North Carolina State Univ Dept Comp Sci Raleigh NC 27695 USA Appl Res Associates Inc Raleigh NC USA

The majority of computer science education research to date has focused on purely cognitive student outcomes. Understanding the motivational states experienced by students may enhance our understanding of the computer science learning process, and may reveal important instructional interventions that could benefit student engagement and retention. This article investigates issues of student motivation as they arise during one-on-one human tutoring in introductory computer science. The findings suggest that the choices made during instructional discourse are associated with cognitive and motivational outcomes, and that particular strategies can be leveraged based on an understanding of the student motivational state.

关键词： motivation tutoring confidence CS1 introductory programming initiative

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Judicious: API Documentation for Novices

Judicious: API Documentation for Novices

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ACM SIGPLAN International Symposium on SPLASH-E (SPLASH-E)

作者： Chiodini, Luca Piatti, Simone Hauswirth, Matthias Univ Svizzera Italiana Software Inst Lugano Switzerland

ISBN: (纸本)9798400712166

Programmers frequently consult API documentation to learn how to use libraries, both those included with a programming language and those offered by third parties. Beginner programmers also have this need but struggle to browse professional documentation systems, which are aimed at experienced programmers. Educators sometimes try to patch this problem by writing simplified, ad hoc educational documents as a surrogate for a documentation system. This paper presents Judicious, an API documentation system explicitly designed for novice programmers. It allows retrieving the documentation for one name at a time;offers a clear and distinctive visual representation of functions and constants;gradually presents more information such as types, optional and variable-length parameters for functions;highlights functions with side effects;and instantaneously generates documentation also for functions defined in student code. Judicious's design builds on prior research in the learning sciences and programming languages. The gradual disclosing of information matches the progression of increasingly larger subsets of programming languages. The diagrammatic representation, the clear distinction between functions and constants, and the pinpointing of side effects aim to address known novice misconceptions. The system is integrated into a code editor and is publicly available as a web platform.

关键词： introductory programming documentation API

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Deadlines and MOOCs: How Do Students Behave in MOOCs with and without Deadlines

Deadlines and MOOCs: How Do Students Behave in MOOCs with an...

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IEEE Frontiers in Education Conference (FIE)

作者： Ihantola, Petri Fronza, Ilenia Mikkonen, Tommi Noponen, Miska Hellas, Arto Univ Helsinki Helsinki Finland Free Univ Bozen Bolzano Bozen Bolzano Italy Aalto Univ Helsinki Finland

ISBN: (纸本)9781728189611

Full research paper-Online education can be delivered in many ways. For example, some MOOCs let students to proceed with their own pace, while others rely on strict schedules. Al-though the variety of how MOOCs can be organized is generally well understood, less is known about how the different ways of organizing MOOCs affect retention. In this work, we compare self-paced and fixed-schedule MOOCs in terms of retention and work-load. Using data from over 8.000 students participating in two versions of a massive open online course in programming, we observe that drop-out rates at the beginning of the courses are greater than towards the end of the courses, with self-paced MOOC being more extreme in this respect. Mostly because of different starts, the fixed-schedule course has a better overall retention rate (45%) than its self-paced counterpart (13%). We hypothesize that students initial investment of time and effort contributes to their persistence in their course, meaning that they do not want to let their initial investment go to waste. At the same time, in both self-paced and fixed-schedule MOOCs, there are students who receive almost full points from one week but fail to continue to the next week. This suggests that the issue of dropouts in MOOCs may also be related to participants struggling to take up new tasks or schedule their work over a longer time period. Our results support scheduling student activities in open online courses and opens up new research directions in engaging students in self-paced courses.

关键词： Student persistence open online course introductory programming MOOC

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Towards a Framework for Teaching Debugging 19

Towards a Framework for Teaching Debugging

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21st Australasian Computing Education Conference (ACE)

作者： Li, Chen Chan, Emily Denny, Paul Luxton-Reilly, Andrew Tempero, Ewan Univ Auckland Auckland New Zealand

ISBN: (纸本)9781450366229

Debugging is an important component of software development, yet most novice programmers are not explicitly taught to apply systematic strategies or processes for debugging. In this paper we adapt a framework developed for teaching troubleshooting to the debugging domain, and explore how the literature on teaching debugging maps to this framework. We identify debugging processes that are fundamental for novices to learn, aspects of debugging that novices typically struggle to develop, and shortcomings of tools designed to support teaching of debugging.

关键词： debugging introductory programming novice troubleshooting

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Measuring Instruction Comprehension by Mining Memory Traces for Early Formative Feedback in Java Courses 19

Measuring Instruction Comprehension by Mining Memory Traces ...

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

作者： Hoeppner, Frank Ostfalia Univ Appl Sci Wolfenbuttel Germany

ISBN: (纸本)9781450363013

To support students in a computer science programme in their first steps with programming in Java, we provide a tool for early formative feedback regarding the comprehension of the instruction types. The tool asks the students to enter memory traces for ordinary Java programs. To increase the effectiveness, we consider how to provide substantial hints to the students, where exactly they have to change their mental model of program execution. This requires the detection of co-occurring problems across multiple Java programs. We present a data mining approach that allows to automatically detect code fragments that cause systematic difficulties in the group of students. First results are promising and the desired effective feedback seems within reach.

关键词： introductory programming instruction comprehension formative feedback memory trace code pattern data mining

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MACER: A Modular Framework for Accelerated Compilation Error Repair 21st

MACER: A Modular Framework for Accelerated Compilation Error...

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21st International Conference on Artificial Intelligence in Education (AIED)

作者： Chhatbar, Darshak Ahmed, Umair Z. Kar, Purushottam Indian Inst Technol Kanpur Kanpur Uttar Pradesh India Natl Univ Singapore Singapore Singapore

ISBN: (纸本)9783030522377;9783030522360

Automated compilation error repair, the problem of suggesting fixes to buggy programs that fail to compile, has pedagogical applications for novice programmers who find compiler error messages cryptic and unhelpful. Existing works frequently involve black-box application of generative models, e.g. sequence-to-sequence prediction (TRACER) or reinforcement learning (RLAssist). Although convenient, this approach is inefficient at targeting specific error types as well as increases training costs. We present MACER, a novel technique for accelerated error repair based on a modular segregation of the repair process into repair identification and repair application. MACER uses powerful yet inexpensive learning techniques such as multi-label classifiers and rankers to first identify the type of repair required and then apply the suggested repair. Experiments indicate that this fine-grained approach offers not only superior error correction, but also much faster training and prediction. On a benchmark dataset of 4K buggy programs collected from actual student submissions, MACER outperforms existing methods by 20% at suggesting fixes for popular errors while being competitive or better at other errors. MACER offers a training time speedup of 2x over TRACER and 800x over RLAssist, and a test time speedup of 2 - 4x over both.

关键词： introductory programming Compilation error Program repair Multi-label learning Structured prediction

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"I wish I could rank my exam's challenge level!": An Algorithm of Bloom's Taxonomy in Teaching CS1 47

"I wish I could rank my exam's challenge level!": An Algorit...

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IEEE Frontiers in Education Conference (FIE)

作者： Dorodchi, Mohsen Dehbozorgi, Nasrin Frevert, Tonya K. UNC Charlotte Dept Comp Sci Charlotte NC 28223 USA UNC Charlotte Coll Comp & Informat Charlotte NC USA

ISBN: (纸本)9781509059201

Designing course activities in harmony with class assignments and tests while providing both adequate challenges and appropriate content progression is critical in introductory programming courses (CS1). Such fine-tuned practices help students build the right mindset to perform better and prevent potential discouragement due to disharmonious test challenges. In this study, we apply levels of the cognitive domain of Bloom's Taxonomy to determine the appropriate challenge level of test questions in CS1. Bloom's Taxonomy has been widely referenced by researchers as a benchmark for assessment of students' learning. Our proposed approach serves two purposes: 1) exposing students to a well-defined set of assessment tests to challenge them based on different levels of Bloom's Taxonomy;and 2) identifying the student's' difficulty areas to redesign and/or reorganize the class activities accordingly. For this purpose, a rubric is developed to classify questions based on cognitive domains of Bloom's Taxonomy. We applied the developed rubric to evaluate three semester tests and design a final exam. In designing the final test, we aim to challenge students' skills in a predetermined proportion and combination that maps onto the levels of Bloom's Taxonomy. After each test, students' problem areas were identified and related class activities were adjusted to address these weaknesses. Preliminary analysis of student grades shows the effectiveness of this method.

关键词： Bloom's Taxonomy (BT) cognitive domain challenge level assessment introductory programming CS1

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