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7th Conference on Computing Education Practice (CEP)

作者： Barr, Matthew Univ Glasgow Glasgow Lanark Scotland

ISBN: (纸本)9781450398213

How to Learn a New Language' is an introductory programming course, delivered during the first semester of a work-based Software Engineering degree programme, or apprenticeship. Students are introduced to foundational programming concepts, up to and including object-oriented principles. The course takes a language agnostic approach, using examples from a range programming languages and highlighting the underlying similarities and key differences between them. The course is also designed to expose students to existing codebases from the outset, rather than focusing on writing small programs from scratch. The aim is to create adaptable Software Engineering graduates, capable of mastering whatever technologies they encounter in the workplace. As such, the course helps address concerns that graduates lack important employability skills, such as adaptability, and significant emphasis is placed on working in teams. The course has received positive feedback from students, preparing them to succeed both at university and in the workplace.

关键词： introductory programming education work-based learning apprenticeships adaptability

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Studying the effect of AI Code Generators on Supporting Novice Learners in introductory programming 23

Studying the effect of AI Code Generators on Supporting Novi...

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CHI conference on Human Factors in Computing Systems (CHI)

作者： Kazemitabaar, Majeed Chow, Justin Ma, Carl Ka To Ericson, Barbara J. Weintrop, David Grossman, Tovi Univ Toronto Dept Comp Sci Toronto ON Canada Univ Michigan Sch Informat Ann Arbor MI USA Univ Maryland Coll Educ College Pk MD USA

ISBN: (纸本)9781450394215

AI code generators like OpenAI Codex have the potential to assist novice programmers by generating code from natural language descriptions, however, over-reliance might negatively impact learning and retention. To explore the implications that AI code generators have on introductory programming, we conducted a controlled experiment with 69 novices (ages 10-17). Learners worked on 45 Python code-authoring tasks, for which half of the learners had access to Codex, each followed by a code-modification task. Our results show that using Codex significantly increased code-authoring performance (1.15x increased completion rate and 1.8x higher scores) while not decreasing performance on manual code-modifcation tasks. Additionally, learners with access to Codex during the training phase performed slightly better on the evaluation post-tests conducted one week later, although this difference did not reach statistical significance. Of interest, learners with higher Scratch pre-test scores performed significantly better on retention post-tests, if they had prior access to Codex.

关键词： Large Language Models AI Coding Assistants AI-Assisted Pair-programming OpenAI Codex GPT-3 ChatGPT Copilot introductory programming K-12 Computer Science Education

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Effectiveness of Feedback Based on Log File Analysis in introductory programming Courses

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2023年第3期61卷 696-719页

作者： Meier, Heidi Lepp, Marina Univ Tartu Inst Comp Sci Narva Mnt 18 EE-51009 Tartu Estonia

Especially in large courses, feedback is often given only on the final results;less attention is paid to the programming process. Today, however, some programming environments, e.g., Thonny, log activities during programming and have the functionality of replaying the programming process. This information can be used to provide feedback, and this knowledge can be integrated into practical sessions in the classroom. This study aimed to analyse how feedback based on logs affects exam results, task completion time, the number of runs, error messages, and pastes (of the whole group and beginners and non-beginners separately). An experiment was conducted in 2020 and 2021 in the course "Introduction to programming". Some groups received additional feedback on homework throughout the course based on log information;the remaining groups worked as usual. Based on the information received from the logs, general recommendations were also offered in the practical sessions. Our study showed that feedback based on logs improved mainly exam test results and programming task solving time among beginners. Therefore, it would be a good method to use, especially in beginner groups.

关键词： feedback log file analysis programming process higher education introductory programming

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Real-Life Project-Based Learning in introductory programming: a Game for Cancer Prevention

Real-Life Project-Based Learning in Introductory Programming...

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IEEE International Conference on Teaching, Assessment and Learning for Engineering (IEEE TALE)

作者： Paiva, Henrique Mohallem Hayashi, Victor Takashi Anastassiu, Monica Garcia, Mauricio Santoro, Flavia Maria Inst Technol & Leadership Inteli Ave Prof Almeida Prado 520 Sao Paulo SP Brazil Univ Fed Sao Paulo Unifesp Rua Talim 330 Sao Jose Dos Campos SP Brazil

ISBN: (纸本)9781665453318

Teaching programming to novices is not a trivial task due to many students misconceptions regarding programming concepts. As a result, first-year STEM students may be discouraged to learn programming, impairing essential skills required for Information Technology professionals. This article aims to investigate if Project Based Learning (PBL) is a suitable approach to introductory programming that contributes to let students write functional code for real-life problems. A case study was carried out with 35 first-year students during a ten-week period. The project consisted on the development of educational computer games to disseminate cancer prevention awareness, a real-life problem proposed by a Medical College. Feedback from this external stakeholder and student perceptions are presented. PBL benefits, challenges and implications for introductory programming are also discussed.

关键词： Project-Based Learning (PBL) Game Development introductory programming

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Adaptive Formative Assessment For Teaching Novices in introductory programming 23

Adaptive Formative Assessment For Teaching Novices in Introd...

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5th Conference on United Kingdom and Ireland Computing Education Research (UKICER)

作者： Thangaraj, Jagadeeswaran Dublin City Univ Dublin Ireland

ISBN: (纸本)9798400708763

Formative assessment automates the evaluation of computer programs developed by students and increases their interest in programming learning by offering immediate feedback on their work and pointing out errors. During the assessment process, an adaptive approach involves evaluating a participant's knowledge based on their earlier attempts. Adaptive evaluation encourages students to complete the programming tasks. This research employs an adaptive technique along with a formative assessment to evaluate whether it effectively supports and encourages students' learning.

关键词： Assessment and feedback Computer programming CS1 Formative assessment introductory programming

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Student Perception of Online Judges in Learning Problem Solving through introductory programming 23

Student Perception of Online Judges in Learning Problem Solv...

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16th Annual ACM India Compute Conference (COMPUTE)

作者： Murali, Ritwik Ravi, Akash Nagendran, Kailashnath Avudaiappan, Veeramanohar Amrita Vishwa Vidyapeetham Dept Comp Sci & Engn Amrita Sch Comp Coimbatore Coimbatore India

ISBN: (纸本)9798400708404

Multiple strategies exist while attempting to introduce problem-solving to engineering students. One of the popular strategies is to encourage problem-solving through the introductory programming course. This paper presents an in-depth analysis of the extent to which online judging-based evaluation and training strategies can be employed to effectively deliver introductory programming courses. The paper focuses on student perceptions of learning as a measure to gauge their confidence in problem-solving and programming. With responses from over 400 students across departments and in various stages of the undergraduate program, this paper discusses a detailed analysis of student perceptions of learning, their comfort levels, and confidence when using online judge based evaluation strategies. Results show that a majority of students believe that online judges assist them to improve their problem solving and programming skills.

关键词： introductory programming Online Judges Pedagogy Problem Solving Student perception Technology for Education

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The Role of Sketching in Facilitating Problem Solving in introductory programming 2023

The Role of Sketching in Facilitating Problem Solving in Int...

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

作者： Blouin, Sophie Solomon, Bridget Crane, Brent Dempsey, David Siegel, Angela Poitras, Eric Dalhousie Univ Halifax NS Canada

ISBN: (纸本)9781450394338

This study examined the effectiveness of sketching flow diagrams in facilitating CS1 students' problem solving and performance on code writing tasks. Five students received training in design strategies and sketched flow diagrams prior to implementing their solution by writing code. Procedures in solving a sequence of four problems depicted in sketches and captured in keystroke log data were coded and scored for each student. The study results showed that specific and generative depictions of procedures predict the correctness of edits made to solutions.

关键词： introductory programming Sketching Strategic programming Knowledge

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The Influence of Prior Knowledge and Additional Courses on the Academic Performance of Students in the introductory programming Course CS1 27

The Influence of Prior Knowledge and Additional Courses on t...

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27th International Conference on Knowledge Based and Intelligent Information and Engineering Sytems, KES 2023

作者： Uhanova, Marina Prokofyeva, Natalya Katalnikova, Sabina Zavjalova, Oksana Ziborova, Viktorija Riga Technical University Faculty of Computer Science and Information Technology 6A Kipsalas Street RigaLV-1048 Latvia

This article discusses the correlation between first-year students' prior knowledge of programming and their academic achievements. Many students who enroll in the Faculty of Computer Science and Information Technology at Riga Technical University drop out during their first year. Therefore, it is crucial to support first-year students in acquiring programming knowledge successfully. The Faculty of Computer Science and Information Technology provides an additional course called "Algorithmization Practice" for students without prior programming experience. The authors of this paper conducted research to investigate whether this course helps bridge the gap between students with and without prior programming knowledge and whether it improves the academic performance of students without prior knowledge in their first year. The collected data was summarized using descriptive statistics, and the final scores of students from different groups were compared to identify any differences between those who attended the "Algorithmization Practice" course and those who did not. Based on a sample of 1744 introductory programming course students, our analysis indicates that students who attended the additional course demonstrated better academic performance. © 2023 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (https://***/licenses/by-nc-nd/4.0)

关键词： assessment CS1, prior experience introductory programming learning performance improvement

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Pyo, a Chatbot Assistant for introductory programming Students 24

Pyo, a Chatbot Assistant for Introductory Programming Studen...

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International Symposium on Computers in Education (SIIE)

作者： Carreira, Gustavo Silva, Leonardo Mendes, Antonio Jose Oliveira, Hugo Goncalo Univ Coimbra CISUC DEI Coimbra Portugal

ISBN: (数字)9781665474641

ISBN: (纸本)9781665474641

As a result of the technological advancements in our society, the number of students enrolling in Computer Science and related courses continues to rise. programming is regarded as a difficult subject to learn, and as the size of classes and the number of students enrolled in online courses continues to increase, providing individualized support to determine where the difficulties of a student lie may appear impossible, resulting in frustration, lack of motivation, and an increase in dropout rates. Chatbots can mitigate this problem as it can provide simultaneous support to multiple students 24 hours a day, seven days a week, and by allowing introverted students to express questions more comfortably. This paper proposes the implementation of a chatbot denominated Pyo aiming to provide assistance to novice programmers. It was evaluated how students enrolled in an online introductory programming course interacted with Pyo in order to draw conclusions about the effectiveness of the chatbot's features. The results indicate that Pyo facilitates student learning;however, more straightforward explanations of its functionalities were requested.

关键词： chatbot conversational agent artificial intelligence pattern-matching Rasa introductory programming Python

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Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension

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COMPUTERS & EDUCATION 2024年 208卷

作者： Cheng, Gary Zou, Di Xie, Haoran Wang, Fu Lee Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China Lingnan Univ Ctr English & Addit Languages Hong Kong Peoples R China Lingnan Univ Dept Comp & Decis Sci Hong Kong Peoples R China Hong Kong Metropolitan Univ Sch Sci & Technol Hong Kong Peoples R China

Previous studies have reported mixed results regarding the relationship between students' use of self-regulated learning (SRL) strategies and their performance in introductory programming courses. These studies were constrained by their reliance on self-report questionnaires as a means of collecting and analysing data. To address this limitation, this study aimed to employ eye -tracking and retrospective think-aloud techniques to identify differences in SRL strategy use for program comprehension tasks between high-performing students (N = 31) and low-performing students (N = 31) in an undergraduate programming course. All participants attended individual eye-tracking sessions to comprehend two Python program codes with different constructs. Their eye-tracking data and video-recalled retrospective think-aloud data were captured and recorded for analysis. The findings reveal that higher-order cognitive skills, such as elaboration and critical thinking, were mostly adopted by high-performing students, while basic cognitive and resource management strategy, such as rehearsal and help-seeking, were mostly employed by low-performing students when comprehending the program codes. This study not only demon-strates the design of combining eye-tracking and retrospective think-aloud data to explore students' use of SRL strategies but also provides evidence to support the notion that program comprehension is a complex process that cannot be effectively addressed by employing merely rudimentary strategies, such as repetitively reading the same code segment. In the future, researchers could explore the possibility of using a webcam to monitor and assess students' online programming processes and provide feedback based on their eye movements. They could also examine the effects of SRL strategies training on students' motivation, engagement, and performance in various types of programming activities.

关键词： introductory programming Self -regulated learning strategies Eye tracking Retrospective think aloud Higher education

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