检索结果-内蒙古大学图书馆

49th IEEE Frontiers in Education Conference (FIE)

作者： Brown, Tamaike North Dakota State Univ Dept Comp Sci Fargo ND 58105 USA

ISBN: (纸本)9781728117461

introductory programming course (CS1) generally includes students from different background freshman or sophomore (from STEM and non-STEM majors) who struggle at learning basic programming concepts. We have implemented peer code review (PCR) in our CS1 courses and have found it to be useful pedagogical support. PCR, a quality assurance activity, requires reviewing code to find errors. PCR can help improve students' attendance and engagement in higher education. However, there is a lack of evidence on the usefulness of PCR at improving students' programming knowledge. The goal of this research is to gain insights on Guided (checklist) PCR and its impact on students' learning of programming concepts. To accomplish this goal, this research will research different aspects of theory of PCR and execute experiments to evaluate PCR usefulness in CS1 classrooms. Initial results on PCR shows that it is useful at helping students understand hard-to-comprehend programming concepts and at improving their programming skills. We also found that students become progressively better at discovering programming errors and their improved performance during the code review translates to the improvement in the quality of code produced.

关键词： introductory programming peer code review computer science education teaching & learning experiences in education

来源：评论

学校读者我要写书评

暂无评论

Characterizing the Pedagogical Benefits of Adaptive Feedback for Compilation Errors by Novice Programmers 42

Characterizing the Pedagogical Benefits of Adaptive Feedback...

引用

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

作者： Ahmed, Umair Z. Srivastava, Nisheeth Sindhgatta, Renuka Karkare, Amey Natl Univ Singapore Singapore Singapore IIT Kanpur Kanpur Uttar Pradesh India Queensland Univ Technol Brisbane Qld Australia

ISBN: (纸本)9781450371247

Can automated adaptive feedback for correcting erroneous programs help novice programmers learn to code better? In a large-scale experiment, we compare student performance when tutored by human tutors, and when receiving automated adaptive feedback. The automated feedback was designed using one of two well-known instructional principles: (i) presenting the correct solution for the immediate problem, or (ii) presenting generated examples or analogies that guide towards the correct solution. We report empirical results from a large-scale (N = 480, 10,000+ person hour) experiment assessing the efficacy of these automated compilation-error feedback tools. Using the survival analysis on error rates of students measured over seven weeks, we found that automated feedback allows students to resolve errors in their code more efficiently than students receiving manual feedback. However, we also found that this advantage is primarily logistical and not conceptual;the performance benefit seen during lab assignments disappeared during exams wherein feedback of any kind was withdrawn. We further found that the performance advantage of automated feedback over human tutors increases with problem complexity, and that feedback via example and specific repair have distinct, non-overlapping relative advantages for different categories of programming errors. Our results offer a clear and granular delimitation of the pedagogical benefits of automated feedback in teaching programming to novices.

关键词： Intelligent Tutoring Systems introductory programming Compilation Errors Program Repair Example Generation User Study

来源：评论

学校读者我要写书评

暂无评论

PCRS-C: Helping Students Learn C 15

PCRS-C: Helping Students Learn C

引用

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

作者： Parreira, Daniel Marchena Petersen, Andrew Craig, Michelle Univ Toronto Toronto ON Canada

ISBN: (纸本)9781450334402

The C programming language is an important piece of many undergraduate CS programs, as it provides an environment for interacting directly with memory and exploring systems-programming concepts. However, while many common introductory languages have rich tools that support instruction, C has received relatively little attention [2, 1]. To provide students with rapid feedback and tools for understanding C, we have extended PCRS, a web-based platform for deploying programming exercises and content such as videos. Students submit C code to solve programming exercises and receive immediate feedback generated by running the submission against a set of instructor-defined testcases. Students also have access to graphical traces of execution, so they can explore how their code manipulates memory. The system has been deployed to two second-year systems-programming courses with a total enrollment over 600, and a set of modules, consisting of videos and exercises, is being developed for use by the community.

关键词： introductory programming C courseware

来源：评论

学校读者我要写书评

暂无评论

COMPUTER AS RORSCHACH

引用

SOCIETY 1980年第2期17卷 15-24页

作者： TURKLE, S

来源：评论

学校读者我要写书评

暂无评论

Developing a Comic-Creation Assignment and Rubric for Teaching and Assessing Algorithmic Concepts

Developing a Comic-Creation Assignment and Rubric for Teachi...

引用

IEEE Frontiers in Education Conference (FIE)

作者： Bettin, Briana Jarvie-Eggart, Michelle Steelman, Kelly S. Wallace, Charles Michigan Technol Univ Comp Sci Dept Houghton MI 49931 USA Michigan Technol Univ Engn Fundamentals Dept Houghton MI 49931 USA Michigan Technol Univ Cognit & Learning Sci Dept Houghton MI 49931 USA

ISBN: (纸本)9781665438513

Comics as a pedagogical tool have shown promise in conveying ideas and increasing retention in STEM disciplines. Within the context of introductory programming courses, the visual, real-world analogies to programming problems that comics offer may allow engineering students to better grasp abstract algorithmic concepts that can be obscured by low-level programming language details. Creating comics also provides an opportunity for students to exercise metacognition, as they are asked to reflect on what they know and how to express it in a new way. Further work is needed, however, to develop comic assignments with rigorous rubric-based assessment. Our work in progress focuses on an intervention where students develop their own algorithmic comics and share them with peers. The design of the assignment and assessment rubric leverages prior work on using context-bounded analogy to teach programming concepts. Students will create a comic illustrating an algorithmic concept and then use it as a medium for further communication, responding to peer feedback in order to further refine their understanding. These communications, we hypothesize, will increase correctness of representations and scenarios in the comics through refinement and likewise, in their understanding of programming concepts. The rubric associated with the assignment will serve as a model for assessment of relevant criteria within comic-based student activities.

关键词： Comics Analogy Metaphor STEM Education Computer Science Education introductory programming Assessment

来源：评论

学校读者我要写书评

暂无评论

Using Association Rule Mining Algorithm to Improve the Order of Content Delivery in CS1 Course 49

Using Association Rule Mining Algorithm to Improve the Order...

引用

49th IEEE Frontiers in Education Conference (FIE)

作者： Kaur, Rupinder Brown, Tamaike Walia, Gursimran Singh, Maninder Reddy, Mourya North Dakota State Univ Dept Comp Sci Fargo ND 58105 USA St Cloud State Univ Dept Comp Sci St Cloud MN 56301 USA Rider Univ Dept Chem Biochem & Phys Lawrenceville NJ 08648 USA

ISBN: (纸本)9781728117461

This work in progress research paper discusses importance of appropriate order of content delivery in an introductory programming course (CS1). A majority of students face problems when programming concepts are introduced to them in disorderly fashion, reducing their retention. It has been observed that the instructors use their intrinsic judgement to order course contents without considering effective student learning outcome. This traditional approach of teaching a course in an unstructured way leads to high failure and dropout rate in CS1 course. In this study, an association rule mining (ARM) based approach is being used to understand the order of information that students should be exposed to in CS1 courses. Our proposed approach follows an empirical research methodology and generates strong ARM rules. These rules can assist instructors to structure CS1 topics and reflect on required prerequisites for problematic topics to improve students' learning. Our initial results and observations yielded promising and logical inferences and uncovered few anomalies with traditional pedagogy during course offering.

关键词： Association rule mining introductory programming machine learning computer education

来源：评论

学校读者我要写书评

暂无评论

Experiences Implementing and Utilizing a Notional Machine in the Classroom 2022

Experiences Implementing and Utilizing a Notional Machine in...

引用

53rd Annual ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Dickson, Paul E. Richards, Tim Becker, Brett A. SUNY Buffalo Buffalo NY 14260 USA Univ Massachusetts Amherst Amherst MA USA Univ Coll Dublin Dublin Ireland

ISBN: (纸本)9781450390705

In the computing education community, discussion is growing about the benefits of teaching programming by explicitly using notional machines to help students. To-date most work is largely theoretical and little work addresses actually using them in a classroom. This paper documents our experience of creating a notional machine for a specific course and using it in that classroom. A key point we learned while creating this notional machine is that many of the difficulties encountered were due to the concept of a notional machine being tightly coupled to students' mental models. Although not surprising, the numerous complications this brings are important to overcome. The potential amount of detail included in the notional machine is enormously influenced by the students' mental models, which are likely specific to a course, and also change throughout a semester - and certainly across several semesters. We present lessons learned from this experience, among them that implementing a notional machine and using it in class is a non-trivial yet possibly beneficial exercise.

关键词： code tracing code writing CS1 introductory programming memory diagrams mental models notional machines pedagogy program construction stack traces visualization

来源：评论

学校读者我要写书评

暂无评论

Non-restricted Access to Model Solutions: A Good Idea? 19

Non-restricted Access to Model Solutions: A Good Idea?

引用

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

作者： Nygren, Henrik Leinonen, Juho Hellas, Arto Univ Helsinki Helsinki Finland

ISBN: (纸本)9781450363013

In this article, we report an experiment where students in an introductory programming course were given the opportunity to view model solutions to programming assignments whenever they wished, without the need to complete the assignments beforehand or to wait for the deadline to pass. Our experiment was motivated by the observation that some students may spend hours stuck with an assignment, leading to non-productive study time. At the same time, we considered the possibility of students using the sample solutions as worked examples, which could help students to improve the design of their own programs. Our experiment suggests that many of the students use the model solutions sensibly, indicating that they can control their own work. At the same time, a minority of students used the model solutions as a way to proceed in the course, leading to poor exam performance.

关键词： model solutions introductory programming sample solutions self-regulation

来源：评论

学校读者我要写书评

暂无评论

Mini-languages for non-computer science majors: what are the benefits?

引用

Interactive Technology and Smart Education 2004年第1期1卷 21-28页

作者： Brusilovsky, Peter Shcherbinina, Olena Sosnovsky, Sergey School of Information Sciences University of Pittsburgh Pittsburgh PA 15260 135 North Bellefield Avenue United States

Mini-languages for teaching principles of programming - such as Karel the Robot - were once used in top computer science departments to provide a “gentle introduction” to programming for computer science majors. The paper builds a case for the use of mini-languages in the context of introductory programming courses for non-computer science major. We present a study that explored the use of Karel to teach introductory programming for information science majors. © 2004, Emerald Group Publishing Limited

关键词： Information science introductory programming Learning environment Mini-language

来源：评论

学校读者我要写书评

暂无评论

Evaluating the Effectiveness of Flipped Classrooms for Teaching CS1

Evaluating the Effectiveness of Flipped Classrooms for Teach...

引用

43rd Annual Frontiers in Education Conference (FIE)

作者： Amresh, Ashish Carberry, Adam R. Femiani, John Arizona State Univ Coll Technol & Innovat Mesa AZ 85212 USA

ISBN: (纸本)9781467352611

An alternative to the traditional classroom structure that has seen increased use in higher education is the flipped classroom. Flipping the classroom switches when assignments (e.g. homework) and knowledge transfer (e.g. lecture) occur. Flipped classrooms are getting popular in secondary and post-secondary teaching institutions as evidenced by the marked increase in the study, use, and application of the flipped pedagogy as it applies to learning and retention. The majority of the courses that have undergone this change use applied learning strategies and include a significant "learning-by-doing" component. The research in this area is skewed towards such courses and in general there are many considerations that educators ought to account for if they were to move to this form of teaching. introductory courses in computer programming can appear to have all the elements needed to move to a flipped environment;however, initial observations from our research identify possible pitfalls with the assumption. In this work in progress the authors discuss early results and observations of implementing a flipped classroom to teach an introductory programming course (CS1) to engineering, engineering technology, and software engineering undergraduates.

关键词： flipped classroom introductory programming learning with video computing self-efficacy

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：