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49th IEEE Frontiers in Education Conference (FIE)

作者： Bosse, Yorah Redmiles, David F. Gerosa, Marco Univ Sao Pardo USP Sao Paulo Brazil Univ Calif UCI Irvine CA USA Northern Arizona Univ NAU Flagstaf AZ USA

ISBN: (纸本)9781728117461

This Full Paper of Innovative Practice research shows results that could help to avoid some challenges faced by those who seek to learn how to program. To help improve learning, educators need a deep understanding of the obstacles students must overcome;otherwise, teaching strategies will be uncertain. Moreover, a shallow understanding of topics learned in introductory programming courses can negatively influence the learning of future topics. With the above motivation, we conducted 16 semi-structured interviews with instructors who teach introductory programming courses and we also collected diaries kept by 110 students during their studies. The qualitative analysis of these data revealed connections between the studied contents such as dependencies. Our analysis shows that many difficulties arise front the incorrect application of the knowledge necessary in learning new content, usually because the student has not learned earlier topics or learned them superficially. The main contribution of this paper is a theory that describes the connections among topics of learning how to program, showing the influence that knowledge about one can have on others.

关键词： learning to program novice learners harriers to learning introductory programming computational thinking

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SuaCode Africa: Teaching Coding Online to Africans using Smartphones 10

SuaCode Africa: Teaching Coding Online to Africans using Sma...

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10th Computer Science Education Research Conference (CSERC)

作者： Boateng, George Annor, Prince Steven Kumbol, Victor Wumbor-Apin Swiss Fed Inst Technol Zurich Switzerland Nsesa Fdn Accra Ghana New York Univ Abu Dhabi Abu Dhabi U Arab Emirates Charite Berlin Germany

ISBN: (纸本)9781450385763

There is a burgeoning trend of smartphone ownership in Africa due to the low costs of Android smartphones and the global increase in social media usage. Building upon our previous work that introduced a smartphone-based coding course to secondary and tertiary students in Ghana via an in-person program and an online course, this work introduced Africans in 37 countries to our online smartphone-based course in 2019. Students in this 8-week course read lesson notes, submitted assignments, collaborated with peers and facilitators in an online forum, and completed open and closed-ended surveys after the course. We performed qualitative and quantitative analyses on the data from the course. Out of the 709 students that applied, 210 were officially admitted to the course after passing the preliminary assignments. At the end of the course, 72% of the 210 students completed the course. Additionally, students' assignment submissions and self-reports showed an understanding of the programming concepts, with comparable performance between males and females and across educational levels. Also, students mentioned that the lesson notes were easy to understand and they enjoyed the experience of writing code on their smartphones. Moreover, students adequately received help from peers and facilitators in the course forum. Lastly, results of a survey sent to students a year after completing this program showed that they had developed various applications, wrote online tutorials, and learned several tools and technologies. We were successful at introducing coding skills to Africans using smartphones through SuaCode Africa.

关键词： Smartphones mobile phones online course coding introductory programming Processing Africa

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"This Applies to the Real World": Student Perspectives on Integrating Ethics into a Computer Science Assignment 2023

"This Applies to the Real World": Student Perspectives on In...

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

作者： Jarzemsky, Julie Paup, Joshua Fiesler, Casey Univ Colorado Boulder CO 80309 USA

ISBN: (纸本)9781450394314

There is a growing movement in undergraduate computer science (CS) programs to embed ethics across CS classes rather than relying solely on standalone ethics courses. One strategy is creating assignments that encourage students to reflect on ethical issues inherent to the code they write. Building off prior work that has surveyed students after doing such assignments in class, we conducted focus groups with students who reviewed a new introductory ethics-based CS assignment. In this experience report, we present a case study describing our process of designing an ethics-based assignment and proposing the assignment to students for feedback. Participants in our focus groups not only shared feedback on the assignment, but also on the integration of ethics into coding assignments in general, revealing the benefits and challenges of this work from a student perspective. We also generated novel ethics-oriented assignment concepts alongside students. Deriving from tech controversies that participants felt most affected by, we created a bank of ideas as a starting point for further curriculum development.

关键词： ethics introductory programming CS1 social impact assignments university undergraduate content focus groups content moderation

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introductory education in computer science

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Education and Computing 1991年第1-2期7卷 73-86页

作者： Habermann, A. Nico Carnegie-Mellon University Pittsburgh PA 15213 United States

There is room for improvement in the way introductory computer science is taught. In general, most of the available time is spent on teaching programming language syntax and very little on studying examples of good programs. The assertion approach to program verification has in practice resulted in a technique that resembles assembly code programming of more than 30 years ago. This practice has also encouraged the view that each new program is an invention that must be developed from scratch. In addition, the student's attention is largely directed towards the how of the technique and hardly towards learning the proven facts. In this paper, it is argued that the introduction to programming can be improved in several ways: by starting with a systems view that encourages students to study good examples and to reuse existing programs, by judging program quality relative to similar programs and program abstractions, and by building up a coherent body of knowledge that students can apply in program design and implementation. © 1991 Elsevier Science Publishers B.V. All rights reserved.

关键词： introductory programming program synthesis program verification programming methodology reusable programs

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A Computer Learning Environment for Novice Java Programmers That Supports Cognitive Load Reducing Adaptations and Dynamic Visualizations of Computer Memory

A Computer Learning Environment for Novice Java Programmers ...

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作者： Williams, James Stephen 华盛顿大学uwmilwaukee

学位级别：doctor

Learning to program a computer is difficult for many. The Learning Edge Momentum hypothesis suggests that the difficulty may be due to the tightly integrated nature of programming concepts and adapting the way curriculum is offered may have a significant influence on the outcomes. We investigate applying cognitive load reducing methods to instruction of the introductory programming concepts of declaration, assignment and sequence, using a new learning environment that an instructor can adapt for a specific example or that a student can personalize for amount and modality of content provided. Our study has three learning surveys. Each learning survey has short instructional videos designed using cognitive load reducing methods and then asks participants to solve novel problems using the presented materials. Our first learning survey was completed by 123 participants recruited on Amazon''s Mechanical Turk (AMT). We found that 23% that watched the instructional video without computer memory (n=61) answered the three code tracing questions correctly. Our second learning survey included instructional videos prepared after analyzing the results of the previous survey and emphasized cognitive load reducing methods in preparing the new instruction. This second survey was completed by 220 participants also recruited via AMT. We found that 57% of the participants that watched the instructional video without computer memory (n=72) answered the three tracing questions correctly. Our third learning survey with 322 participants recruited via AMT confirmed that the difference between the two videos was statistically significant with medium effect size. In the third survey, 29% of the participants watching the first survey instructional video without computer memory and 45% of those that watched the second survey instructional video without computer memory answered all three tracing questions correctly. In the third learning survey, the gain from 29% from our first short video that

关键词： Fundamental programming Concepts introductory programming Multimedia

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Parallel from the beginning: the case for multicore programming in thecomputer science undergraduate curriculum 13

Parallel from the beginning: the case for multicore programm...

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Proceeding of the 44th ACM technical symposium on Computer science education

作者： Yousun Ko Bernd Burgstaller Bernhard Scholz Yonsei University Seoul South Korea The University of Sydney Sydney Australia

ISBN: (纸本)9781450318686

The computing landscape has shifted towards multicore architectures. To learn about software development, it is increasingly important for students to gain hands-on parallel programming experience in multicore environments. This experience will be significantly different from programming for uniprocessors, because it involves a profound understanding of how to write software that is (1) free of concurrency bugs and (2) able to effectively utilize the underlying parallel hardware architecture. We present our work at Yonsei University and The University of Sydney to teach parallel programming to first and second-year undergraduate students. Our objective is to introduce parallelism early on in the curriculum, to instill it as a first principle of computation. We introduce a series of five parallel programming course modules suitable for a one semester introductory programming course. Each module teaches one fundamental concept of parallel programming: parallelism and execution indeterminism, thread-and-lock based programming, performance of parallel programs, hardware acceleration using OpenCL, and stream-parallel programming with StreamIt. We report our experience from four course offerings (2008-2011) at Yonsei University, and two course offerings at The University of Sydney. Over 73% of students surveyed enjoyed this multicore programming experience and preferred exposure to parallelism at this early stage of their CS education. Our course has been awarded an Intel microgrant for "Parallelism in the Classroom", and it is available online at Intel's Multicore Curriculum Initiative Website.

关键词： computer science education multicore computing development/education course design introductory programming

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Initial Experiences Teaching Problem Solving to Computing Freshmen (using robots) 10

Initial Experiences Teaching Problem Solving to Computing Fr...

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48th ACM Annual Southeast Regional Conference (SE)

作者： Middleton, David Arkansas Tech Univ Dept Comp & Informat Sci 1811 Nth Boulder Russellville AR 72801 USA

Several Computing Departments have described using robots to illuminate concepts and motivate students in introductory programming courses. We describe an ongoing effort to teach concepts of problem solving to computi... 详细信息

ISBN: (纸本)9781450300643

关键词： problem-solving introductory programming robots pedagogy

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Interpreting Traces: Studying Misconceptions of Control Flow Statements 2023

Interpreting Traces: Studying Misconceptions of Control Flow...

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

作者： Fomichev, Evgeny Berisheva, Elena Dvoryankin, Alexander Sychev, Oleg Volgograd State Tech Univ Volgograd Russia

ISBN: (纸本)9781450394338

Studying misconceptions, researchers often face a choice between getting insight into students' thinking (using free text interviews) and the number of processed answers (which affects the study's validity). In this poster, we propose a technique of analysis students' answers at free-text questions requiring interpreting program trace lines to study misconceptions of control flow statements. It allows labeling free-text answers for quantitative study and processing them more efficiently than during unstructured interviews while still getting free expressions of students' thoughts.

关键词： control flow statements misconceptions introductory programming

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Evaluating Neural Networks as a Method for Identifying Students in Need of Assistance 17

Evaluating Neural Networks as a Method for Identifying Stude...

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ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Castro-Wunsch, Karo Ahadi, Alireza Petersen, Andrew Univ Toronto Mississauga ON Canada Univ Technol Sydney NSW Australia

ISBN: (纸本)9781450346986

Course instructors need to be able to identify students in need of assistance as early in the course as possible. Recent work has suggested that machine learning approaches applied to snapshots of small programming exercises may be an effective solution to this problem. However, these results have been obtained using data from a single institution, and prior work using features extracted from student code has been highly sensitive to differences in context. This work provides two contributions: first, a partial reproduction of previously published results, but in a different context, and second, an exploration of the efficacy of neural networks in solving this problem. Our findings confirm the importance of two features (the number of steps required to solve a problem and the correctness of key problems), indicate that machine learning techniques are relatively stable across contexts (both across terms in a single course and across courses), and suggest that neural network based approaches are as effective as the best Bayesian and decision tree methods. Furthermore, neural networks can be tuned to be reliably pessimistic, so they may serve a complementary role in solving the problem of identifying students who need assistance.

关键词： introductory programming CS1 at-risk students source code snapshot analysis educational data mining learning analytics replication reproduction

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Final Year Students' Approaches to Implementing Complex Distributed Systems 19

Final Year Students' Approaches to Implementing Complex Dist...

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24th ACM Working Group Reports Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE-WGR)

作者： Szabo, Claudia Pointon, Michael Scott Univ Adelaide Adelaide SA Australia

ISBN: (纸本)9781450363013

Understanding how final year students build complex software systems is critical for determining whether desired graduate outcomes have been met, for identifying curriculum gaps, and for designing scaffolding and support structures. A large body of work focuses on the programming strategies employed by novice programmers, with few existing research in understanding programming strategies and development focus of final year students, in particular with respect to non-functional requirements. In this paper, we analyse consecutive revisions of 77 students across two cohorts that implemented a large and complex Distributed Systems assignment with several non-functional requirements. To obtain a qualitative overview of the students' approach to software development, we manually read and tagged all sourcefiles in all assignment revisions with specific development focus categories. Our analysis identifies how the students' development focus evolves throughout the assignment timeline. We visualise the software development process and identify several areas that require further support.

关键词： introductory programming novice programming error fixing compile behavior

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