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Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95

作者： Michael de Raadt Richard Watson Mark Toleman University of Southern Queensland Toowoomba Qld Australia

ISBN: (纸本)9781920682767

This paper describes how programming strategies were explicitly instructed and assessed in an introductory programming course and describes the impact of this curricular change. A description is given of how strategies were explicitly integrated into teaching materials and assessed in assignments and examinations. Comparisons are made between the outcomes of novices under the new curriculum and results of novices' learning under the previous implicit-only strategy curriculum, measured in an earlier study. This comparison shows improvement in novices' strategy application under the new curriculum.

关键词： curriculum introductory programming strategies

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Digital Badges for Motivating introductory Programmers: Qualitative Findings from Focus Groups 48

Digital Badges for Motivating Introductory Programmers: Qual...

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48th IEEE Frontiers in Education Conference (FIE)

作者： Facey-Shaw, Lisa Specht, Marcus Bartley-Bryan, Jeanette Univ Technol Sch Comp & Informat Technol Kingston Jamaica Open Univ Netherlands Res Ctr Learning Teaching & Technol Welten Inst Heerlens Netherlands Univ Technol Off Distance Learning Kingston Jamaica

ISBN: (纸本)9781538611746

This Research Full Paper presents the qualitative findings from a study that implemented digital badges in a university-level programming course. Motivation has been shown to play a key role in programming performance. Increasingly, gamification is being used to facilitate student learning of concepts and skills in programming. Our study examined the impact of digital badges on the intrinsic motivation levels of introductory programmers and the badge design features leading to motivational effects. We collected data over two academic sessions in 2015 using a badge system design implemented in the Moodle learning management platform. This paper focuses on the qualitative findings from three focus group sessions and personal interviews which explored student understanding of their badge experiences. Focus group results indicated that badges were positively received and motivating. Student recommendations included physical badges to highlight achievements, and competitive badges for added motivation. The results suggest that students' social interactions play a role in how badges are perceived. This study should be of interest to badge designers and educational stakeholders using or contemplating badge systems. In particular, it may be of significance to stakeholders involved in computing education as it seeks to contribute to ongoing research efforts in the introductory programming domain.

关键词： introductory programming digital badges badge design motivation qualitative

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Integrating Computing to STEM Curriculum via CodeBoard 16th

Integrating Computing to STEM Curriculum via CodeBoard

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16th International Conference on Computational Science and Its Applications (ICCSA)

作者： Chi, Hongmei Allen, Clement Jones, Edward Florida A&M Univ Dept Comp & Informat Sci Tallahassee FL 32307 USA

ISBN: (纸本)9783319420899

introductory programming has always suffered from low performance rates. These low performance rates are closely tied to high failure rates and low retention in introductory programming classes. The goal of this research is to develop models and instrumentation capable of giving insight into STEM student performance, learning patterns and behavior. This insight is expected to shed some light on low performance rates and also pave the way for formative measures to be taken. CodeBoard is a programming platform capable of managing and assesse student programming via using a functional test-driven approach. Instructors develop programming assignments along with corresponding test cases, which are then used as grading templates to evaluate student programs. The second phase of this research involves developing models for measuring and capturing events relevant to student performance over time. The preliminary results show that this CodeBoard is promising.

关键词： Cloud computing programming environments introductory programming Active learning

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Transforming learning of programming: a mentoring project 08

Transforming learning of programming: a mentoring project

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Proceedings of the tenth conference on Australasian computing education - Volume 78

作者： Daryl D'Souza Margaret Hamilton James Harland Peter Muir Charles Thevathayan Cecily Walker RMIT University Melbourne Victoria

ISBN: (纸本)9781920682590

programming is central to Computer Science and cognate disciplines, and poses early-learning challenges in problem-solving and coding. Since the recent past the School of Computer Science & Information Technology (RMIT University) has provided a student mentoring service to assist novice student programmers with their programming, indeed, to build up their confidence in programming. The service has received favourable feedback from students and, as an interesting aside, has had the added benefit of increasing mentors' confidence and improving mentors' communication skills. Mentors volunteer their services under a University leadership initiative, and are not paid to assist students. In light of such success, we secured a University action-research teaching and learning grant, to investigate aspects of the service delivered to date. While mentoring has been shown to be helpful for novice student programmers to learn and improve their programming, less recognised, but of equal importance, is the value to mentors through the skills and experience they gain. This paper reports early findings of a dual-purpose research investigation into the mentoring service. The research project seeks to discover ways to improve the mentoring service for novice student programmers, as well as to enhance a range of qualities in mentors.

关键词： mentoring action research introductory programming

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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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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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Workshop - Introducing and Teaching Smartphone Application Development

Workshop - Introducing and Teaching Smartphone Application D...

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41st Annual Frontiers in Education Conference (FIE)

作者： Mahmoud, Qusay H. Univ Guelph Ctr Mobile Educ & Res Guelph ON N1G 2W1 Canada

ISBN: (纸本)9781612844695

The diversity of mobile hardware and software platforms is one of the major challenges in developing applications for mobile devices such as smartphones. Mobile applications are developed on platform like MS Windows or Linux, and deployed on a totally different platform such as a BlackBerry smartphone. Integrating mobile devices into computing education can raise the level of excitement for students, and satisfaction with the curriculum [1]. This workshop will help participants understand the different technologies that can be used for mobile application development, and the opportunities and challenges in integrating mobile devices into the computing curricula. The workshop is of particular interest to Computer Science, Information Technology, and Engineering faculty interested in integrating smartphones and mobile application development into their courses.

关键词： introductory programming mobile applications smartphone application development mobile devices in computing education

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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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Introduction to Computational Thinking: A New High School Curriculum using CodeWorld 20

Introduction to Computational Thinking: A New High School Cu...

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

作者： Alegre, Fernando Underw, John Moreno, Juana Alegre, Mario Louisiana State Univ Gordon A Cain Ctr STEM Literacy Baton Rouge LA 70803 USA Louisiana State Univ Sch Educ Baton Rouge LA 70803 USA Louisiana State Univ Dept Phys & Astron Baton Rouge LA 70803 USA Louisiana State Univ Ctr Computat & Technol Baton Rouge LA 70803 USA Penn State Univ Dept Phys 104 Davey Lab University Pk PA 16802 USA

ISBN: (纸本)9781450367936

The Louisiana Department of Education partnered with the Gordon A. Cain Center at LSU to pilot a Computing High School Graduation Pathway. The first course in the pathway, Introduction to Computational Thinking (ICI), is designed to teach programming and reinforce mathematical practice skills of nine-grade students, with an emphasis on promoting higher order thinking. In 201718, about 200 students and five teachers participated in the pilot, in 2018-2019 the participation increased to 400 students, and in the current 2019-2020 year about 800 students in 11 schools are involved. After describing the course content and the teacher training, we briefly discuss the data we have collected in the last two years. The overall student reception of the course has been positive, but the course was categorized by most students as hard. The pre-post test content assessments show that students have learned not only the language, but also general principles of programming. Lessons learned during the pilot phase have motivated changes, such as emphasizing during Professional Development the need to provide timely feedback to students, provide detailed rubrics for the projects and reorganize the lessons to increase the initial engagement with the material. After two years of running pilots, the course is becoming student-centered, where most of the code and image samples provided in the lessons are based on code created by previous students.

关键词： computational thinking K-12 high school course introductory programming functional language Haskell CodeWorld professional development teacher training computer science education

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

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

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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

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