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检索条件"主题词=Introductory Programming"

共 410 条记录，以下是361-370 订阅

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Integrating programming into Physics and Algebra (Abstract Only) 15

Integrating Programming into Physics and Algebra (Abstract O...

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Proceedings of the 46th ACM Technical Symposium on Computer Science Education

作者： Eric A. Freudenthal Kien Lim Karla Carmona Catherine Tabor University of Texas at El Paso El Paso TX USA

ISBN: (纸本)9781450329668

We are infusing inquiry-driven programming activities into algebra and physics courses with the objective of strengthening disciplinary understandings and providing all students a meaningful first experience with *** majority of students who complete 9th grade algebra fail to connect its syntactic and graphical representations to concepts related to rate of change. These learning deficits contribute to the well documented failure of high school and college physics courses to effectively convey conceptual understandings of the relationships between force, acceleration, velocity and *** programming activities for algebra and physics classrooms focus student attention towards the principles underlying symbolic and graphical representations of slope. Implementations of these inherently multi-disciplinary activities within math, physics, and even computing classes have previously only been successful when instructors have broad content and pedagogical knowledge. For our most recent implementations within physics lab courses led by inexperienced TAs, instructional modules that introduce and explore the lab course's conventional kinematic experiments were developed.

关键词： physics education computer science education introductory programming mathematics education

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Toward Self-explanation Based Intelligent Tutoring System for Code Comprehension

Toward Self-explanation Based Intelligent Tutoring System fo...

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作者： Tamang, Lasang Jimba The University of Memphis

学位级别：Ph.D., Doctor of Philosophy

Studies have shown that 30–40% of students fail or drop out of the introductory programming course. Furthermore, enrollment in CS programs has lately shown a significant increase, making it difficult to provide personalized attention. In this context, the work in this dissertation is an effort toward developing Self-Explanation Based Intelligent Tutoring System (ITS) for Code Comprehension, which offers one-to-one tutoring to enhance learners’ source code comprehension ***-Explanation Based ITS uses self-explanation as a learning strategy. Although self-explanation has shown a positive effect in different science domains such as biology, and math, it has been studied minimally for code comprehension; it seeks further investigations. Likewise, it uses questions as hints to scaffold students to elicit the code explanation correctly. Currently, such questions are authored manually and thus costly. Therefore, this dissertation aims to examine the effectiveness of self-explanation for code comprehension and explore the approaches for automatically generating questions for code comprehension. We conducted two randomized trial experiments and developed two approaches for this *** first study investigated the effect of merely prompting to freely self-explain code. We found it helps to induce 31% learning gain. Then, the second study compares guided self-explanation with free self-explanation. The result shows that guided self-explanation outperformed by 29%, inducing students’ learning gain. Next, we developed two systems to generate questions using each sentence in code explanation automatically. Our evaluation shows that generated questions are linguistically well-formed, pedagogically sound, and indistinguishable from human-generated questions. Finally, we formed a CodeQG dataset specific for code comprehension and trained a transformer in the dataset to automatically generate questions using target concepts in code explanation. Our finding shows that the

关键词： Code comprehension Intelligent tutoring system introductory programming Program comprehension Question generation Self-explanation

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What Can the Reid List of First programming Languages Teach Us About Teaching CS1? 19

What Can the Reid List of First Programming Languages Teach ...

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Proceedings of the 50th ACM Technical Symposium on Computer Science Education

作者： Robert M. Siegfried Diane Liporace Katherine G. Herbert-Berger Adelphi University Garden City NY USA Montclair State University Upper Montclair NJ USA

ISBN: (纸本)9781450358903

The CS1 course is arguably the most important course offered in a Computer Science major; if students struggle in the course, they are likely to drop out of the major, and if certain key topics are covered, they may struggle in other courses later in their undergraduate program. For this reason, it is not surprising that the programming language used in a CS1 course as well as the teaching methodology is frequently a contentious subject. Richard Reid of Michigan State University kept a list of programming languages used in CS1 courses from the early 1990s until his retirement in 1999, and Reid's former student, Frances Van Scoy, continued compiling the List until 2006. Siegfried et al. updated the List in 2011 and 2015. The historical data shows the different languages (and in some cases, approaches) used by the schools reported on the Reid List. Additionally, in compiling the last two lists, there were trends spotted, with some feedback from faculty at the Reid List schools, stating the reasons for changes that they made as well as why they currently use and previously used the various languages.

关键词： objects early approach introductory programming programming languages

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Incorporating programming strategies explicitly into curricula 07

Incorporating programming strategies explicitly into curricu...

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Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88

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

ISBN: (纸本)9781920682699

An experiment was conducted to test a curriculum that explicitly incorporated programming strategies in lectures, written course materials, exercises and assessment. A control curriculum was also established to allow for comparison and isolation of effects. The two curricula were delivered to two groups of volunteer students who had no previous programming experience. The experimental group showed understanding and application of programming strategies, used the vocabulary plans in interviews and showed greater confidence in their solutions to problems. This suggested that explicit incorporation of programming strategies into an introductory programming curriculum has the potential to improve outcomes for novice programmers.

关键词： programming strategies curriculum introductory programming

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VAPE-3D: A 3D Visual Avatar-based programming Environment 22

VAPE-3D: A 3D Visual Avatar-based Programming Environment

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Proceedings of the 11th Computer Science Education Research Conference

作者： Wouter Brinksma Berber Bouma NHL Stenden University of Applied Sciences Netherlands

ISBN: (纸本)9781450397476

Visual programming Languages are a common vehicle to teach programming. Usually, these languages use two-dimensional blocks or diagrams to structure a program and some 3D versions have emerged as well. Often, the visualization of creating programs with these tools is different from executing them. We present the design and prototype of a 3D Visual Avatar-based programming Environment (VAPE-3D) in the form of a visual programming language with a syntonic Avatar as its central component, and a unified visualization to edit and execute a program.

关键词： Novice programmers. Visual programming introductory programming Computer science education Computer languages 3D programming environments

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Examining programming Projects to Improve Student Success: Learning to Code with Diversity 2023

Examining Programming Projects to Improve Student Success: L...

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Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2

作者： Ruth Lamprecht Mount St. Mary's University Emmitsburg MD USA

ISBN: (纸本)9781450394338

This lightning talk describes the beginning efforts to improve student success in introductory programming through an examination of projects, with a focus on improving diversity and inclusivity in the problems given. Some students struggle with completing tasks assigned in class. Often, the issue is they do not understand the programming concept that is required. However, sometimes it is a lack of understanding of the problem construct that prevents them from succeeding. To this end, we are reviewing the problems used in class assignments, removing as many roadblocks as possible. For example, one project asks students to create a program to play MadLibs. We have noticed that not all students know what this is, frequently because it is not a game played in their childhood culture. Thus, they struggle to understand the purpose of the game rather than focus on how to write the program. Since the goal of this project is to practice working with strings, the project directions can be modified to remove any mention of MadLibs. Similar modifications can be made with the goal of increased diversity. This can be done by including games from around the world, language exercises in non-English, or problems that highlight accessibility in technology. In addition to examining current assignments, we are also developing a survey to gather input from the students on what assignments were the hardest (and why). These efforts are ongoing; interested faculty and students are welcome to join our explorations and discussions.

关键词： inclusion accessibility assignments introductory programming diversity

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An Approach to Detect Abnormal Submissions for CodeWorkout Dataset 8

An Approach to Detect Abnormal Submissions for CodeWorkout D...

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8th Educational Data Mining in Computer Science Education Workshop, CSEDM 2024

作者： Hicks, Alex Shi, Yang Lekshmi-Narayanan, Arun-Balajiee Yan, Wei Marwan, Samiha Dept of Computer Science Virginia Tech Blacksburg VA Dept of Computer Science Utah State University Logan UT Intelligent Systems Program University of Pittsburgh Pittsburgh PA School of Informatics Computing and Cyber Systems North Arizona University Flagstaff AZ Dept. of Computer Science University of Virginia wCharlottesville VA

Students’ interactions while solving problems in learning environments (i.e. log data) are often used to support students’ learning. For example, researchers use log data to develop systems that can provide students with personalized problem recommendations based on their knowledge level. However, anomalies in the students’ log data, such as cheating to solve programming problems, could introduce a hidden bias in the log data. As a result, these systems may provide inaccurate problem recommendations, and therefore, defeat their purpose. Classical cheating detection methods, such as MOSS, can be used to detect code plagiarism. However, these methods cannot detect other abnormal events such as a student gaming a system with multiple attempts of similar solutions to a particular programming problem. This paper presents a preliminary study to analyze log data with anomalies. The goal of our work is to overcome the abnormal instances when modeling personalizable recommendations in programming learning environments. © 2024 Copyright for this paper by its authors.

关键词： CS1 Dataset Cleaning Dataset Standards Educational Data Mining introductory programming

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BlockPy Interactive Demo: Dual Text/Block Python programming Environment for Guided Practice and Data Science (Abstract Only) 17

BlockPy Interactive Demo: Dual Text/Block Python Programming...

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Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education

作者： Austin Cory Bart Dennis Kafura Virginia Tech Blacksburg VA USA

ISBN: (纸本)9781450346986

introductory non-major learners face the challenge of mastering programming fundamentals while remaining sufficiently motivated to engage with the computing discipline. In particular, multi-disciplinary students struggle to find relevance in traditional computing curricula that tend to either emphasize abstract concepts, focus on entertainment (e.g., game and animation design), or rely on decontextualized settings. To address these issues, this demo introduces BlockPy, a web-based environment for Python (https://***). The most powerful feature of BlockPy is a dual text/block view that beginners can freely move between, using advanced Mutual Language Translation techniques. The environment contextualizes introductory programming with data science by integrating real-world data including weather reports, classic book statistics, and historical crime data. A fusion of Blockly and Skulpt, the entire interface runs locally with no need for server sandboxing. BlockPy is also a platform for interactive, guided practice problems with automatic feedback that scaffolds learners. This demo will walk through the novel features of BlockPy's environment, including the instructor's perspective of creating new problems and how BlockPy can be embedded in modern LTI-compatible learning management systems. BlockPy is available online for free and is open-sourced on GitHub. This material is based on work supported by the NSF under Grants No. DGE-0822220, DUE-1444094, and DUE-1624320.

关键词： introductory programming LTI mutual language translation data science blocks scaffolding python intelligent tutoring web environments guided feedback

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Can We Use Swift as a First Language to Teach programming to Non-majors? 19

Can We Use Swift as a First Language to Teach Programming to...

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Proceedings of the 2019 ACM Conference on International Computing Education Research

作者： Taeko Ariga Doshisha Women's College of Liberal Arts Kyoto Japan

ISBN: (纸本)9781450361859

This study considers whether the Swift language can be used as a first language for teaching introductory programming. Our department targets the creation of digital contents and media studies. Students are concerned with both digital media contents and computer technology. Learning programming is important for our students to foster computational thinking and utilize programming for their study and creation. We conducted two courses to teach programming to beginners using Java and Swing. The poster presents the contents of both courses, results of examinations, and consideration of the results. Although our pilot study shows that Swift + Xcode may not be adequate for beginners, we would like to explore the feasibility of learning iOS development at the same time as basic programming concepts without the prerequisite of programming experience.

关键词： introductory programming swift programming for non-majors java

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Parsons Problems Usage within a MOOC Pedagogy 18

Parsons Problems Usage within a MOOC Pedagogy

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

作者： Garcia, Rita Falkner, Katrina Vivian, Rebecca Univ Adelaide Adelaide SA Australia

ISBN: (纸本)9781450351034

Parsons Problems is an effective introductory programming teaching tool that allows students to arrange code to form a functional program, reducing their cognitive load so they can focus on programming concepts. This demonstration shows how Parsons Problems can be used as a pedagogical strategy in a Massive Open Online Course (MOOC) for introductory programming. A MOOC is a learning platform, where compilers and IDEs have already been embedded for CS students to immerse themselves in a single learning environment. The Parsons Problems package, js-parsons, available at https://***/js-parsons/js-parsons has been successfully integrated into the University of Adelaide's edX's MOOC platform as a component that can potentially be made available for other edX platforms. The demonstration presents the educators' interface to add new questions and receive students' results, along with students' perspective, including subgoals. The demonstration prototypes new feedback models when students encounter Parsons Problems errors, opening discussion up to the audience for opinions and input. This demonstration is intended for anyone wanting to know how to use Parsons Problems within MOOCs as a pedagogical approach; those seeking to incorporate MOOCs into their coursework with focused exercises; and those wanting to contribute to future Parsons Problems enhancements. Laptops are recommended, since participants will have the hands-on opportunity to evaluate the package during the demonstration.

关键词： Parsons Problems MOOC introductory programming

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