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13th International Conference on Informatics in Schools - Situation, Evolution, and Perspectives (ISSEP)

作者： Siaulys, Tomas Vilnius Univ Inst Data Sci & Digital Technol Vilnius Lithuania

ISBN: (纸本)9783030632120;9783030632113

A large number of introductory programming environments for K-12 education have become widely used across theworld. One of themain ideas behind these environments is introducing basic programming concepts more effectively by incorporating different visualization strategies. There have been attempts to classify introductory programming tools, however, certain critical aspects have not yet been discussed within the existing classifications, especially those related to user engagement in the programming environment. In this paper we introduce an engagement taxonomy for introductory programming tools (ETIP) built on a concept of engagement taxonomy for software visualization and previous classifications of programming learning tools. The new taxonomy is then used to inclusively review introductory programming environments for secondary education used today with a focus on user engagement in a learning environment. Our review illustrates how majority of introductory programming tools do not fully explore the ways visualizations could help with tackling the problems of beginner programming comprehension. There is still a lack of knowledge about the importance of the level of engagement in visual introductory programming tools and the suggested taxonomy could be used for future research of computer science education.

关键词： introductory programming Software visualization Engagement taxonomy

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Getting By With Help From My Friends: Group Study in introductory programming Understood as Socially Shared Regulation 22

Getting By With Help From My Friends: Group Study in Introdu...

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18th Annual ACM Conference on International Computing Education Research (ICER)

作者： Prather, James Margulieux, Lauren Whalley, Jacqueline Denny, Paul Reeves, Brent N. Becker, Brett A. Singh, Paramvir Powell, Garrett Bosch, Nigel Abilene Christian Univ Abilene TX 79699 USA Georgia State Univ Atlanta GA 30303 USA Auckland Univ Technol Auckland New Zealand Univ Auckland Auckland New Zealand Univ Coll Dublin Dublin Ireland Univ Illinois Urbana IL 61801 USA

ISBN: (纸本)9781450391948

Background and Context. Metacognitive skills are important for all students learning to program and interest in applying pedagogical approaches in early programming courses that focus on metacognitive aspects is growing. However, most studies of such approaches are not rigorously based in theory, and when they are, almost always utilize foundational education and psychology theories from as far back as the 1970s. More recent theory is less tested, and not all relevant metacognitive theories have been explored in the computing education research literature. Objectives. We present the first use in a programming education context of a newer metacognitive theory that explicitly examines the differences between self-regulation, co-regulation, and socially shared regulation. Our research questions are: 1) How do students express their learning strategies, both when working alone and when working in groups, and how do these align with existing models of self-regulation and co-regulation? and 2) To what extent do written expressions of self-regulation, co-regulation, and socially shared regulation relate to student performance? Methods. Grounded in the above mentioned theory, we collected qualitative self-reflection and quantitative course performance data from nearly 1,000 students in an introductory programming course. We use these data to explore students' self-regulation habits when studying alone and their co-regulation habits when studying in groups. Findings. Our findings indicate that higher self-regulation correlates with higher performance, but higher co-regulation had the opposite effect. We explore these differences through a qualitative analysis of the self-reflection statements and identify co-regulation strategies to build upon existing models of self-regulation. Implications. We identify emergent themes in our data that align with those in recent literature in self-regulated learning in computing education and present the first set of co-regulation themes in

关键词： groups groupwork CS1 introductory programming programming education metacognition self-regulation co-regulation socially shared regulation studying study habits

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Mindstorms robots and the application of cognitive load theory in introductory programming

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COMPUTER SCIENCE EDUCATION 2013年第4期23卷 296-314页

作者： Mason, Raina Cooper, Graham Southern Cross Univ Southern Cross Business Sch Hogbin Dr Coffs Harbour NSW 2450 Australia

This paper reports on a series of introductory programming workshops, initially targeting female high school students, which utilised Lego Mindstorms robots. Cognitive load theory (CLT) was applied to the instructional design of the workshops, and a controlled experiment was also conducted investigating aspects of the interface. Results indicated that a truncated interface led to better learning by novice programmers as measured by test performance by participants, as well as enhanced shifts in self-efficacy and lowered perception of difficulty. There was also a transfer effect to another programming environment (Alice). It is argued that the results indicate that for novice programmers, the mere presence on-screen of additional (redundant) entities acts as a form of tacit distraction, thus impeding learning. The utility of CLT to analyse, design and deliver aspects of computer programming environments and instructional materials is discussed.

关键词： Mindstorms NXT cognitive load theory introductory programming instructional design robots

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Integrating Parallel Computing in introductory programming Classes: An Experience and Lessons Learned 1

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23rd International Conference on Parallel and Distributed Computing (Euro-Par)

作者： Ghafoor, Sheikh Brown, David W. Rogers, Mike Tennessee Technol Univ Dept Comp Sci Cookeville TN 38505 USA

ISBN: (数字)9783319751788

ISBN: (纸本)9783319751788;9783319751771

Parallel and distributed computing (PDC) has become ubiquitous to the extent that even common users depend on parallel programming. This points to the need for every programmer to understand how parallelism and distributed programming affect problem solving, teaching only traditional sequential programming is no longer sufficient. To address the rapidly widening gap between emerging highly-parallel computer architectures and the sequential programming approach taught in traditional CS/CE courses, the Computer Science Department at Tennessee Technological University has integrated PDC into their introductory programming course sequence. This paper presents our implementation efforts, experience and lessons learned, as well as preliminary evaluation results.

关键词： Parallel and distributed computing introductory programming Undergraduate education

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Benchmarking introductory programming Exams: Some Preliminary Results 16

Benchmarking Introductory Programming Exams: Some Preliminar...

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12th ACM Annual Conference on International Computing Education Research (ICER)

作者： Simon Sheard, Judy D'Souza, Daryl Klemperer, Peter Porter, Leo Sorva, Juha Stegeman, Martijn Zingaro, Daniel Univ Newcastle Callaghan NSW 2308 Australia Monash Univ Clayton Vic 3800 Australia RMIT Univ Melbourne Vic Australia Mt Holyoke Coll S Hadley MA 01075 USA Univ Calif San Diego San Diego CA 92103 USA Aalto Univ Espoo Finland Univ Amsterdam Open Univ Netherlands NL-1012 WX Amsterdam Netherlands Univ Toronto Mississauga Mississauga ON Canada

ISBN: (纸本)9781450344494

The programming education literature includes many observations that pass rates are low in introductory programming courses, but few or no comparisons of student performance across courses. This paper addresses that shortcoming. Having included a small set of identical questions in the final examinations of a number of introductory programming courses, we illustrate the use of these questions to examine the relative performance of the students both across multiple institutions and within some institutions. We also use the questions to quantify the size and overall difficulty of each exam. We find substantial differences across the courses, and venture some possible explanations of the differences. We conclude by explaining the potential benefits to instructors of using the same questions in their own exams.

关键词： assessment introductory programming cs1 examination benchmarking

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Pedagogical Content for Professors of introductory programming Courses 19

Pedagogical Content for Professors of Introductory Programmi...

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

作者： Bosse, Yorah Redmiles, David Gerosa, Marco A. Univ Sao Paulo Sao Paulo Brazil Univ Fed Mato Grosso do Sul Ponta Pora Brazil Univ Calif Irvine Irvine CA USA No Arizona Univ Flagstaff AZ 86011 USA

ISBN: (纸本)9781450363013

Teaching introductory programming requires knowledge of both content and pedagogy. Pedagogy includes understanding the typical difficulties students face as they learn, as well as recognizing didactic strategies professors can use to help students to overcome these difficulties. Our research aims to improve the pedagogical knowledge instructors have to teach introductory programming courses, especially those new in this area. We conducted 16 semi-structured interviews with instructors who teach introductory programming courses and collected diaries filled by 110 students during their studies. Qualitative analysis of this data revealed a set of difficulties students faced when learning programming basics and a set of didactic strategies professors use to mitigate them. The results were reviewed by senior instructors in order to confirm them and by junior instructors to verify the importance of this material from their perspective. The main contribution of our paper is a set of difficulties faced by students learning programming, a classification of the most harmful challenges, and the didactic strategies usually used to teach and avoid them. Thus, we provide the basis for the pedagogical content necessary to junior and senior professors planning introductory programming courses.

关键词： pedagogical content learning to program novice learners barriers to learning introductory programming strategies computational thinking

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Gender differences in an introductory programming course: New teaching approach, students' learning outcomes, and perceptions

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EDUCATION AND INFORMATION TECHNOLOGIES 2018年第6期23卷 2453-2475页

作者： Malik, Sohail Iqbal Coldwell-Neilson, Jo Buraimi Univ Coll Dept Informat Technol Al Buraimi Oman Deakin Univ Sch Informat Technol Geelong Vic Australia

This study reports on gender differences in an introductory programming (IP) course that uses a new teaching and learning approach based on the ADRI (Approach, Deployment, Result, Improvement) model. The teaching materials of the IP course were redesigned based on the new approach. The grades of the final exam were compared to determine the impact of the new teaching and learning approach on genders. A survey was conducted to collect students' feedback. The responses of the survey were compared for each question among genders and T-test and Mann-Whitney U test were used to analyse the data. The results show that female students performed better in the high achiever category and male students performed better in the medium and low achiever categories in the final exam. The survey responses indicated that male students were more satisfied than female students with the new teaching and learning approach. The four stages of the ADRI approach support students' cognitive gains and engagement. The students' retention was higher which supports students' affective engagement in the IP course. Overall, both the female and male students appreciate the ADRI approach in the IP course.

关键词： Gender difference introductory programming ADRI approach Students' learning outcomes

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Fifteen Years of introductory programming in Schools: A Global Overview of K-12 Initiatives 19

Fifteen Years of Introductory Programming in Schools: A Glob...

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19th Koli Calling Conference on Computing Education Research (Koli Calling)

作者： Szabo, Claudia Sheard, Judy Luxton-Reilly, Andrew Simon Becker, Brett A. Ott, Linda Univ Adelaide Adelaide SA Australia Monash Univ Clayton Vic Australia Univ Auckland Auckland New Zealand Univ Newcastle Callaghan NSW Australia Univ Coll Dublin Dublin Ireland Michigan Technol Univ Houghton MI 49931 USA

ISBN: (纸本)9781450377157

Computing education and outreach in the K-12 school sector have shown significant growth over recent decades, resulting in a large body of literature focused on the teaching and learning of computing. Despite this extensive literature, we are not aware of global overviews on teaching and learning programming as opposed to computing or computational thinking in K-12. We conducted a systematic review of the literature on introductory programming from 2003 to 2017. In this paper we review the papers that were set in the K-12 context with the aim of exploring developments that have been made in teaching introductory K-12 programming during this period. These include new programming languages, tools, teaching methods, and outreach programs. The impetus for these innovations was often a desire to provide interesting and engaging learning experiences and to ensure an appropriate level of instruction for a particular age group. Many initiatives were driven by changes to national curricula to mandate the teaching of programming. We find that there is a need for long-term studies to identify the most effective pedagogical approaches. We also identify a major need faced by many countries for training and resources to support teachers through the curriculum changes.

关键词： K12 K-12 introductory programming novice programming systematic literature review review school

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Exploring Diversity in introductory programming Classes: An Experience Report 44

Exploring Diversity in Introductory Programming Classes: An ...

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ACM/IEEE 44th International Conference on Software Engineering - Software Engineering Education and Training (ICSE-SEET)

作者： Groher, Iris Vierhauser, Michael Sabitzer, Barbara Kuka, Lisa Hofer, Alexander Muster, David Johannes Kepler Univ Linz Linz Austria Linz Sch Educ Linz Austria

ISBN: (纸本)9781665495929

Digitization is becoming part of almost everyone's life, ranging from smartphones and tablets, smart devices automatically collecting information, to tools and scripting languages that are widely available and easy to use. This has recently been reflected in various university curricula, where courses such as computational thinking, and basic programming classes are now included in a broader range of (non-computer-science) programs. However, these programs often face challenges in such courses due to their diverse student body, with students often lacking profound digital competencies and technical background. While gender diversity aspects have been broadly studied in the past, other diversity dimensions such as ethnicity, age, or educational background have largely been neglected thus far. In this paper, we report on our experiences in teaching an introductory programming course to first-year Business Informatics bachelor students. After undergoing fundamental changes in our teaching concepts and the provided learning material, we explore what diversity factors play an important role when teaching programming to non-computer science students, and how diversity is perceived by lecturers and tutors. Our analysis confirms that a collaborative teaching concept positively supports female students and students with language barriers.

关键词： introductory programming Diversity Dimensions

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Pass Rates in introductory programming and in other STEM Disciplines 19

Pass Rates in Introductory Programming and in other STEM Dis...

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

作者： Simon Luxton-Reilly, Andrew Ajanovski, Vangel V. Fouh, Eric Gonsalvez, Christabel Leinonen, Juho Parkinson, Jack Poole, Matthew Thota, Neena Univ Newcastle Callaghan NSW Australia Univ Auckland Auckland New Zealand Ss Cyril & Methodius Univ Skopje North Macedonia Univ Penn Philadelphia PA 19104 USA Monash Univ Clayton Vic Australia Univ Helsinki Helsinki Finland Univ Glasgow Glasgow Lanark Scotland Univ Portsmouth Portsmouth Hants England Univ Massachusetts Amherst Amherst MA USA

ISBN: (纸本)9781450375672

Vast numbers of publications in computing education begin with the premise that programming is hard to learn and hard to teach. Many papers note that failure rates in computing courses, and particularly in introductory programming courses, are higher than their institutions would like. Two distinct research projects in 2007 and 2014 concluded that average success rates in introductory programming courses world-wide were in the region of 67%, and a recent replication of the first project found an average pass rate of about 72%. The authors of those studies concluded that there was little evidence that failure rates in introductory programming were concerningly high. However, there is no absolute scale by which pass or failure rates are measured, so whether a failure rate is concerningly high will depend on what that rate is compared against. As computing is typically considered to be a STEM subject, this paper considers how pass rates for introductory programming courses compare with those for other introductory STEM courses. A comparison of this sort could prove useful in demonstrating whether the pass rates are comparatively low, and if so, how widespread such findings are. This paper is the report of an ITiCSE working group that gathered information on pass rates from several institutions to determine whether prior results can be confirmed, and conducted a detailed comparison of pass rates in introductory programming courses with pass rates in introductory courses in other STEM disciplines. The group found that pass rates in introductory programming courses appear to average about 75%;that there is some evidence that they sit at the low end of the range of pass rates in introductory STEM courses;and that pass rates both in introductory programming and in other introductory STEM courses appear to have remained fairly stable over the past five years. All of these findings must be regarded with some caution, for reasons that are explained in the paper. Despite the la

关键词： ITiCSE working group CS1 introductory programming pass rate failure rate STEM disciplines

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