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Proceedings of the 47th ACM Technical Symposium on Computing Science Education

作者： Katie M. Davis Zoë Wood John Wilcox California Polytechnic State University- San Luis Obispo San Luis Obispo CA USA Peabody Charter School Santa Barbara CA USA

ISBN: (纸本)9781450336857

Integrating programming and computer science into the K-12 curriculum is of national importance. This poster reports on our experience creating an eighteen-week lab curriculum for fifth grade students. Using Processing, an open source programming language and IDE that is built on the Java programming language, we developed and taught eighteen separate lab components introducing basic coding concepts appropriate for fifth grade. These lab modules were developed by a team consisting of a fifth grade teacher, a computer science master's student, and a computer science professor. The labs were taught to over 100 fifth grade students in the 2014-15 academic school year at a public school, Peabody Charter School. All coding labs produced visual output, either static scenes or animations. Topics included basic syntax with a large focus on two dimensional spatial reasoning, but also included three different modules focused on concepts from the fifth grade science curriculum. All curriculum is available at http://***/~zwood/Outreach/PCS/***. This poster breaks down the basic lab components developed and presents challenges and positive outcomes. In general, students enjoyed the exercises; the teacher observed that all students were eager to complete the labs. Prior to this experience the teacher had no programming knowledge and learned alongside the students each week. He continues to teach the Processing modules in the fifth grade for the 2015-16 school year.

关键词： k-12 education computer science education introductory programming

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Mapping Alice Curriculum to Standards: A BOF for the Alice Community (Abstract Only) 17

Mapping Alice Curriculum to Standards: A BOF for the Alice C...

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

作者： Donald Slater Eric Brown Wanda Dann Carnegie Mellon University Pittsburgh PA USA

ISBN: (纸本)9781450346986

This session is for anyone currently using Alice 2 and/or Alice 3, or those exploring the possibility of using Alice in their curriculum. The discussion leaders and attendees will share teaching strategies, tips, and techniques with each other and those new to Alice. This is an opportunity to share assignments and pointers to web sites to access instructional materials, such as syllabi, student projects, exams, and other resources. There will be a special emphasis on mapping Alice curriculum and instructional materials to CSTA, CSP, *** and ACM curriculum standards and guidelines for a wide range of age/grade levels. The team will also share feedback from the Beta users of the new textbook and CS Principles Course.

关键词： Alice introductory programming standards cs principles

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A special learning environment for repeat students 99

A special learning environment for repeat students

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Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education

作者： Judy Sheard Dianne Hagan School of Computer Science and Software Engineering Monash University Australia

ISBN: (纸本)9781581130874

In 1997, surveys of a group of introductory programming students, in a class with a predominance of repeat students (i.e., students who had previously failed the subject), provided an opportunity to establish a profile of the weakest students. These students were the "alienated" ones who had not wanted to do this course in the first place, had little motivation to learn programming, and were characterised by poor class attendance and low work output. In 1998 a new learning environment, tailored to these students' special needs, was implemented to encourage them to achieve success. Improvement was observed in many aspects of the learning behaviour of these students.

关键词： learning environment introductory programming failing students student learning behaviour

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Student created cheat-sheets in examinations: impact on student outcomes 12

Student created cheat-sheets in examinations: impact on stud...

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Proceedings of the Fourteenth Australasian Computing Education Conference - Volume 123

作者： Michael de Raadt Moodle

ISBN: (纸本)9781921770043

Examinations have traditionally been classified as "open-book" or "closed-book" in relation to the freedom for students to bring resources into examinations. Open-book examinations can have benefits, such as reduced anxiety, de-emphasis of memorisation and reduced cheating. But open-book examinations can also have disadvantages such as reduced preparation and the need for time during examinations to look up facts. An emerging alternative allows students to bring a 'cheat-sheet' of hand-written notes. This form of examination has the potential to offer many of the benefits of an open-book examination while overcoming some of its failings. There has been little evidence showing that cheat-sheets can have an impact, and what exists is contradictory. This study reveals that students who create and use cheat-sheets performed better, on average, in an introductory programming examination. Certain features of cheat-sheets were found to be related to superior performance, which may relate to student understanding.

关键词： cheat-sheet open-book examination introductory programming computing education

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Targeted example generation for compilation errors 19

Targeted example generation for compilation errors

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Proceedings of the 34th IEEE/ACM International Conference on Automated Software Engineering

作者： Umair Z. Ahmed Renuka Sindhgatta Nisheeth Srivastava Amey Karkare IIT Kanpur Queensland University of Technology

ISBN: (纸本)9781728125084

We present TEGCER, an automated feedback tool for novice programmers. TEGCER uses supervised classification to match compilation errors in new code submissions with relevant pre-existing errors, submitted by other students before. The dense neural network used to perform this classification task is trained on 15000+ error-repair code examples. The proposed model yields a test set classification [email protected] accuracy of 97.7% across 212 error category labels. Using this model as its base, TEGCER presents students with the closest relevant examples of solutions for their specific error on demand. A large scale (N > 230) usability study shows that students who use TEGCER are able to resolve errors more than 25% faster on average than students being assisted by human tutors.

关键词： neural networks introductory programming example generation intelligent tutoring systems compilation error

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Social Media, Ethics, and Automation: Introducing a Free Interactive Online Textbook 2024

Social Media, Ethics, and Automation: Introducing a Free Int...

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Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 2

作者： Kyle Thayer Susan Notess University of Washington Seattle USA Durham University Durham United Kingdom

ISBN: (纸本)9798400704246

Computer Science educators have made recent efforts to incorporate ethics into their introductory programming classes, as well as offer new programming classes that intersect with other fields (CS+X or X+CS) to attract new and diverse groups of students. We contribute to these efforts with a free interactive online textbook which teaches intro programming in an interdisciplinary way: Social Media, Ethics, and Automation (https://***/book/). The interdisciplinary content of our textbook is primarily organized around social media topics, with interactive programming learning and activities (e.g., modifying bots) used to explore those social media topics. This follows an X+CS integration since CS is used to support the other topic (social media), rather than vice-versa (traditional CS+X). Ethics are incorporated throughout, starting with a diverse set of ethical frameworks, and including ethical reflections with each activity. In this demo, we will explain our pedagogical goals and strategies and then show the features and interactivity of this online textbook.

关键词： bots cs + x cs1 ethics introductory programming social media

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You can learn well regardless of your motivation type - Evidence from a virtual learning environment☆

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LEARNING AND MOTIVATION 2024年 88卷

作者： Pesonen, Hannu Leikas, Sointu Malmi, Lauri Aalto Univ CS Dept Tietotekniikan laitosPOB 15400 FI-00076 Aalto Finland Univ Helsinki Helsinki Inst Social Sci & Humanities HSSH Dept Educ PO 4 Fabianinkatu 24 Helsinki 00014 Finland

Autonomy continuum hypothesis in self-determination theory (SDT) has received convincing support in correlational studies. Further, autonomous motivation types have typically been discovered to be positively related to academic performance. On the other hand, research shows that the relationship between controlled types of motivation and academic performance varies and is not always negative. One explanation for that variation is 'area-specificity'. Therefore, investigating the different motivation types in previously unexamined fields of study in SDT research has been called out. In this paper, we report on our research on during-the-coursemotivation in a semester-long introductory programming course. Due to the cumulative nature of the topic, learning programming is known to be inherently challenging. programming courses often employ abundant skill practising under tight deadlines. The course in this research offers students automated feedback on their programming assignments, to help them identify possible gaps in their skills. However, in previous SDT research, both deadlines and feedback have been found to carry risks for intrinsic motivation. We examined the continuum hypothesis through correlation and person-centered analysis, which has been used considerably less than variablecentered studies in SDT research. Our results indicate that latent profiles with autonomous types of motivation were much more common than ones with controlled motivation types. However, both students with profiles high on autonomous and ones high on controlled (and low on autonomous) motivations succeeded well on the course. Hence, our study supports previous evidence: controlled motivation or low intrinsic motivation need not be detrimental for academic performance.

关键词： Self-determination theory Autonomy continuum Intrinsic motivation introductory programming

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Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK

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Journal on Educational Resources in Computing 2005年第3期5卷 6–es页

作者： Peter Brusilovsky Sergey Sosnovsky University of Pittsburgh PA

Individualized exercises are a promising feature in promoting modern e-learning. The focus of this article is on the QuizPACK system, which is able to generate parameterized exercises for the C language and automatically evaluate the correctness of student answers. We introduce QuizPACK and present the results of its comprehensive classroom evaluation during four consecutive semesters. Our studies demonstrate that when QuizPACK is used for out-of-class self-assessment, it is an exceptional learning tool. The students' work with QuizPACK significantly improved their knowledge of semantics and positively affected higher-level knowledge and skills. The students themselves praised the system highly as a learning tool. We also demonstrated that the use of the system in self-assessment mode can be significantly increased by basing later classroom paper-and-pencil quizzes on QuizPACK questions, motivating students to practice them more.

关键词： E-learning assessment classroom study code execution individualized exercises introductory programming parameterized questions

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An Online Tool to Give First-year programming Students Pre-assessment Feedback

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Innovation in Teaching and Learning in Information and Computer Sciences 2009年第2期8卷

作者： Dr T Esendal M Dean School of Computing De Montfort University LeicesterLE1 9BH the@dmu.ac.uk School of Computing De Montfort University LeicesterLE1 9BH mjdean@dmu.ac.uk

A code analysis and feedback tool for use by first-year HND computing students is introduced. The aim is to help improve the students’ ability for self-directed learning, via the mechanism of evaluating the code they have written. As the tool is online, students can use it anytime, any number of times, without over-burdening the tutor. The tool works by extracting various metrics from the code and informing the student of the outcome with a detailed report. It is written in ***, supported by *** and ***. Ease of use and functional flexibility are part of the design guidelines. The work is in progress but initial findings are encouraging.

关键词： Computing Education introductory programming Automated Feedback Computer-Assisted Code Evaluation Computer-Aided Assessment Software Metrics

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Assessing Process and Product

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Innovation in Teaching and Learning in Information and Computer Sciences 2007年第4期6卷

作者： Jens Bennedsen Michael E. Caspersen IT University West Fuglsangs Allé 20 DK- 8210 Aarhus V Denmark jbb@it-vest.dk Department of Computer Science University of Aarhus DK-8200 Aarhus N Denmark mec@daimi.au.dk

The final assessment of a course must reflect its goals and contents. An important goal of our introductory programming course is that the students learn a systematic approach for the development of computer programs. Having the programming process a as learning objective naturally raises the question how to include this in assessments. Traditional assessments (e.g. oral, written, or multiple choice) are unsuitable to test the programming *** describe and evaluate a practical lab examination that assesses the students’ programming process as well as the developed programs. The evaluation is performed in three ways: by analyzing the results of four lab examinations (with more than 1100 students), by semi-structured individual interviews with representatives of the involved persons (students, teaching assistants (TAs), lecturer, and examiner) and by an experiment to evaluate the impact of the assignment text on the programming *** result of the evaluation is encouraging and indicates the value of alignment and strong conformity between goal, content and assessment of the introductory programming course.

关键词： introductory programming teaching programming practical lab examination

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