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48th Annual Conference of the Southern-African-Computer-Lecturers'-Association (SACLA)

作者： Kabaso, Sonny Ade-Ibijola, Abejide Univ Johannesburg Dept Appl Informat Syst Johannesburg South Africa

ISBN: (纸本)9783030356293;9783030356286

Social Media have been recognised as supportive tools in education for creating benefits that supplement students' collaboration, class interactions, as well as communication between instructors and students. Active informal interaction and feedback between instructors and students outside class belong to the main reasons behind social media pedagogy. Despite the prevalence of traditional email methods of providing feedback to students, the literature shows that they do not check their emails as frequently as they check their social media accounts. In this paper we present the automatic generation of feedback messages and tweets with context-free grammars (CFG). Our system takes a class list of students and their mark sheets and automatically composes Twitter tweets concerning statistical 'fun facts' about programming problems, exercises, class performances, as well as private messages about individual student performances. A survey with 116 participating students showed that the majority of them would like to receive such notifications on social media rather than emails. Lecturers found our system promising, too.

关键词： introductory programming Social media Tweet synthesis Context-free grammar Procedural generation

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SplashKit: A Development Framework for Motivating and Engaging Students in introductory programming

SplashKit: A Development Framework for Motivating and Engagi...

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IEEE International Conference on Teaching, Assessment, and Learning for Engineering (IEEE TALE) - Engineering Next-Generation Learning

作者： Renzella, Jake Cummaudo, Alex Cain, Andrew Grundy, John Meyers, Jonathon Deakin Univ Sch Informat Technol Geelong Vic Australia Deakin Univ Appl Artificial Intelligence Inst Geelong Vic Australia Monash Univ Fac Informat Technol Clayton Vic Australia

ISBN: (纸本)9781538665220

Learning to program is known to be challenging for many students. Upon entry, students often have poor perceptions of their capabilities with some anxiety around the challenges they expect to face in learning to code. Lowering the barriers to entry will help ease students into programming and enable a broader range of student to continue programming. SplashKit is an educationally focused development framework designed to aid the teaching of programming by empowering students to create interesting and dynamic programs from their first programming tasks. This paper explores how SplashKit can be used in tertiary education to underpin a range of introductory programming approaches.

关键词： programming framework programming education introductory programming motivating programming students

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Emerging from the pandemic: instructor reflections and students' perceptions on an introductory programming course in blended learning

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EDUCATION AND INFORMATION TECHNOLOGIES 2023年第5期28卷 5673-5695页

作者： Srivatanakul, Thitima CUNY York Coll 94-20 Guy R Brewer Blvd Jamaica NY 11451 USA

Teaching an introductory programming course to first-year students has long been a challenge for many college instructors. The COVID-19 pandemic, which caused unprecedented shifts in learning modality across the globe, has worsened the learning experience of novice programmers. Instructors have to find innovative ways to keep students engaged and learning. Blended or hybrid learning has become a new preferred way of learning during the COVID-19 pandemic. Blended learning is viewed as a combination of both in-person and online instructions. Such a learning environment offers instructors the flexibility to provide learners with an engaging face-to-face learning experience while promoting the well-being and safety of students. Starting Fall 2020, York College (and other CUNY colleges) has since offered several courses in hybrid mode. Two years have passed since the abrupt transition. There were several lessons learned from the experiences. In this paper, I discussed evidence-based pedagogical approaches that were used to teach students in an introductory computer programming class at York College, CUNY, where blended learning was used. Student perceptions of learning experience and obtaining coding skills in both online and in-person environments are also presented. The findings from the survey suggested that students benefited from face-to-face interactions and feedback, while those who preferred an online environment liked the flexibility that online components offer. Through careful design and implementation of pedagogical approaches used in the class, novice programmers could potentially benefit from both face-to-face and online components of blended learning.

关键词： introductory programming Blended learning Hybrid mode COVID-19 Student perceptions

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Effects of peer tutoring, attitude and personality on academic performance of first year introductory programming students

Effects of peer tutoring, attitude and personality on academ...

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36th Annual Frontiers in Education (FIE 2006)

作者： Golding, Paul Facey-Shaw, Lisa Tennant, Vanesa Tech Univ Sch Comp & Informat Technol 237 Old Hope Rd Kingston 6 Jamaica

ISBN: (纸本)9781424402564

programming is the core of any computer science degree. Failure to grasp programming concepts such as logical reasoning and problem solving skills will have a negative impact on student's academic performance. A preliminary research was carried out at the University of Technology, Jamaica amongst first year computing students to ascertain factors that affect poor performance in introductory programming course. The study sought to examine the effect of peer tutoring, and attitude on academic performance. A control and experimental group was established, and an instrument was administered to measure students' attitude to programming along with the use of pre and post test scores. The study suggested that peer tutoring had a positive effect on students' attitude, namely, personal confidence, and academic performance. Further investigations were carried with a similar methodology and personality was explored as an additional factor affecting, academic performance. Both studies revealed that personal confidence in learning programming contributed more significantly than the usefulness of programming, and the perception of teacher motivation. The statistical analysis revealed no significant influence of personality types on academic performance, which suggests that it does not play an important role.

关键词： academic performance attitude to programming introductory programming peer tutoring personality

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How to Learn a New Language: A Novel introductory programming Course 23

How to Learn a New Language: A Novel Introductory Programmin...

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7th Conference on Computing Education Practice (CEP)

作者： Barr, Matthew Univ Glasgow Glasgow Lanark Scotland

ISBN: (纸本)9781450398213

How to Learn a New Language' is an introductory programming course, delivered during the first semester of a work-based Software Engineering degree programme, or apprenticeship. Students are introduced to foundational programming concepts, up to and including object-oriented principles. The course takes a language agnostic approach, using examples from a range programming languages and highlighting the underlying similarities and key differences between them. The course is also designed to expose students to existing codebases from the outset, rather than focusing on writing small programs from scratch. The aim is to create adaptable Software Engineering graduates, capable of mastering whatever technologies they encounter in the workplace. As such, the course helps address concerns that graduates lack important employability skills, such as adaptability, and significant emphasis is placed on working in teams. The course has received positive feedback from students, preparing them to succeed both at university and in the workplace.

关键词： introductory programming education work-based learning apprenticeships adaptability

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"It Depends on Whether or Not I'm Lucky": How Students in an introductory programming Course Discover, Select, and Assess the Utility of Web-Based Resources 22

"It Depends on Whether or Not I'm Lucky": How Students in an...

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27th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Wong-Aitken, David Cukierman, Diana Chilana, Parmit K. Simon Fraser Univ Burnaby BC Canada

ISBN: (纸本)9781450392013

University-level introductory programming courses (e.g., CS1) offer a structured and formal approach for learning programming where instructors design their own curriculum and materials to help students learn difficult concepts. But, there are a myriad of free resources increasingly available online for learning programming that university students can easily access at their fingertips. In this paper, we investigate to what extent students in CS1 make use of resources curated by their instructor vs. online resources that they locate on their own. We conducted surveys and interviews in two consecutive CS1-equivalent classes at a large North-American university and explored how students made selections and assessed the relevance and utility of web-based resources. We observed that students had a strong desire for quick answers and looked for 'exact' matches for their queries in forums rather than consulting videos or other resources that provide higher level explanations more suitable for novices. However, given that these students had a limited vocabulary related to CS1 topics, they struggled in locating the desired information and relied on shallow trial-and-error processes without a clear strategy or self-reflection. Interestingly, despite the lack of perceived success, students still considered their pursuit of online resources as more convenient and less costly than asking for help. Our main contribution is in presenting insights about CS1 students' motivations and behaviours in using web-based resources on their own. We reflect on these findings by drawing upon theories from learning sciences and information sciences.

关键词： learning strategies online resources introductory programming

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Improvements in introductory programming Course: Action Research Insights and Outcomes

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SYSTEMIC PRACTICE AND ACTION RESEARCH 2018年第6期31卷 637-656页

作者： Malik, Sohail Iqbal Buraimi Univ Coll Dept Informat Technol Al Buraimi Oman

programming is a rewarding and yet demanding field in the ICT labormarket, but it is considered a challenging and difficult area of learning for significant numbers of novice programmers. As a result, high attrition rates from introductory programming (IP) courses are reported despite extensive research which attempts to address the issue. In this research, an action research methodology was used with three cycles to investigate and improve the teaching and learning process of the IP course. There were nine activities performed during the span of these three cycles. All three entities of the didactic triangle (student, instructor, and content) together with learning context were incorporated into the research design to understand the problem better and execute the proposed solution. The result shows that three cycles of the action research methodology helps in understanding and improving the students learning outcomes in the IP course. Moreover, the attrition rate was also reduced in the IP course.

关键词： Action research introductory programming Attrition rate Novice programmers

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Study Major, Gender, and Confidence Gap: Effects on Experience, Performance, and Self-Efficacy in introductory programming

Study Major, Gender, and Confidence Gap: Effects on Experien...

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IEEE Frontiers in Education Conference (FIE)

作者： Pirttinen, Nea Hellas, Arto Haaranen, Lassi Duran, Rodrigo Univ Helsinki Helsinki Finland Aalto Univ Espoo Finland

ISBN: (纸本)9781728189611

Full research paper-The term Confidence Gap refers to the phenomenon of men being more confident in their ability to succeed in their studies and elsewhere. It is an acknowledged phenomenon both in Computer Science as well as STEM subjects at large, likely influencing students' career path choices and selection of study major. In this work, we analyze data from multiple introductory programming courses. We do this by looking at the interaction of (1) students' performance measured in terms of completed assignments, (2) self-reported confidence in the ability to succeed in the programming course, (3) major, and (4) gender. Aligned with prior research, we observe the existence of the Confidence Gap. At the same time, men and women who chose Computer Science as their major are more confident in their ability to succeed in their first programming course than their counterparts in other subjects.

关键词： introductory programming CS1 gender persistence self-efficacy confidence interest performance

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Factors Influencing Student Learning in Portfolio Assessed introductory programming

Factors Influencing Student Learning in Portfolio Assessed I...

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International Conference on Teaching, Assessment and Learning (TALE)

作者： Cain, Andrew Swinburne Univ Technol Dept Comp Sci & Software Engn Hawthorn Vic Australia

ISBN: (纸本)9781479976720

Constructive alignment combines constructive learning theories with aligned curriculum to promote deep learning. Using an action research methodology, this work reflects upon twelve iterations, over 6-years, of a project that aimed to implement constructive alignment using portfolio assessment for teaching introductory programming. Student results and staff reflections are used to highlight factors and principles that influenced the teaching and learning environment created. The paper advocates for the use of pragmatic constructive learning theories, aligned curriculum, formative feedback, and a positive view of student motivation. These insights can be used to help guide the development of student-centered teaching and learning environments.

关键词： introductory programming portfolio assessment constructive alignment

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Using an automated assessment tool to explore difficulties of middle school students in introductory programming

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JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION 2022年第3期54卷 375-391页

作者： Qian, Yizhou Lehman, James Jiangnan Univ Educ Technol Wuxi Jiangsu Peoples R China Purdue Univ Learning Design & Technol W Lafayette IN 47907 USA

This study investigated common student errors and underlying difficulties of two groups of Chinese middle school students in an introductory Python programming course using data in the automated assessment tool (AAT) Mulberry. One group of students was from a typical middle school while the other group was from a high-ability middle school. By analyzing 8030 erroneous student programs, we identified 12 common errors of the two groups. Further analysis indicated that the two groups had similarities and differences in the difficulties of learning to program. Our findings suggest that using AATs can effectively help teachers understand student difficulties in introductory programming.

关键词： introductory programming automated assessment tools difficulties common errors

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