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CHI conference on Human Factors in Computing Systems (CHI)

作者： Kazemitabaar, Majeed Chow, Justin Ma, Carl Ka To Ericson, Barbara J. Weintrop, David Grossman, Tovi Univ Toronto Dept Comp Sci Toronto ON Canada Univ Michigan Sch Informat Ann Arbor MI USA Univ Maryland Coll Educ College Pk MD USA

ISBN: (纸本)9781450394215

AI code generators like OpenAI Codex have the potential to assist novice programmers by generating code from natural language descriptions, however, over-reliance might negatively impact learning and retention. To explore the implications that AI code generators have on introductory programming, we conducted a controlled experiment with 69 novices (ages 10-17). Learners worked on 45 Python code-authoring tasks, for which half of the learners had access to Codex, each followed by a code-modification task. Our results show that using Codex significantly increased code-authoring performance (1.15x increased completion rate and 1.8x higher scores) while not decreasing performance on manual code-modifcation tasks. Additionally, learners with access to Codex during the training phase performed slightly better on the evaluation post-tests conducted one week later, although this difference did not reach statistical significance. Of interest, learners with higher Scratch pre-test scores performed significantly better on retention post-tests, if they had prior access to Codex.

关键词： Large Language Models AI Coding Assistants AI-Assisted Pair-programming OpenAI Codex GPT-3 ChatGPT Copilot introductory programming K-12 Computer Science Education

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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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K-6 introductory programming: Why Early Years Learning through Play Matters 19

K-6 Introductory Programming: Why Early Years Learning throu...

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15th ACM Annual International Computing Education Research (ICER) Conference

作者： Cole, Elizabeth Univ Glasgow Glasgow Lanark Scotland

ISBN: (纸本)9781450361859

Play-based learning improves the health of young children under the age of eight. It is essential for a child's physical, social, emotional well-being and cognitive development. Screen time and digital devices, on the other hand, remain a contentious issue at this critical period of rapid brain development. With this in mind, the increase of computing education curricula calls for cognitively appropriate pedagogy at this age and stage of a child's formal education. This thesis explores the early play experiences of one hundred young children participating in an introductory programming course. Survey data on participants early play experiences and socio-economic status (SES) was gathered and analysed in relation to their progress on the course. The lessons, delivered by non-specialist class teachers immerse children in the core concepts of computing science. Next children learn about the tools that apply the core concepts before creating solutions. Emerging findings show no relationship between participants SES status and progress. However, early play experiences do matter because the cognitive demands of block programming environments are similar to those developed through play for early literacy.

关键词： k-6 introductory programming child development theories play health

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Impact of a Free Textbook on an introductory programming Course 9

Impact of a Free Textbook on an Introductory Programming Cou...

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9th IEEE Integrated STEM Education Conference (ISEC)

作者： Im, Tacksoo Park, Hyesung Jin, Wei Price, Richard Dekhane, Sonal Lutz, Robert Abu-Halaweh, Na'el Georgia Gwinnett Coll 1000 Univ Ctr Lane Lawrenceville NJ USA

ISBN: (纸本)9781728175201

Rising textbook costs has made students reluctant to purchase them. According to the review of Bureau of Labor Statistics (BLS) data, textbook prices has risen 88% since 2006 and the rate of its increase has been greater than tuition. Even parents do not have the ability to pay for the textbook for years. The high cost of textbooks has led many students to forego the purchase of textbooks and has led to underachievement in many cases. Anecdotally, the authors have determined that many students are not purchasing the textbook for a programming fundamentals course. In this paper, we present our findings in implementing a free textbook and its impact on students.

关键词： free textbook introductory programming

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Enhancing the Student Engagement in an introductory programming: A Holistic Approach in Improving the Student Grade in the Informatics Department of the University of Surabaya 4

Enhancing the Student Engagement in an Introductory Programm...

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4th International Conference on Soft Computing, Intelligent System and Information Technology (ICSIIT)

作者： Hartanto, Budi Univ Surabaya Informat Engn Surabaya Indonesia

ISBN: (纸本)9783662467428;9783662467411

Student engagement has long been known can increase the student performance. However bring this concept to practice may not be as easy as it sounds. Some factors, such as the teacher, the students and their background, the course content, the academic atmosphere, the study culture, etc., influence its implementation. This paper presents the practice that is applied in the Informatics Department of the University of Surabaya to enhance the student engagement in the introductory programming course (i.e. Algorithm and programming). This course is one of the course that is commonly known as difficult and make many Informatics students in the University of Surabaya dropped their study in the Department. The practice to enhance the student engagement in the Informatics Department of the University of Surabaya is designed to fit best with the condition in the Department. As a result, the students' performance increase two grade level compared to the students' performance in the previous years.

关键词： Student engagement introductory programming increasing the student performance

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A Simple, Language-Independent Approach to Identifying Potentially At-Risk introductory programming Students 21

A Simple, Language-Independent Approach to Identifying Poten...

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23rd Australasian Computing Education Conference (ACE)

作者： Becker, Brett A. Mooney, Catherine Kumar, Amruth N. Russell, Sean Univ Coll Dublin Dublin Ireland Ramapo Coll Mahwah NJ USA

ISBN: (纸本)9781450389761

For decades computing educators have been trying to identify and predict at-risk students, particularly early in the first programming course. These efforts range from the analyzing demographic data that pre-exists undergraduate entrance to using instruments such as concept inventories, to the analysis of data arising during education. Such efforts have had varying degrees of success, have not seen widespread adoption, and have left room for improvement. We analyse results from a two-year study with several hundred students in the first year of programming, comprising majors and non-majors. We find evidence supporting a hypothesis that engagement with extra credit assessment provides an effective method of differentiating students who are not at risk from those who may be. Further, this method can be used to predict risk early in the semester, as any engagement - not necessarily completion - is enough to make this differentiation. Additionally, we show that this approach is not dependent on any one programming language. In fact, the extra credit opportunities need not even involve programming. Our results may be of interest to educators, as well as researchers who may want to replicate these results in other settings.

关键词： CS1 CS 1 CS-1 programming introductory programming introduction to programming novice programming extra credit

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Gender Differences in introductory programming: Comparing MOOCs and Local Courses 20

Gender Differences in Introductory Programming: Comparing MO...

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

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

ISBN: (纸本)9781450367936

We analyzed three introductory programming MOOCs and four introductory programming courses offered locally in a Finnish university. The course has been offered in all instances with roughly the same content, barring adjustments based on course feedback. We sought to understand how gender interacts with participating in the course in both instances. In particular, we looked at the differences in persistence, confidence, interest in CS, prior experience, and performance between men and women. Overall, we found that men have more prior experience in both instances and have a higher interest in a CS degree. Furthermore, men perform slightly better on the MOOC while there was no significant difference in performance when it came to gender in the local instance. Aligned with prior research, we found a considerable gap in confidence between male and female students in both instances. At the same time, while women are still underrepresented in CS, we observe a considerable increase in women attending the MOOC. Unfortunately, women are also more likely to drop out early on in the MOOC than men.

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

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Enhancing practice and achievement in introductory programming using an ADRI editor

Enhancing practice and achievement in introductory programmi...

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5th IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

作者： Malik, Sohail Iqbal Buraimi Univ Coll Dept Comp Sci Buraimi Oman

ISBN: (纸本)9781509055982

Practice is considered an important step in grasping the precise concepts of computer programming for novices. An editor plays an integral part in promoting practice and acquiring programming skills. Most of the programming editors available in the market promote programming shortcut (to convert the problem statement directly into a computer program). In this study, a new editor was introduced in the introductory programming (IP) course based on the ADRI approach which discourages programming shortcut. Moreover, it focuses on paying equal attention to programming knowledge (syntax & syntax) and problem solving strategies. The results show improvement in achieving students' learning outcomes and positive impact on attrition rate. Students (treatment group) who used the ADRI editor show more satisfaction on using the program development environment compared to the control group.

关键词： introductory programming ADRI approach novice programmers problem solving

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Unveiling Resilience: Exploring Key Components of Resilience Among Undergraduate Computer Science Students in introductory programming Courses 57

Unveiling Resilience: Exploring Key Components of Resilience...

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57th Hawaii International Conference on System Sciences (HICSS)

作者： Muthupoltotage, Udayangi Perera Univ Auckland Auckland New Zealand

ISBN: (纸本)9780998133171

This study identifies the components contributing to resilience among undergraduate computer science students in introductory programming courses. It presents an interpretive qualitative study's initial findings through 20 student interviews. The study reveals the significance of self-efficacy, including self-talk, autonomy, self-management, self-regulation, and intrinsic motivation, as influential factors in understanding and fostering resilience among students in computer science contexts. These findings contribute to the existing literature on resilience and offer valuable insights for educators and researchers seeking to support student's academic success and well-being. This study's unique contributions include exploring self-talk and self-management components, which are yet to be extensively studied with resilience in previous research. Future research can build upon these findings to develop interventions and educational practices that foster resilience among undergraduate computer science students.

关键词： Resilience Self-talk Self-management introductory programming Computer science

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What Do CS1 Syllabi Reveal About Our Expectations of introductory programming Students? 19

What Do CS1 Syllabi Reveal About Our Expectations of Introdu...

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50th ACM-SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Becker, Brett A. Fitzpatrick, Thomas Univ Coll Dublin Dublin 4 Ireland

ISBN: (纸本)9781450358903

A well-received ITiCSE 2016 paper challenged the orthodox view that programming is hard to learn. It contended that CS1 educators' expectations are too high, which can result in poor teaching and learning, and could impact negatively on diversity and equity. The author posed a challenge to the community to collect research-based evidence of what novice programmers can achieve, and use evidence to derive realistic expectations for achievement. We argue that before rising to this challenge we must determine: What exactly do educators expect of introductory programming students? This paper presents our efforts toward answering this question. We manually curated hundreds of CS1 syllabi, providing a fresh perspective of expectation in CS1 courses. We analyzed learning outcomes and their concepts, in addition to languages utilized and other useful CS1 design and delivery information. This work contributes to a current picture of what is expected of introductory programming students, and provides an interactive online tool linked to all collected syllabi and containing all learning outcomes and other associated information. We hope this will aid the community in deciding whether or not we have unrealistic expectations of our CS1 students and if so, our contributions provide a starting point for the community to adjust them.

关键词： CS1 CS1 languages curriculum design introductory programming language choice learning objectives learning outcomes novice programmers syllabi syllabus teaching languages

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