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52nd Annual Conference of the Southern-African-Computer-Lecturers-Association (SACLA) - Teach the Future - CS, IS, and IT Education in a Changing World

作者： Safla, Aslam Suleman, Hussein Gain, James Univ Cape Town Dept Comp Sci Cape Town South Africa

ISBN: (纸本)9783031485350;9783031485367

Teaching introductory programming is one of the foundations of Computer Science education and is generally the first course novice students take. It is important for the teachers to motivate students who are learning to program with the help of a variety of teaching methods. Over the years teachers have discussed how to best teach introductory programming, what learning styles and tools to use, how to motivate students and what programming languages should be taught. The steady growth in students' numbers has also contributed to the challenges of teaching this course. Blended learning is one approach to address these challenges. Many studies have concluded that blended learning can be more effective than traditional teaching and can improve the students' learning experience. This paper describes the transitioning of an introductory programming course, as part of a large-enrolment first-year subject, into a blended learning format. Periodic face-to-face lessons and traditional forms of assessment were combined with an integrated learning environment for engaging with video, code and quizzes. The result was a lower staff workload and a learning experience that students were satisfied with. Notably, feedback from students shows that they adopted different tools based on their individual learning preferences.

关键词： introductory programming blended learning e-learning

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Getting Students to Earnestly Do Reading, Studying, and Homework in an introductory programming Class 17

Getting Students to Earnestly Do Reading, Studying, and Home...

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ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Edgcomb, Alex Vahid, Frank Lysecky, Roman Lysecky, Susan zyBooks Los Gatos CA 95030 USA Univ Calif Riverside Comp Sci & Engn Riverside CA 92521 USA Univ Arizona Elect & Comp Engn Tucson AZ 85721 USA

ISBN: (纸本)9781450346986

Getting students to read and study before class, to be better prepared for lecture, or to enable a flipped classroom is a long-standing difficulty for teachers of introductory programming classes. Furthermore, getting students to do homework, consisting of small practice problems and questions, is also a long-standing difficulty without massive grading resources. And even then, preventing students from copying others' solutions is difficult as well. Today, the web enables new interactive learning material that is replacing past forms of textbooks and homework assignments, and students today commonly have access to needed devices and the internet. This paper provides data on student reading and homework completion rates for web-based interactive learning material we created that automatically records reading and homework activity by students. The data is for several thousand students at over 10 universities, for introductory programming classes in Java, Python, and C++. The data shows that, with an appropriate amount of awarded points, required-reading completion rate was 84%, and auto-graded homework completion rate was 75%, varying somewhat based on how many course grade points those items were worth. Students on average spent about 10 minutes reading each section, and about 3 minutes per homework problem, both appropriate amounts for those items. Furthermore, we developed measures of whether students were earnestly attempting the reading and homeworks, versus just "cheating the system" to get course grade points. We describe those earnestness measures in this paper. With proper design and amount of assigned work, 80%-90% of students earnestly did the reading and homework activities, even when no penalty existed for cheating the system, and fewer than 3% blatantly cheated the system to get their points.

关键词： Student earnestness Student cheating Reading Studying Homework introductory programming Learning content

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A Remote Instructional Approach with Interactive and Collaborative Learning to Teach an introductory programming Course during COVID-19 Pandemic

A Remote Instructional Approach with Interactive and Collabo...

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International Conference on Computational Science and Computational Intelligence (CSCI)

作者： Rahman, Md Mahmudur Paudel, Roshan Morgan State Univ Baltimore MD 21239 USA

ISBN: (纸本)9781665458412

This work presents our experience and approach of teaching an introductory CS programming course remotely in this pandemic era without missing out on the benefits of hands-on learning generally used in-person learning environment. Synchronous virtual learning occurs when students join an audio/video enabled meeting space at the same time through several cloud based services, such as Zoom based conference tool, interactive cloud based coding environment in *** and GoSoapBox platform for online in-classroom engagement, which were well integrated in the Canvas based Learning Management System (LMS). To keep the structure of the session much like an in person learning experience, the synchronous session included whole group instruction in Zoom led by the instructor and small group (breakout room) based lab work in *** amongst the learners. Both interactive and collaborative learning are infused in pedagogy effectively so that students can learn using interactive platforms, tools, technologies, systems, and services as available to them and collaborate within and among groups. To evaluate the impact of this infusion, a pre- and post-survey were conducted on student cohort (4 sections taught by 3 different instructors) in the Fall'2020 semester. In addition, final project scores and final grades for Fall'2020 semester and enrollment number and final grade distributions from Fall'2017 to Fall'2020 were also available for analysis. The initial evaluation of the survey results and student's performances based on quality point scores show evidence to conclude that the proposed pedagogical approach increased student motivation and engagement and facilitated learning to entry-level computer science students.

关键词： introductory programming remote learning interactive learning active learning collaborative learning project based learning retention

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Designing an Assessment for introductory programming Concepts in Middle School Computer Science 20

Designing an Assessment for Introductory Programming Concept...

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

作者： Grover, Shuchi Stanford Univ Looking Glass Ventures Palo Alto CA 94304 USA

ISBN: (纸本)9781450367936

Teaching of computer science (CS is rapidly expanding in schools. Learning to program is a key ingredient of school CS curricula, and consequently, there is a need for quality measures of student learning of foundational programming concepts. However, high-quality tools for measuring student learning in introductory CS have been under-developed and under-researched. This experience report shares the process of design and refinement of a summative paper-based assessment (that could also be administered online) for introductory programming in middle grades (6-8). We share our experiences with the use of assessment as a pre-post measure in a middle school introductory programming course in diverse, urban school classrooms in the US and use that data to conduct validity, reliability and item discrimination analyses.

关键词： introductory programming middle school cs education

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A Tool Help for introductory programming Courses 21

A Tool Help for Introductory Programming Courses

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9th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM)

作者： Figueiredo, Jose A. Q. Jose Garcia-Penalvo, Francisco Polytech Guarda Res Unit Inland Dev UDI Guarda Portugal Univ Salamanca Res Inst Educ Sci Comp Sci Dept GRIAL Res Grp Salamanca Spain

ISBN: (纸本)9781450390668

In a technological age of great and rapid changes, for today's students are not enough to know how to use all new technologies. To face the difficult job market in the area of information technology, students must have programming skills. Especially in higher education, a large percentage of students manifest several difficulties, lack of motivation, and abandonment in the introductory programming courses. It is important that students and teachers have good feedback on their activities and developments in the teaching and learning process. In this paper, we describe a tool to help the teaching and learning introductory programming - HTprogramming. We also present the results of its use in the classroom and the application of a predictive model of machine learning (neural network) of student failure based on the student's profile. The resulting tool allows teachers to effectively track the entire teaching and learning process and early identify students that are most likely to fail, allowing them to devote more time to those students and try new strategies to improve their programming skills.

关键词： introductory programming teaching programming learning programming CS1 intelligent tutoring system neural networks predict success

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Effects of Infusing Interactive and Collaborative Learning to Teach an introductory programming Course 49

Effects of Infusing Interactive and Collaborative Learning t...

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49th IEEE Frontiers in Education Conference (FIE)

作者： Rahman, Md Mahmudur Paudel, Roshan Sharker, Monir H. Morgan State Univ Dept Comp Sci Baltimore MD 21239 USA

ISBN: (纸本)9781728117461

This Innovate Practice Full Paper presents positive effects in teaching an introductory programming course in Python by infusing both interactive and collaborative learning. For a dynamic classroom, we used an interactive computer programming environment, ***, as a top-level shell and created several in-class exercises, assignments, small lab-based projects. In addition, we used an eBook, which offers an animation and software visualization tool where students can step through code line-by-line and a program editing and execution area where students can execute examples, change them, and execute the updated code. We also introduced collaborative learning at the beginning of this introductory programming course in the form of doing team projects submitted at the end of the semester. The students were instructed to commit code to GitHub which ensures that their work will not be lost as well as, provide them basic task management tools to collaborate. The proposed pedagogical approaches were applied in the Fall'2017 semester to teach an introductory CS course in Python. The traditional course instruction that has historically been used in the department are used as the control group. For evaluation and result analysis, thirteen sections of COSC 111 were included in this study over three semesters: Fall 2014, Fall 2016 and Fall 2017. The initial evaluation of summative assessment and analysis of the survey results enable us to conclude that the proposed instructional approach increased student motivation and engagement, facilitated learning, and contributed to the progress of students in this course as well as reduced the failure rates.

关键词： introductory programming visual learning interactive learning eBook active learning assessment

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Unplugged Activities to Introduce Parallel Computing in introductory programming Classes: an Experience Report 19

Unplugged Activities to Introduce Parallel Computing in Intr...

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

作者： Ghafoor, Sheikh K. Brown, David W. Rogers, Mike Hines, Thomas Tennessee Technol Univ Cookeville TN 38505 USA

ISBN: (纸本)9781450363013

Learning programming in early introductory classes is challenging for first year university students, and introducing parallel programming (PDC) in early classes along with traditional sequential programming is even more challenging. Unplugged activities may help alleviate some of the difficulties for students. Unplugged activities have been shown to increase student interest, and to enhance student understanding of CS programming concepts [1]. We have used unplugged activities to teach PDC concepts before introducing parallel programming. Our experiences show that using unplugged activities to introduce the PDC concepts reduce the barrier to learn parallel programming.

关键词： Unplugged Activities Parallel and Distributed Computing introductory programming

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Do Badges Affect Intrinsic Motivation in introductory programming Students?

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SIMULATION & GAMING 2020年第1期51卷 33-54页

作者： Facey-Shaw, Lisa Specht, Marcus van Rosmalen, Peter Bartley-Bryan, Jeanette Univ Technol Jamaica SCIT Grad Studies Kingston Jamaica Univ Technol Jamaica Open & Distance Learning Kingston Jamaica Delft Univ Technol Delft Netherlands Maastricht Univ Fac Ilealth Med & Life Sci Taskforce Instruct Design & E Learning Maastricht Netherlands

Background. programming is a challenging and highly important topic for introducing learners to our digital world. Research has shown that motivation plays a key role in programming performance. Gamification using digital badges has the potential to influence motivation, provide social recognition and encourage learner participation. More research is recommended to evaluate its motivational impact in different contexts. Intervention. This research explores the effects of badges on the intrinsic motivation levels of introductory programming students within a higher education institution. The course is offered during the first year of the programme. We report the results of a baseline study without badges and four subsequent badge experiments of different designs over a four-year period. Methods. This quasi-experimental study followed a pre-test/post-test design to measure the effects of badges on the intrinsic motivation levels of university-level introductory programming students. Badges were designed and implemented. Feedback via focus groups and a post-badge survey was collected. Results. Findings are inconclusive as the quantitative results suggest that badges did not increase intrinsic motivation scores. Contrastingly, badge survey and qualitative data indicate that badges were received more positively on average. Discussion. We analyse and discuss the results within the context of motivation and the programming discipline, and discuss external factors that may impact the relationship between gamification and motivation. Conclusion. Further research is necessary to investigate whether gamification, through the use of digital badges, can foster positive intrinsic motivational results, particularly in the well-known challenging domain of introductory programming.

关键词： digital badges gamification higher education intrinsic motivation introductory programming

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Classification and Prediction based Data Mining Algorithms to Predict Students' introductory programming Performance

Classification and Prediction based Data Mining Algorithms t...

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International Conference on Inventive Computing and Informatics (ICICI)

作者： Sivasakthi, M. SRM Univ Comp Sci & Applicat City Campus Madras 600026 Tamil Nadu India

ISBN: (纸本)9781538640319

Data mining has been successfully implemented in the business world but, its use in higher education is still comparatively new. Predicting students' performance becomes more challenging due to the huge volume of data in educational databases. This paper focus on predicting introductory programming performance of first year bachelor students in Computer Application course by a predictive data mining model using classification based algorithms. The collected data contains the students' demographics, grade in introductory programming at college, and grade in introductory programming at test which contains 60 questions. Collected data was applied on various classification algorithms such as Multilayer Perception, Naive Bayes, SMO, J48 and REPTree using WEKA. As a result, statistics are generated based on all classification algorithms and comparison of all five classifiers is also done in order to predict the accuracy and to find the best performing classification algorithm among all. In this paper, a knowledge flow model is also drawn for all five classifiers and also this paper showcases the importance of Prediction and Classification based data mining algorithms in the field of programming education and also presents some promising future lines. It could bring the benefits and impacts to students, educators and the academic institutions.

关键词： Educational Data Mining Classification Prediction introductory programming

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An Investigation of High School Students' Errors in introductory programming: A Data-Driven Approach

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2020年第5期58卷 919-945页

作者： Qian, Yizhou Lehman, Lames Jiangnan Univ Res Ctr Educ Informatizat 1800 Lihu Ave Wuxi 214122 Jiangsu Peoples R China Purdue Univ Dept Curriculum & Instruct W Lafayette IN 47907 USA

This study implemented a data-driven approach to identify Chinese high school students' common errors in a Java-based introductory programming course using the data in an automated assessment tool called the Mulberry. Students' error-related behaviors were also analyzed, and their relationships to success in introductory programming were investigated. This study identified 15 common compilation errors and 6 common test errors. The results showed that these common errors accounted for a large proportion of all errors, so identifying the common errors is important to help students succeed in introductory programming courses. Based on these common errors, five underlying student difficulties were identified and are discussed. In addition, after analyzing existing measures of students' error-related behaviors, we developed a measure called improvement rate to quantify students' success in fixing errors. The results of our study suggest that students' competence of improving code is important to their success in introductory programming. We recommend researchers design and develop automated assessment tools that provide feedback messages for common student errors and instructors who explicitly teach knowledge and skills of improving code in class.

关键词： introductory programming automated assessment tools common errors computer science education

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