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48th IEEE Frontiers in Education Conference (FIE)

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

ISBN: (纸本)9781538611746

This Research to Practice Full Paper presents our experience in teaching an introductory programming course in Python by using a visual programming development environment based on flow-charts and active learning with an interactive eBook. The field of computer science education is always being challenged with the high attrition rates despite the ever growing industry demand for computing expertise. The lower rate of student retention is often associated with considerable dropout and failure rates in introductory programming courses during the freshmen year. The main challenge is getting students to write meaningful programs in a short time by focusing more on computational thinking principles and less on language details at that point in time. Nowadays, most students prefer to be engaged and discover course content through exploration, interaction, and collaboration that is relevant, useful, and fun compared to traditional blackboard-based lecturing styles. For evaluation of learning outcomes based on the quantifiable criteria with robust statistical analysis, eleven sections of the course over three semesters were considered. The initial evaluation of summative assessment and analysis of a survey result enable us to conclude that the proposed instructional approach increases student engagement, facilitate learning and contribute to the progress of students in this course.

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

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Exploring the Effects of Automated Feedback on Students in introductory programming Using Self-regulated Learning Theory 24

Exploring the Effects of Automated Feedback on Students in I...

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ACM Turing Award Celebration Conference (ACM-TURC)

作者： Wu, Yifei Wei, Xiaofeng Liu, Meishan Qian, Yizhou Jiangnan Univ Dept Educ Technol Wuxi Peoples R China

ISBN: (纸本)9798400710117

Considerable attention has been devoted to the use of automated assessment tools in introductory programming instruction. However, the efficacy of automated feedback hinges on the quality of the content it provides and the student's ability to apply this information to their learning. The process of learners' continuous debugging of their code exemplifies the principles of self-regulated learning (SRL). This study aims to investigate the effectiveness of automated feedback using SRL theory. The findings indicate that there was no difference in code improvement rates between students with different SRL abilities when using automated feedback. However, automated feedback was effective in helping students debug common compilation errors, which has significant implications for improving the efficiency of programming education. We recommend that researchers further design the feedback content and the presentation to investigate the connection between SRL, feedback usage, and the programming learning process.

关键词： Automated Feedback introductory programming Self-regulated Learning

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A Review of introductory programming Research 2003-2017 2018

A Review of Introductory Programming Research 2003-2017

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23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Luxton-Reilly, Andrew Simon Albluwi, Ibrahim Becker, Brett A. Giannakos, Michail Kumar, Amruth N. Ott, Linda Paterson, James Scott, Michael James Sheard, Judy Szabo, Claudia Univ Auckland Auckland New Zealand Univ Newcastle Callaghan NSW Australia Princeton Univ Princeton NJ 08544 USA Univ Coll Dublin Dublin Ireland Norwegian Univ Sci & Technol Trondheim Norway Ramapo Coll Mahwah NJ USA Michigan Technol Univ Houghton MI 49931 USA Glasgow Caledonian Univ Glasgow Lanark Scotland Falmouth Univ Falmouth England Monash Univ Clayton Vic Australia Univ Adelaide Adelaide SA Australia

ISBN: (纸本)9781450357074

A broad review of research on the teaching and learning of programming was conducted by Robins et al. in 2003. Since this work there have been several reviews of research concerned with the teaching and learning of programming, in particular introductory programming. However, these reviews have focused on highly specific aspects, such as student misconceptions, teaching approaches, program comprehension, potentially seminal papers, research methods applied, automated feedback for exercises, competency-enhancing games, and program visualisation. While these aspects encompass a wide range of issues, they do not cover the full scope of research into novice programming. Some notable areas that have not been reviewed are assessment, academic integrity and novice student attitudes to programming. There does not appear to have been a comprehensive review of research into introductory programming since that of Robins et al. It is therefore timely to conduct and present such a review in order to gain an understanding of the research focuses, to highlight advances in knowledge since 2003, and to indicate possible future directions for research. The working group will conduct a systematic literature review based on the guidelines proposed by Kitchenham et al. This research project is well suited to an ITiCSE working group as the synthesis and discussion of the literature will benefit from input from a variety of researchers drawn from different backgrounds and countries.

关键词： ITiCSE working group CS1 introductory programming novice programming systematic literature review

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Non-programming Activities for Engagement with Foundational Concepts in introductory programming 19

Non-Programming Activities for Engagement with Foundational ...

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

作者： Grover, Shuchi Lundh, Patrik Jackiw, Nicholas Looking Glass Ventures Palo Alto CA 94306 USA SRI Int 333 Ravenswood Ave Menlo Pk CA 94025 USA

ISBN: (纸本)9781450358903

programming in a text-based or visual language is a complex activity that novices find difficult to learn. In this paper, we present an experience report on how novel activities designed for early conceptual exploration can support middle school students' engagement with and learning of foundational programming concepts beginning programmers often struggle with, specifically, variables, expressions (Boolean, arithmetic, relational), loops, and abstraction. We drew on mathematics education research on dynamic representations to design and develop a set of four non-programming, (open access) web-based, interactive activities and micro-worlds and two unplugged activities as part of a suite of activities that can be embedded in a typical introductory programming curriculum to introduce learners to the target concepts before they encounter them in programming. This report describes the activities as well as our experience with their use as part of an introductory computer science course in three diverse, urban, middle school classrooms in the US.

关键词： variables expressions loops computer science education abstraction unplugged k-12 computer science digital interactive activities introductory programming

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A study of attrition and the use of student learning communities in the computer science introductory programming sequence

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COMPUTER SCIENCE EDUCATION 2009年第1期19卷 1-13页

作者： Howles, Trudy Rochester Inst Technol Dept Comp Sci 102 Lomb Mem Dr Rochester NY 14623 USA

Student attrition and low graduation rates are critical problems in computer science education. Disappointing graduation rates and declining student interest have caught the attention of business leaders, researchers and universities. With weak graduation rates and little interest in scientific computing, many are concerned about the USA's ability to meet current demands and to remain competitive, both in product development and technological advances. This study targeted student attrition in the first year of college by examining the impact of learning communities on freshmen computer science students. Factors including class size, technology in the classroom, and active learning environments were infused into the study groups to determine the impact on student success and persistence.

关键词： attrition graduation rates introductory programming learning community retention

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Effects of Class Modality Switches in Teaching introductory programming to Humanities Students 15

Effects of Class Modality Switches in Teaching Introductory ...

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15th IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Vasilache, Simona Univ Tsukuba Inst Syst & Informat Engn Tsukuba Ibaraki Japan

ISBN: (纸本)9798350394023;9798350394030

programming courses are increasingly attended around the world by students majoring in different fields, as learning a programming language is often a necessity for graduates of higher education. Social sciences students are among the groups of learners for whom introductory programming courses are offered. Whereas this group of learners might be highly motivated to learn how to write code for the first time, they are often pessimistic regarding their own abilities, and they start the course with a low level of self-confidence. This work in progress describes the author's experience with holding such a course geared towards humanities students. For the first few years, before the Covid-19 pandemic, the course was held in the traditional manner, i.e. in a classroom. In 2020, it had to suddenly be switched to an online format, until, finally, in 2023, it reverted to its face-to-face format. The paper describes the changes in class modality, the ways in which the teacher dealt with the sudden online format, as well as how the students perceived the level of difficulty and the level of enjoyment of taking part in the classes. Empirical observations, along with data gathered through questionnaires administered to students, highlight some of the challenges and the lessons learned during these switches in class modality.

关键词： class modality emergency remote teaching introductory programming

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50 Years of CS1 at SIGCSE: A Review of the Evolution of introductory programming Education Research 19

50 Years of CS1 at SIGCSE: A Review of the Evolution of Intr...

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

作者： Becker, Brett A. Quille, Keith Univ Coll Dublin Dublin Ireland Inst Technol Tallaght Dublin Ireland

ISBN: (纸本)9781450358903

The SIGCSE Technical Symposium is celebrating its 50th year, and a constant theme throughout this history has been to better understand how novices learn to program. In this paper, we present a perspective on the evolution of introductory programming education research at the Symposium over these 50 years. We also situate the Symposium's impact in the context of the wider literature on introductory programming research. Applying a systematic approach to collecting papers presented at the Symposium that focus on novice programming / CS1, we categorized hundreds of papers according to their main focus, revealing important introductory programming topics and their trends from 1970 to 2018. Some of these topics have faded from prominence and are less relevant today while others, including many topics focused on students such as making learning programming more appropriate from gender, diversity, accessibility and inclusion standpoints have garnered significant attention more recently. We present discussions on these trends and in doing so, we provide a checkpoint for introductory programming research. This may provide insights for future research on how we teach novices and how they learn to program.

关键词： CS1 CS 1 CS-1 programming introductory programming introduction to programming novice programming survey review

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Effectiveness of Feedback Based on Log File Analysis in introductory programming Courses

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2023年第3期61卷 696-719页

作者： Meier, Heidi Lepp, Marina Univ Tartu Inst Comp Sci Narva Mnt 18 EE-51009 Tartu Estonia

Especially in large courses, feedback is often given only on the final results;less attention is paid to the programming process. Today, however, some programming environments, e.g., Thonny, log activities during programming and have the functionality of replaying the programming process. This information can be used to provide feedback, and this knowledge can be integrated into practical sessions in the classroom. This study aimed to analyse how feedback based on logs affects exam results, task completion time, the number of runs, error messages, and pastes (of the whole group and beginners and non-beginners separately). An experiment was conducted in 2020 and 2021 in the course "Introduction to programming". Some groups received additional feedback on homework throughout the course based on log information;the remaining groups worked as usual. Based on the information received from the logs, general recommendations were also offered in the practical sessions. Our study showed that feedback based on logs improved mainly exam test results and programming task solving time among beginners. Therefore, it would be a good method to use, especially in beginner groups.

关键词： feedback log file analysis programming process higher education introductory programming

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Teachers' Perceptions of Student Misconceptions in introductory programming

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2020年第2期58卷 364-397页

作者： Qian, Yizhou Hambrusch, Susanne Yadav, Aman Gretter, Sarah Li, Yue Jiangnan Univ Dept Educ Technol Room 502Tianjiabing Bldg1800 Lihu Ave Wuxi 214122 Jiangsu Peoples R China Purdue Univ Dept Comp Sci W Lafayette IN 47907 USA Michigan State Univ Dept Counseling Educ Psychol & Special Educ E Lansing MI 48824 USA Michigan State Univ Hub Innovat Learning & Technol E Lansing MI 48824 USA Miami Univ Discovery Ctr Evaluat Res & Profess Learning Oxford OH 45056 USA

A quality computer science (CS) teacher needs to understand students' common misconceptions in learning CS. This study explored one aspect of CS teachers' understanding of student misconceptions: their perceptions of student misconceptions related to introductory programming. Perceptions in this study included three parts: teachers' perceived frequency of a student misconception, teachers' perceived importance of a misconception in learning, and teachers' confidence in addressing a misconception. Teachers in our study taught a Python-based CS course for high schools students. A survey was designed and administered to assess teachers' perceptions of students' misconceptions. Our results indicated that teachers' confidence of addressing misconceptions and the teaching context may affect their perceptions of student misconceptions. We also found that some latent misconceptions are likely to lead to a perception of low frequency as they can be more difficult to detect. Moreover, our study found that teachers' degrees and additional computing training showed positive relationships with their confidence of addressing student misconceptions and that additional computing training also showed a positive relationship with teachers' perceived importance of student misconceptions. Implications of the findings for future research and practice of CS education are discussed.

关键词： computer science education introductory programming student misconception teacher perceptions pedagogical content knowledge

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A model for teaching an introductory programming course using ADRI

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EDUCATION AND INFORMATION TECHNOLOGIES 2017年第3期22卷 1089-1120页

作者： Malik, Sohail Iqbal Coldwell-Neilson, Jo Deakin Univ Sch Informat Technol Geelong Vic Australia

High failure and drop-out rates from introductory programming courses continue to be of significant concern to computer science disciplines despite extensive research attempting to address the issue. In this study, we include the three entities of the didactic triangle, instructors, students and curriculum, to explore the learning difficulties that students encounter when studying introductory programming. We first explore students' perceptions of the barriers and affordances to learning programming. A survey is conducted with introductory programming students to get their feedback on the topics and associated learning resources in the introductory programming course. The instructors' perceptions are included by analyzing current teaching materials and assessment tools used in the course. As a result, an ADRI based approach is proposed to address the problems identified in the teaching and learning processes of an introductory programming course.

关键词： introductory programming Novice programmers ADRI model Learning to program

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