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

作者： Duran, Rodrigo Rybicki, Jan-Mikael Sorva, Juha Hellas, Arto Aalto Univ Espoo Finland Univ Helsinki Helsinki Finland

ISBN: (纸本)9781450361859

programming teachers have a strong need for easy-to-use instruments that provide reliable and pedagogically useful insights into student learning. Currently, no validated tools exist for rapidly assessing student understanding of basic programming knowledge. Concept inventories and the SCS1 questionnaire can offer great benefits;this article explores the additional value that may be gained from relatively simple self-evaluation metrics. We apply a lightweight self-evaluation instrument (SEI) in an introductory programming course and compare the results to existing performance measures, such as examination grades and the SCS1. We find that the SEI has a similar correlation with a program-writing examination as the SCS1 does, although both instruments correlate only moderately with the examination and each other. Furthermore, students are much more likely to voluntarily answer the lightweight SEI than SCS1. Overall, our results suggest that both the SEI and other instruments need to be greatly improved and outline future work towards that end.

关键词： Self-evaluation assessment CS1 introductory programming

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Interdisciplinary Teaching: introductory programming Via Creative Writing 11

Interdisciplinary Teaching: Introductory Programming Via Cre...

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42nd ACM Technical Symposium on Computer Science Education

作者： Jones, Mary Elizabeth M. E. Kisthardt, Melanie Cooper, Marie A. Immaculate Univ Immaculata PA 19345 USA

ISBN: (纸本)9781450305006

Seizing and retaining student interest in programming is a difficult task. Many students find programming to be a dry and tedious task doable only by students gifted with strong analytical skills. Teaching introductory programming via creative writing begins by connecting the planning, organizing, and detailing of writing a story to the programming process. Creative concepts are taught first and then connected to an equivalent programming concept. Group-oriented activities using art, "Mad-Libs (TM)", "Potato Heads (TM)", and "Legos (TM)" allow students to actively make the connections among the creative concepts, analytical concepts, and programming skills. Students work in pairs. Student pairings are assigned by matching a student with analytical tendencies with a student majoring in one of the humanities disciplines. The pairs apply the concepts and skills by creating stories, designing an animation, and implementing the animation using the Alice programming system. This research recognizes the creative nature of programming, invites students who would not consider studying programming to potentially identify an unrecognized talent, and attempts to develop a new approach for teaching introductory programming. This research and teaching is sponsored by a NSF Grant [11].

关键词： Alice programming Collaboration Creative Writing Interdisciplinary Teaching introductory programming National Science Foundation Pair programming Pedagogy

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Real-Life Project-Based Learning in introductory programming: a Game for Cancer Prevention

Real-Life Project-Based Learning in Introductory Programming...

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

作者： Paiva, Henrique Mohallem Hayashi, Victor Takashi Anastassiu, Monica Garcia, Mauricio Santoro, Flavia Maria Inst Technol & Leadership Inteli Ave Prof Almeida Prado 520 Sao Paulo SP Brazil Univ Fed Sao Paulo Unifesp Rua Talim 330 Sao Jose Dos Campos SP Brazil

ISBN: (纸本)9781665453318

Teaching programming to novices is not a trivial task due to many students misconceptions regarding programming concepts. As a result, first-year STEM students may be discouraged to learn programming, impairing essential skills required for Information Technology professionals. This article aims to investigate if Project Based Learning (PBL) is a suitable approach to introductory programming that contributes to let students write functional code for real-life problems. A case study was carried out with 35 first-year students during a ten-week period. The project consisted on the development of educational computer games to disseminate cancer prevention awareness, a real-life problem proposed by a Medical College. Feedback from this external stakeholder and student perceptions are presented. PBL benefits, challenges and implications for introductory programming are also discussed.

关键词： Project-Based Learning (PBL) Game Development introductory programming

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Adaptive Formative Assessment For Teaching Novices in introductory programming 23

Adaptive Formative Assessment For Teaching Novices in Introd...

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5th Conference on United Kingdom and Ireland Computing Education Research (UKICER)

作者： Thangaraj, Jagadeeswaran Dublin City Univ Dublin Ireland

ISBN: (纸本)9798400708763

Formative assessment automates the evaluation of computer programs developed by students and increases their interest in programming learning by offering immediate feedback on their work and pointing out errors. During the assessment process, an adaptive approach involves evaluating a participant's knowledge based on their earlier attempts. Adaptive evaluation encourages students to complete the programming tasks. This research employs an adaptive technique along with a formative assessment to evaluate whether it effectively supports and encourages students' learning.

关键词： Assessment and feedback Computer programming CS1 Formative assessment introductory programming

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Exploring the Impact of Multiple Representations in introductory programming: A Pilot Study 24

Exploring the Impact of Multiple Representations in Introduc...

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24th Koli Calling

作者： Sibia, Naaz Osorio, Valeria Ramirez Bernuy, Angela Zavaleta Aivaloglou, Efthimia Engineer, Rutwa Petersen, Andrew Liut, Michael Nobre, Carolina Univ Toronto Dept Comp Sci Toronto ON Canada Univ Toronto Mississauga Dept Math & Computat Sci Toronto ON Canada Delft Univ Technol Delft Netherlands Univ Toronto Mississauga Math & Computat Sci Toronto ON Canada

ISBN: (纸本)9798400710384

This pilot study explores how visualization strategies, grounded in multiple representations theory, impact novice students' engagement, and cognitive load during program tracing tasks. Students were were shown a visualization of the three-variable swap problem at the start of an introductory programming course (CS1) at a large public North American research-intensive university. We compared three conditions: interactive multiple representations, Python Tutor (a single-representation tool), and text-only methods. Preliminary results indicate that interactive multiple representations increase engagement for students with prior programming experience, while no significant differences were observed for students without prior experience. These findings suggest that while multiple representations may boost engagement, identifying how to effectively support students of all experience levels and reduce cognitive load requires further study.

关键词： visualization multiple representations theory code tracing introductory programming

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Accessibility of Block-Based introductory programming Languages and a Tangible programming Tool Prototype 17th

Accessibility of Block-Based Introductory Programming Langua...

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17th International Conference on Computers Helping People with Special Needs (ICCHP)

作者： Utreras, Emmanuel Pontelli, Enrico New Mexico State Univ Las Cruces NM 88003 USA

ISBN: (纸本)9783030587956;9783030587963

Visual programming languages (VPLs) were designed to assist children in introductory programming courses. Unfortunately, despite the positive results in teaching, VPLs are believed to be inaccessible for children with visual impairments and low vision due to the dependency of visual graphics as both input and output methods. To identify the barriers that users with visual impairments and low vision face while using Block-based programming environments, as well as to acquire feedback regarding the design of a new tangible programming tool prototype, a usability study was conducted which involved nine adult participants with visual impairments and low vision. This paper presents the findings of this usability study and provides a list of features that are needed in order to make Block-based environments accessible. Furthermore, based on observations, interviews, and post-surveys this study demonstrates that our prototype can be used by users with visual impairments and low vision and provides a guideline for the design of tangible interfaces to teach programming concepts.

关键词： introductory programming Low vision User study Visual impairment

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Analyzing the Impact of Leaderboards in introductory programming Courses' Short-Length Activities 48

Analyzing the Impact of Leaderboards in Introductory Program...

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48th IEEE Frontiers in Education Conference (FIE)

作者： de Pontes, Rafael G. Medeiros, Klaudio H. M. Guerrero, Dalton D. S. de Figueiredo, Jorge C. A. Univ Fed Campina Grande Dept Syst & Comp Campina Grande Brazil Unifacisa Ctr Univ Campina Grande Brazil

ISBN: (纸本)9781538611746

This Research Full Paper presents results from gamified in-class interventions with leaderboards. Generally, it is assumed that student expertise is directly related to deliberate and repeated practice. However, finding techniques that foster student engagement in problem-solving may not be the easiest of tasks. To that end, gamification, also known as the use of game design elements in non-game contexts, has proved to be effective in educational scenarios. Concerned with stimulating student engagement in Computer Science, this research aimed to observe the effect of the insertion of leaderboards in short-length in-class experiments performed in two different terms of undergraduate IP courses. N = 84 students were randomly allocated into one of two types of group: experimental groups with leaderboards;and control groups without knowledge of nor access to leaderboards. Both experiments showed that students in the experimental groups tried and completed more programming problems, on average, than those from their respective control groups. P-values below alpha = 5% indicated a real impact from the leaderboard in students' performances. This research may benefit educators responsible for IP courses that have an online platform at their disposal, by introducing a design of leaderboard that incites student engagement, at least for short-length activities.

关键词： Gamification introductory programming Education Leaderboard

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Detecting AI assisted submissions in introductory programming via code anomaly

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EDUCATION AND INFORMATION TECHNOLOGIES 2024年第13期29卷 16841-16866页

作者： Karnalim, Oscar Toba, Hapnes Johan, Meliana Christianti Maranatha Christian Univ Bandung West Java Indonesia

Artificial Intelligence (AI) can foster education but can also be misused to breach academic integrity. Large language models like ChatGPT are able to generate solutions for individual assessments that are expected to be completed independently. There are a number of automated detectors for AI assisted work. However, most of them are not dedicated to programming and/or they rely on existing student submissions (i.e., the learning approach). This paper presents a straightforward detector for AI assisted code, relying on code anomaly. No existing student submissions are needed. The detector employs 34 features covering constants, data structures, branches, loops, functions, and others. According to our evaluation on three data sets, the detector and its normalized variation are effective with 89% top-K precision. However, allowing discussion among colleagues and access to the internet might reduce the effectiveness by 25%. The effectiveness is further reduced by about the same amount when AI assistance is only used on some tasks, not the whole submissions. Although our detectors should be used with caution due to the limitations, it sufficiently shows that code anomaly can be distinctive for identifying AI assisted work. Instructors can start looking for the code anomaly among the submissions for such identification.

关键词： ChatGPT AI assistance misuse Code anomaly introductory programming Python

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A Survey of introductory programming Courses in Ireland 19

A Survey of Introductory Programming Courses in Ireland

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

作者： Becker, Brett A. Univ Coll Dublin Dublin Ireland

ISBN: (纸本)9781450363013

Between January and April of 2018, a comprehensive survey of introductory programming courses was undertaken across all sectors of Irish third-level institutions (universities, institutes of technology, and private colleges). The survey instrument was based on and nearly identical to - recent surveys in the UK and Australasia. In total we report on 39 introductory programming courses at 25 third-level institutions. This includes 6 of 7 universities and 13 of 14 institutes of technology, representing 90% of all publicly funded institutions. We also report on 4 private colleges representing 80% of colleges in the Irish Higher Education Colleges Association that offer computing degrees. In addition to general course structure and composition, we explore programming language use, the reasons for using them, and their impact on teaching and learning. We also gain first-hand insight from instructors through an analysis of their own course aims, and explore their viewpoints on teaching introductory programming. The results of this survey provide a unique insight into the CS1 courses of a single country that is currently introducing computer science at the K-12 level.

关键词： CS1 CS 1 CS-1 Instructors introductory programming Novice Programmers programming Languages Survey Teaching Languages Australasia Ireland UK United Kingdom

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Formative Assessment as a Learning Method for introductory programming 22

Formative Assessment as a Learning Method for Introductory P...

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4th Conference on United Kingdom and Ireland Computing Education Research (UKICER)

作者： Thangaraj, Jagadeeswaran Dublin City Univ Sch Comp Dublin Ireland

ISBN: (纸本)9781450397421

programming language courses are essential for learning software development and different activities are used to motivate novice students to help them to learn programming languages. Formative assessment is one of the approaches for effective programming learning. It can help them for increasing recall, facilitating engagement and reinforcing programming knowledge. This research aims to study whether the formative assessment builds self-confidence of novices to the learning of programming

关键词： Formative Assessment introductory programming Self-test Quizzes

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