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ACM SIGCHI Conference on Human Factors in Computing Systems (CHI)

作者： Guo, Philip J. Univ Calif San Diego La Jolla CA 92093 USA

ISBN: (纸本)9781450346559

Computer programming is a highly in-demand skill, but most learn-to-code initiatives and research target some of the youngest members of society: children and college students. We present the first known study of older adults learning computer programming. Using an online survey with 504 respondents aged 60 to 85 who are from 52 different countries, we discovered that older adults were motivated to learn to keep their brains challenged as they aged, to make up for missed opportunities during youth, to connect with younger family members, and to improve job prospects. They reported frustrations including a perceived decline in cognitive abilities, lack of opportunities to interact with tutors and peers, and trouble dealing with constantly-changing software technologies. Based on these findings, we propose a learner-centered design of techniques and tools for motivating older adults to learn programming and discuss broader societal implications of a future where more older adults have access to computer programming - not merely computer literacy - as a skill set.

关键词： older adults learning programming computational literacy

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learning programming Using learning Objects 10

Learning Programming Using Learning Objects

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10th International Conference on E-learning (ICEL)

作者： Mazilu, Ion Mierlus Stoica, Daniel Nicolae Tech Univ Civil Engn Math & Informat Bucharest Romania Tech Univ Civil Engn Bucharest Romania

ISBN: (纸本)9781910810262

This paper summarizes the experience gathered in Technical University of Civil Engineering from European and trans-national e-learning projects in the past couple of years. The main focus is on the development of learning objects (LO) in learning programming field. This paper present the implementation of the e-learning tools to support the improvement of programming skills during academic education or/and in the additional education. The LOs are interactive visualizations of program code examples or programming tasks. The idea of the program visualization LOs is debugger like step-by-step program execution in both forward and backward directions. The program code is highlighted in each important step of the program execution and the run of the execution in code is also visualized by arrows when necessary. In each step of the program execution console is visible as well as the memory area. There are also areas for the conditions and for the short explanations of the current step. The memory part is the only one where the layout can be changed according to the subject as learning goal. These changes appear for example in case of arrays when the structure of the array is visualized The LOs have been developed to help students to understand programming structures more easily, having the capacity and appropriate programming skills needed for their optimal integration according to the requirements of the Romanian and European curricula. A LO can cover any specific programming problem in any programming language. LO can also cover the problem-solving logic at the algorithmic level. In the end is presented a case of study organized on the same course in two years: In the first year students do not have the program visualization LOs as learning material available and in the second year they have the program visualization LOs available. The students study exactly the same course. The effects of the program visualization LOs on the results are then analyzed by the final cours

关键词： computer science education learning programming learning objects learning theories reusability

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Designing an Effective e-Content Development Framework for the Enhancement of learning programming

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN learning 2016年第4期11卷 131-141页

作者： Hamdi, Meysun Hamtini, Thair Univ Jordan Amman Jordan Univ Jordan Comp Informat Syst Dept Amman 11942 Jordan

This article presents an ongoing research project on the development of e-content in relation to the cognitive theory of multimedia learning. Previously, a literature review has been conducted on e-content development models, the cognitive theory of multimedia learning, and the problems encountered while learning computer programming. In this work a new framework is proposed for the development of e-content. An experiment was conducted in the Jubilee Centre for Excellence in Education among (98) secondary school students in order to assess the value of a Proposed Framework that uses the Cognitive Theory of Media learning. The study sample was divided into two groups, One group studied computer programming using e-content Based on the Behavior Change Techniques using the Proposed Framework (BPF), and the other group studied computer programming based on e-content that was Not Based on the Proposed Framework (NBPF). The students' performance was assessed by a pre-test grading scale and a post-test and an analysis made using Statistical Package for the Social Sciences (SPSS). The results showed that the students who studied computer programming through BPF achieved better scores than the students who studied computer programming through NBPF. Therefore, applying the cognitive theory of multimedia learning properly at the same conditions, as applied in this study in the educational process will significantly reduce the cognitive overload associated with learning through multimedia elements and improve student achievement.

关键词： learning programming Cognitive Theory of Multimedia learning e-Content Development Educational Design Educational Technology

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Computational environment to promote learning motivation of distance education introductory programming students 26

Computational environment to promote learning motivation of ...

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26th International Symposium on Computers in Education (SIIE)

作者： de Almeida, Rosemary Borges Univ Coimbra Dept Informat Engn CISUC Polo II P-3030290 Coimbra Portugal

ISBN: (纸本)9798350376623;9798350376616

Initial programming education is a topic that continues to spark much debate, as it is an academic field with a notably high rate of student dropouts and failures. The challenge of offering this subject through distance education adds to the complexity, given the need for students to adapt to this mode of teaching and learning, which significantly differs from traditional classroom settings. Multiple studies suggest that students must appropriately develop cognitive and non-cognitive skills for effective learning. Yet, there is a pressing need for further investigation into the impact of non-cognitive skills on student performance, with a particular focus on motivation, which plays an important role in student success. In this sense, considering the specificities of learning programming, the context of distance education, this research aims to understand the factors that can stimulate students' motivation for initial learning of programming, developing a virtual learning environment that promotes student motivation to learn to program and evaluate the environment to identify whether its features have the potential to stimulate student motivation.

关键词： Motivation learning programming Distance Education Virtual learning Environment.

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Inspecting Quality of Games Designed for learning programming 2nd

Inspecting Quality of Games Designed for Learning Programmin...

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2nd International Conference on learning and Collaboration Technologies / 17th International Conference on Human-Computer Interaction

作者： Orehovacki, Tihomir Babic, Snjezana Univ Zagreb Fac Org & Informat Varazhdin Croatia Polytech Rijeka Rijeka 51000 Croatia

ISBN: (纸本)9783319206097;9783319206080

Educational games are specific piece of slow technology that enables students to enhance their competences through fun and play. Taking into account their features, games are widely used in diverse educational settings, including programming. This paper discusses findings of the empirical study that was carried out with an objective to examine quality of two educational games meant for learning programming concepts. Participants in the study were students from two Croatian higher education institutions. Subjective data was collected with pre-and post-use online questionnaires whereas objective data was gathered with reports in the form of in-game progress screenshots. The analysis of collected data uncovered: (1) to what extent students with different background knowledge differ in their perception of programming and attitudes towards using games for educational purposes, and (2) which pragmatic and hedonic facets of quality are relevant for the assessment of games designed for learning programming.

关键词： Educational games Quality evaluation learning programming Subjective and objective measuring instruments Empirical findings

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Instructing with Cognitive Apprenticeship programming learning System (CAPLS) for novice computer science college freshmen: An exploration study

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Educational Technology and Society 2024年第2期27卷 183-196页

作者： Yu, Chih-Chang Wu, Leon Yufeng Department of Information and Computer Engineering Chung Yuan Christian University Taiwan Graduate School of Education Chung Yuan Christian University Taiwan

This study presents a new blended learning model that combines a computer-assisted learning system called Cognitive Apprenticeship programming learning System (CAPLS) with instructor co-teaching in an introductory programming course. CAPLS, as its unique aspect, functions as a master in cognitive apprenticeship, guiding learners throughout their learning while also assessing their progress. In contrast, the instructor in physical class settings serves a supportive role, monitoring progress and articulating as needed to fill knowledge gaps. To investigate the impact of this learning model on students’ motivation, we used the Motivated Strategies for learning Questionnaire (MSLQ) at the beginning and end of the semester. College Entrance Math score, midterm and final exams were also used to assess student learning outcomes. The study was conducted with first-year students in the Department of Information and Computer Engineering, and two key findings emerged. First, students’ programming proficiency was strongly correlated with their College Entrance Math scores. While math ability impacted programming learning, all students improved their final scores compared to their midterms, with high-scoring math students outperforming their peers. Second, the proposed blended cognitive teaching strategy significantly reduced students’ extrinsic goal and self-efficacy levels, but their learning outcomes still significantly improved. This suggests that the proposed teaching model promotes more conscious learning. These results can be used as a reference for improving student learning outcomes and experiences with computer-assisted learning systems. © (2023), (International Forum of Educational Technology and Society). All Rights Reserved.

关键词： Blended cognitive apprenticeship CAPLS Computer-assisted learning learning programming Student motivation

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Computational participation in programming language learning in higher education: a multi-case study 17

Computational participation in programming language learning...

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17th Iberian Conference on Information Systems and Technologies (CISTI)

作者： Rodrigues, Gabryella Monteiro, Ana Francisca Osorio, Antonio Jose Univ Minho UMinho Ctr Invest Educ CIEd Inst Educ P-4710057 Braga Portugal

ISBN: (纸本)9789893334362

learning to program involves a variety of cognitive activities and mental representations. Given the problem's complexity and the intention to apprehend the particularity and peculiarity of student's experience in learning programming informal and non-formal contexts, this research adopts a qualitative approach to characterize the complex interrelationship between computational participation and the learning process of programming, without isolating it from the natural context in which it develops, seeking to achieve its understanding from the observation of multiple cases.

关键词： introductory programming novice programming learning programming computational participation case study

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Teaching and learning Strategies for Introductory programming in University Courses 21

Teaching and Learning Strategies for Introductory Programmin...

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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 GRIAL Res Grp Res Inst Educ Sci Comp Sci Dept Salamanca Spain

ISBN: (纸本)9781450390668

Student success in introductory programming courses is a widespread concern. Success does not depend only on the individual characteristics of each student, but there is a set of factors that can interfere with academic performance. Especially in computer science courses, failure has a strong negative influence, since in many cases students are demotivated and, in many cases, they even drop out of the course. In this work, we present a collection of strategies, included in an application, with the objective of helping teacher and student in the teaching and initial learning process of programming. Early identification of potential problems and immediate response is a fundamental aspect to avoid student failure and reduce dropout rates. This paper also describes a machine-learning (neural network) predictive model of student failure based on the student profile, which is built throughout programming classes by continuously monitoring and evaluating student activities. Finally, we present the results obtained in the use of our set of strategies applied to our study group with particular characteristics in introductory programming course (Introduction to programming), lectured to the first year, first semester, students of the CS course at the Polytechnic of Guarda (IPG), Portugal.

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

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Can a learning Companion Be Used to Continue Teaching programming to Children Even During the COVID-19 Pandemic?

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IEEE ACCESS 2020年 8卷 157840-157861页

作者： Ocana, Jose Miguel Morales-Urrutia, Elizabeth K. Perez-Marin, Diana Pizarro, Celeste Ejercito Ecuatoriano Ambato 180156 Ecuador Univ Tecn Ambato Ambato 180103 Ecuador Univ Rey Juan Carlos Ciencias Comp Arquitectura Comp Lenguajes & Siste Madrid 28933 Spain Univ Rey Juan Carlos Matemat Aplicada Ciencia & Ingn Mat & Tecnol Elec Madrid 28933 Spain

learning how to program in Primary Education has attracted significant research in recent years. It is unclear though how programming environments and languages should be adapted to children to achieve better learning and use, but one trend seems to be the use of Scratch. The question in this paper is what programming environment can be used to continue teaching programming to children who have already been taught Scratch for years. This paper's proposal is that students aged between 10 and 12 can benefit from interacting with a friendly learning companion using p-code such as Alcody. The hypothesis is that students (aged between 10 and 12) with a knowledge of Scratch will be able to significantly improve their scores by using a learning companion to teach them how to program even during the COVID-19 pandemic. To check the hypothesis, an experiment was carried out during the 2019/2020 academic year with 137 students in Ecuador. A significant improvement in the scores of the students was recorded together with high satisfaction.

关键词： Education Principal component analysis programming profession programming environments Aging Encoding learning programming programming environment primary education COVID-19

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Educational platform for learning programming via controlling mobile robots

Educational platform for learning programming via controllin...

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International Conference on Data and Software Engineering ICODSE

作者： Lenskiy, Artem Junho, Heo Dongyun, Kim Junsu, Park Korea Univ Technol & Educ Dept Informat Commun & Engn 1600 Byeongcheon Myeon Cheonan South Korea

ISBN: (纸本)9781479979967

The paper proposes a mobile robot platform that uses Robot Operating System as a core and aims at improving the educational experience of computer science courses. In comparison to other education robotics projects, the advantage of our platform is a bundle of smart engineering solutions that allow simulating sensors using a single camera. The field of camera's view covers the whole platform and the captured video is processed with the proposed computer vision algorithm. Thus such educational tasks as line follower, maze exit finder, vacuum cleaner or game of tag are easily implementable. Moreover, the robots are accessed via the network that allows students to program and test their algorithms from various locations making this platform suitable for online classes.

关键词： learning programming mobile robots robot operating system sensors simulation

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