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PY-RATE ADVENTURES: A 2D Platform Serious Game for learning the Basic Concepts of programming With Python

SIMULATION & GAMING 2019年第6期50卷 754-770页

作者： Sideris, Grigorios Xinogalos, Stelios Univ Macedonia Thessaloniki Greece Univ Macedonia Dept Appl Informat Sch Informat Sci Thessaloniki Greece

Background. learning programming is a cognitively demanding field of study accompanied with various difficulties. Although there is a high demand in the market for programmers, software analysts and engineers, a high dropout rate is recorded in relevant fields of study. Serious games are a promising means of engaging students in learning programming by giving them more incentives and making the process of learning programming concepts and languages more entertaining. Aim. This article introduces a new serious game called PY-RATE ADVENTURES, which aims to assist young students in their introduction to the basic programming concepts using Python. The game does not have any prerequisites and is suitable for players with no previous knowledge of programming. This article aims to present important information regarding the analysis, design and pilot evaluation of PY-RATE ADVENTURES. Method. The game was evaluated by 31 people that had recently graduated or were students of an Interdepartmental Programme of Postgraduate Studies in Information Systems. The participants voluntarily played the game and answered a questionnaire based on the MEEGA+ model, after their hands on experience with the game. This questionnaire's purpose was to evaluate PY-RATE ADVENTURES in terms of perceived player experience and short-term learning. Results. The participants positively evaluated the game almost in all the elements of player experience. Furthermore, the majority of the users consider that the game helped them to learn basic programming concepts in Python and stated that they would prefer to learn programming with this game rather than other teaching methods. Conclusion. The positive results of the pilot evaluation give us the motivation to proceed and evaluate the game with students in secondary education, in order to extract stronger and generalisable conclusions regarding the impact of the game as an educational tool for learning programming concepts.

关键词： educational games learning programming perceived player experience serious games

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ARCode: Augmented Reality Application for learning Elementary Computer programming 16

ARCode: Augmented Reality Application for Learning Elementar...

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16th International Joint Conference on Computer Science and Software Engineering (JCSSE) - Knowledge Evolution Towards Singularity of Man-Machine Intelligence

作者： Sittiyuno, Sirawit Chaipah, Kornchawal Khon Kaen Univ Dept Comp Engn Fac Engn Khon Kaen Thailand

ISBN: (纸本)9781728107196

This paper presented ARCode, the system that employed augmented reality (AR) to motivate and help learners with programming Since programming is an abstract task, many need help with programming, both technically and emotionally. ARCode is the game-based learning system that shows how each command works by using AR animations, and focuses on the logical order of commands. Learners can collaborate in the real world while practicing individually in the application. In our experiment, we found that the treatment group had significantly improved on their scores for all topics except for Selection, while the control group did not. The user satisfaction survey suggested that more than 80% of users accepted our system as a useful, enjoyable, and collaborative learning system. The primary results showed the system's potential to help learners better learn programming with high motivation.

关键词： learning programming Augmented Reality Mobile learning Game-based learning

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programming and Computational Thinking in Mathematics Education An Integration Towards AI Awareness

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KUNSTLICHE INTELLIGENZ 2022年第1期36卷 73-81页

作者： Tamborg, Andreas Lindenskov Elicer, Raimundo Spikol, Daniel Univ Copenhagen Ctr Digital Educ Univ 5 DK-2100 Copenhagen Denmark Aarhus Univ Danish Sch Educ Tuborgvej 164 DK-2400 Copenhagen Denmark Univ Copenhagen Ctr Digital Educ Univ Pk 1 DK-2100 Copenhagen Denmark Univ Copenhagen Dept Comp Sci Univ 1 DK-2100 Copenhagen Denmark

Artificial intelligence (AI) has become a part of everyday interactions with pervasive digital systems. This development increasingly calls for citizens to have a basic understanding of programming and computational thinking (PCT). Accordingly, countries worldwide are implementing several approaches to integrate critical elements of PCT into K-9 education. However, these efforts are confronted by difficulties that the PCT concepts are for students to grasp from purely theoretical perspectives. Recent literature indicates that the playful nature is particularly important when novices from both both early and higher education are to learn AI. These playful activities are characterised by setting a scene where PCT concepts such as algorithms, data processing, and simulations are meant to draw on to understand better how AI is integrated into our everyday digital life. This discussion paper analyses playful PCT resources developed around the game rock-paper-scissors developed in the UK and Denmark. Resources from these countries are interesting starting points since both have been or are in the process of integrating PCT as part of the K-9 curriculum. The central discussion raised by the paper, is the nature of the integration between mathematics and PCT in these tasks. These resources provide opportunities for discussion of how we may better integrate PCT and mathematics from the perspective of both subjects to build a solid foundation for a critical understanding of AI interactions in future generations.

关键词： Artificial intelligence Computational thinking Mathematics education learning programming

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programming Experience Requirements for Future Visual Development Environments 14

Programming Experience Requirements for Future Visual Develo...

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14th International Conference on Computer Supported Education (CSEDU)

作者： Savidis, Anthony FORTH Inst Comp Sci Iraklion Crete Greece Univ Crete Dept Comp Sci Iraklion Greece

ISBN: (纸本)9789897585623

Visual programming is widely adopted for teaching purposes, considered as an appropriate starting base before introducing learners to typical programming languages. However, the progress in such tools is very slow and limited compared to standard programming environments. Moreover, there is no systematic classification regarding the most important requirements to improve the support of visual programming tasks. In this context, we introduce programming experience as the context-specific notion of user-experience for the programming domain. Then, we identify three groups of requirements relating to language, interaction and tools, and elaborate with specific requirements per group. In this analysis, we study related examples from current tools in various domains, while we propose scenarios inspired from source-based programming environments.

关键词： Visual programming learning programming User / learning Experience Development Environments

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A Survey on Online learning Preferences for Computer Science and programming 41

A Survey on Online Learning Preferences for Computer Science...

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41st IEEE/ACM International Conference on Software Engineering - Software Engineering Education and Training (ICSE-SEET)

作者： Escobar-Avila, Javier Venuti, Deborah Di Penta, Massimiliano Haiduc, Sonia Florida State Univ Dept Comp Sci Tallahassee FL 32306 USA Univ Sannio Dept Engn Benevento Italy

ISBN: (纸本)9781728110004

The increasing availability of online documentation is radically changing the way developers and computer science students learn various topics, and programming in particular. Nowadays, a plethora of online learning resources are available, ranging from online University courses and official programming manuals/documentation to video tutorials, screencasts, and discussions available on Question & Answer forums. With the aim of aiding researchers to better understand the usage, advantages, and limitations of this large amount of resources, this paper empirically investigates the learning preferences and needs of computer science students and professional developers related to the use of online resources for learning. We conducted a survey with 205 participants, having different degrees of formal instruction and professional experience in programming. The survey investigated the participants' learning preferences, information seeking behavior, preferred online resources, and learning needs. The study results reveal a preference for combined visual and auditory learning while indicating written tutorials and official documentation as two of the most popular resources currently used by developers and students. The study also indicates that, although online resources are considered valuable, there is a need for better support for searching and browsing this kind of resources.

关键词： Online resources Video tutorials Screencasts learning programming

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Hyperstyle: A Tool for Assessing the Code Quality of Solutions to programming Assignments 2022

Hyperstyle: A Tool for Assessing the Code Quality of Solutio...

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53rd Annual ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Birillo, Anastasiia Vlasov, Ilya Burylov, Artyom Selishchev, Vitalii Goncharov, Artyom Tikhomirova, Elena Vyahhi, Nikolay Bryksin, Timofey JetBrains Res St Petersburg Russia St Petersburg State Univ St Petersburg Russia Stepik St Petersburg Russia Comp Sci Ctr St Petersburg Russia

ISBN: (纸本)9781450390705

In software engineering, it is not enough to simply write code that only works as intended, even if it is free from vulnerabilities and bugs. Every programming language has a style guide and a set of best practices defined by its community, which help practitioners to build solutions that have a clear structure and therefore are easy to read and maintain. To introduce assessment of code quality into the educational process, we developed a tool called Hyperstyle. To make it reflect the needs of the programming community and at the same time be easily extendable, we built it upon several existing professional linters and code checkers. Hyperstyle supports four programming languages (Python, Java, Kotlin, and Javascript) and can be used as a standalone tool or integrated into a MOOC platform. We have integrated the tool into two educational platforms, Stepik and JetBrains Academy, and it has been used to process about one million submissions every week since May 2021.

关键词： programming education code quality assessment learning programming refactoring code formatting

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AsPIn: A Moodle Plugin for Introductory programming Teaching 17

AsPIn: A Moodle Plugin for Introductory Programming Teaching

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

作者： Macedo, Fernanda Yamin, Joao Lucas Silva, Wanderson Jean Holanda, Maristela Oliveira, Roberta Univ Brasilia UnB Dept Ciencia Comp Brasilia DF Brazil

ISBN: (纸本)9789893334362

The high failure rate of introductory programming courses is a challenge present in Brazil and in several universities in the world, including the University of Brasilia with the subject Introduction to Computer Science. In this context, this paper presents the AsPIn plugin, developed for Moodle Virtual learning Environment, which uses the student's profile to display messages and guidelines and to customize the content available in the course page. The plugin was evaluated at University of Brasilia in Brazil in the Math class. The validation performed by the Mathematics students showed good results.

关键词： Moodle Teaching programming learning programming

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Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional learning Companion?

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IEEE ACCESS 2021年 9卷 6642-6660页

作者： Morales-Urrutia, Elizabeth K. Miguel Ocana, Jose Perez-Marin, Diana Pizarro, Celeste Univ Tecn Ambato Fac Design & Architecture Software Design Ambato 180103 Ecuador Ejercito Ecuatoriano Ambato 180156 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

Teaching programming to children has attracted significant research in recent decades. In our previous work, we co-designed the learning companion called Alcody with children between 10-12 years old who had some previous programming knowledge. Alcody is based on Papert's constructionism theory, interacting with the students in pseudocode and providing recommendations as emotional support. Students using Alcody could significantly increase their scores in a programming test as well as seeming to be happy using the system. However, the relationship between the increase in scores and satisfaction and motivation levels was not explored. Moreover, since the COVID-19 pandemic, children have seemed too distracted and stressed to keep focusing on learning programming. This is why this paper introduces, for the first time in the literature, the use of mindfulness (the quality of being aware of the present moment) to help children focus before their programming sessions. The hypothesis is that by integrating mindfulness into the teaching of programming to children with an emotional learning companion, such as Alcody, the learning of programming concepts and students' attitudes to learning can be improved. To test the hypothesis, an experiment was carried out with 137 students between 10-12 years old during the 2020 summer, split into a control group (without mindfulness) and a test group (with mindfulness). The 69 students in the test group achieved a significantly higher improvement in their post-test programming scores, and significantly higher satisfaction and motivation levels than the students in the control group. Moreover, students in the test group reported that they liked the experience of practicing mindfulness and that they felt it helped them to focus. It is therefore concluded that integrating mindfulness practices into the teaching of programming to children can be beneficial to increase their scores, satisfaction, and motivation levels.

关键词： programming profession Education Software Licenses Games Cats Tools Mindfulness emotional learning companion learning programming primary education

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Exploring the Antecedents of Verificator Adoption

Exploring the Antecedents of Verificator Adoption

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23rd International Conference on Human-Computer Interaction (HCII)

作者： Orehovacki, Tihomir Radosevic, Danijel Juraj Dobrila Univ Pula Fac Informat Zagrebacka 30 Pula 52100 Croatia Univ Zagreb Fac Org & Informat Pavlinska 2 Varazhdin 42000 Croatia

ISBN: (纸本)9783030784683;9783030784676

This paper aims to identify the determinants of students' behavioral intentions related to the use of Verificator, an educational tool designed for acquiring good programming habits. Based on the literature review, a research framework that represents an interplay of twelve adoption constructs was proposed. Data was collected by means of the post-use questionnaire. The sample of study participants was composed of novice programmers who were using Verificator at least one semester for the purpose of solving assignments during lab-based exercises. The psychometric features of the framework were examined by means of the partial least square structural equation modelling technique. Reported findings can be used as a foundation for future advances in the field with respect to the adoption of tools designed for learning programming concepts.

关键词： Verificator Educational tool learning programming Adoption PLS-SEM Post-use questionnaire

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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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