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20th International Conference on Entertainment Computing (ICEC)

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

ISBN: (纸本)9783030893934;9783030893941

Serious games for programming provide players with some type of algorithmic mechanics to accomplish game challenges. Such mechanics maybe formally algorithmic, or in some cases not theoretically linked to strict programming constructs, although still characterized as programming-related games. We discuss a serious game with visual programming where the primary mission is the development of a simple 2d game. Its primary novelty is the lack of separate build and run cycles. There is only one game mode, with gameplay and game development being inseparable, where every game object can be clicked, live-programmed, and live-edited during play. Additionally, time may be freely rewind and replayed, undoing or redoing internally all related user actions and game state updates. During such time travels, it is allowed to drop the entire history onwards, from any given point in time, and continue from there.

关键词： Serious games Visual programming Live programming Time-travel mechanics learning programming

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A Physical Computing Approach to the Introduction of Computer programming among a Group of Pre-service Teachers

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AFRICAN JOURNAL OF RESEARCH IN MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION 2021年第1期25卷 54-65页

作者： Govender, Reginald Gerald Govender, Desmond Wesley Univ KwaZulu Natal Sch Educ Math & Comp Sci Educ Cluster Edgewood Campus Pinetown South Africa

The emphasis on programming and robotics owing to the unfolding of the Fourth Industrial Revolution on the African continent has led the South African National Department of Education to propose a new subject in Grades R to 9. Hence, the training and development of pre-service teachers is crucial so that they can respond to the skills needed in the Digital Age. This preliminary study set out to explore and gauge pre-service teachers' experiences of programming and robotics. programming is perceived as being difficult and challenging because of its abstract nature. Block-based programming has gained popularity in introducing the novice to programming concepts. This paper presents a case of nine computer science pre-service teachers from a South African university and their experiences of physical computer programming using Scratch for Arduino. Data was collected from unstructured observations during a practical session followed by a semi-structured group interview. The meaningful implementation of physical computing was supported by Rogers's (Freedom to learn: A view of what education might become, Charles Merrill, 1969) experiential learning theory. A prominent finding was that physical programming affords the opportunity to learn electronics and programming simultaneously, making programming relevant and interesting. programming with Scratch for Arduino takes advantage of the fact that an Arduino is a physical device when paired with Scratch, further making these concepts accessible in a concrete manner.

关键词： Arduino block-based programming learning programming physical computing Scratch

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LearnBlock: A Robot-Agnostic Educational programming Tool

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IEEE ACCESS 2020年 8卷 30012-30026页

作者： Bachiller-Burgos, Pilar Barbecho, Ivan Calderita, Luis V. Bustos, Pablo Manso, Luis J. Univ Extremadura Dept Comp & Commun Technol Robot & Artificial Vis Lab RoboLab Caceres 10003 Spain Mobbeel Solut SL Res & Dev Dept Caceres 10195 Spain Aston Univ Sch Engn & Appl Sci Birmingham B4 7ET W Midlands England

Education is evolving to prepare students for the current sociotechnical changes. An increasing effort to introduce programming and other STEM-related subjects into the core curriculum of primary and secondary education is taking place around the world. The use of robots stands out among STEM initiatives, since robots are proving to be an engaging tool for learning programming and other STEM-related contents. Block-based programming is the option chosen for most educational robotic platforms. However, many robotics kits include their own software tools, as well as their own set of programming blocks. LearnBlock, a new educational programming tool, is proposed here. Its major novelty is its loosely coupled software architecture which makes it, to the best of our knowledge, the first robot-agnostic educational tool. Robot-agnosticism is provided not only in block code, but also in generated code, unifying the translation from blocks to the final programming language. The set of blocks can be easily extended implementing additional Python functions, without modifying the core code of the tool. Moreover, LearnBlock provides an integrated educational programming environment that facilitates a progressive transition from a visual to a general-purpose programming language. To evaluate LearnBlock and demonstrate that it is platform-agnostic, several tests were conducted. Each of them consists of a program implementing a robot behaviour. The block code of each test can run on several educational robots without changes.

关键词： Educational tool learning programming robot-agnostic software architecture

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Toward Ability-Based Design for Novice Programmers with learning (Dis)abilities 20

Toward Ability-Based Design for Novice Programmers with Lear...

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ACM Conference on International Computing Education Research (ICER)

作者： Haynes, Carl C. Univ Michigan Sch Informat Ann Arbor MI 48109 USA

ISBN: (纸本)9781450370929

Dynamically adaptive Parsons problems are pieces of code that must be ordered and indented correctly. Performance on prior problems determines the difficulty of subsequent ones. These problems comprise an adaptive learning system that dynamically adapts the learning experience to an individual's ability. But how do novice programmers with learning (dis)abilities experience solving them? And, how can we make this learning experience more accessible? To understand the learning experience, researchers suggest testing the hypothesis that cognitive load is less for solving dynamically adaptive Parsons problems than writing equivalent code. Furthermore, researchers propose using an ability-based design approach to increase the accessibility of adaptive learning systems such as dynamically adaptive Parsons problems.

关键词： Accessibility Adaptive learning learning programming Parsons problems

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Exploring the Instructional Efficiency of Representation and Engagement in Online learning Materials 20

Exploring the Instructional Efficiency of Representation and...

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2020 Conference on United Kingdom and Ireland Computing Education Research

作者： Heinonen, Ava Hellas, Arto Aalto Univ Espoo Finland

ISBN: (纸本)9781450388498

Using two 2 x 3 in-situ experiments in an introductory programming course, we study the effect of representation and engagement on the instructional efficiency of learning materials. In the experiments, we controlled for used representation and the level of engagement and accounted for prior experience and prior cognitive effort. We observe that analogical representations with little engagement are more beneficial for those already familiar with the topic. No significant effect from engagement or prior experience was observed when students studied using traditional representations. Low cognitive effort before studying was related to studying being less cognitively demanding, regardless of the condition. No single way of presenting information seems to work better or worse universally for all participants.

关键词： instructional materials instructional efficiency cognitive load prior experience learning programming engagement taxonomy multimedia learning materials

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Increasing student motivation in computer programming with gamification 11

Increasing student motivation in computer programming with g...

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IEEE Global Engineering Education Conference (IEEE EDUCON)

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

ISBN: (纸本)9781728109305

Games have important motivational power. They take advantage of a set of tools to encourage people to engage with them just for the joy of playing and the possibility to win. While gamification is gaining ground in a lot of areas in our society, its application in education is still an emerging trend. In recent years, gamification has attracted the attention of researchers from different areas such as teaching and learning computer programming. Ever since the first programming languages emerged, the problems inherent to programming teaching and learning have been studied and investigated. The theme is very serious, not only for the important concepts underlying computer science courses but also for reducing the lack of motivation, failure, and abandonment that result from student frustration. In most of these studies and research one factor prevails, lack of student motivation or how to motivate students to learn programming. One way to combat this problem is to use gamification. Using game design elements in non-game contexts is one of the good ways to motivate and encourage students to learn programming. To assess how gamification impacted the learning experience, we compared data from one gamified and non-gamified year. In general, the results show significant improvements in terms of attendance to class, participation, and proactivity. They also suggest that our approach can reduce the high rate of failure grade among students. In conclusion, this case study, we show how the use of concepts related to gamification can improve motivation, passion, beauty, joy, awe, e naturally the succeed in programming.

关键词： Gamification learning programming teaching programming programming problems

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Intelligent Tutoring Systems approach to Introductory programming Courses 20

Intelligent Tutoring Systems approach to Introductory Progra...

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Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality

作者： José Figueiredo Francisco José García-Peñalvo Polytechnic of Guarda Portugal University of Salamanca Spain

ISBN: (纸本)9781450388504

programming is difficult and requires a lot of work and dedication from the students and teachers. programming is part of the curriculum of many courses, but especially in computer science, and most teaching and learning is problematic. Despite all the efforts of the researchers, it seems to be difficult to find an effective method of teaching that is suitable for all students. This paper describes a set of possible instructional strategies for teaching and learning and its application to an introductory programming course. The goal of utilizing a smart learning system was to increase student scores, pass rate, and increase efficiency for both students and teachers. The set of instructional strategies based on technology was implemented in an introductory programming course over several academic years. Data were collected and the results are analyzed. The results show that there are significant improvements in the grade distributions, the pass/fail rate, in the interest and participation of the students in the different activities developed throughout the course, greater motivation and passion in solving problems, and the more efficient use of teacher time and effort.

关键词： intelligent tutoring systems teaching programming programming ITS learning programming CS1 CS0

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A Systematic Literature Review of Automated Feedback Generation for programming Exercises

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2019年第1期19卷 1–43页

作者： Keuning, Hieke Jeuring, Johan Heeren, Bastiaan Open Univ Netherlands Heerlen Netherlands Windesheim Univ Appl Sci Zwolle Netherlands Univ Utrecht Utrecht Netherlands

Formative feedback, aimed at helping students to improve theirwork, is an important factor in learning. Many tools that offer programming exercises provide automated feedback on student solutions. We have performed a systematic literature review to find out what kind of feedback is provided, which techniques are used to generate the feedback, how adaptable the feedback is, and how these tools are evaluated. We have designed a labelling to classify the tools, and use Narciss' feedback content categories to classify feedback messages. We report on the results of coding a total of 101 tools. We have found that feedback mostly focuses on identifying mistakes and less on fixing problems and taking a next step. Furthermore, teachers cannot easily adapt tools to their own needs. However, the diversity of feedback types has increased over the past decades and new techniques are being applied to generate feedback that is increasingly helpful for students.

关键词： Systematic literature review automated feedback programming tools learning programming

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Odyssey of Phoenix: A Propriety Game Based learning Game to Learn Object-Oriented programming 11

Odyssey of Phoenix: A Propriety Game Based Learning Game to ...

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11th European Conference on Game-Based learning (ECGBL)

作者： Wong, Yoke Seng Yatim, Maizatul Hayati Binti Mohammad Tan, Wee Hoe Khoo, Li Jing KDU Univ Coll Sch Comp & Creat Media Shah Alam Malaysia Sultan Idris Educ Univ Falcuty Art Comp & Creat Ind Tanjung Malim Malaysia

ISBN: (纸本)9781911218579;9781911218562

Object-oriented programming is a required fundamental skillset for all computer science related students. However, teaching object-oriented programming to undergraduate year one students is challenging and academician need to use a different approach to find suitable methods to enhance student understanding, self-interest and self-experimentation. However, the classroom-based learning and teaching methods are insufficient to support learners or students, especially in learning a programming related subject. A game-based learning approach could be an efficient way for the students to learn object-oriented programming. This is mainly because the empirical evidence that validates computer games is an efficient tool for learning object-oriented programming is still absent from the literature. The proposed computer game is developed according to the game-based learning design approach model, where several relevant theories, such as condition of learn, operant conditioning, constructive, hierarchy of needs and bloom taxonomy are included to ensure that the entire learning process is motivating and easy to learn. The game-based learning design model is divided to three layers, such as presentation layer, learning theory layer and core game-play layer. Each layer covers a different expect, where focus is on how to make the learning environment more effective for player to learn object-oriented programming. The proposed game is a role-playing game named Odyssey of Phoenix that motivates users to learn object-oriented programming in an easy and interactive environment. Players will play along the flow of each game quest and they will easily learn and pick up the object-oriented programming paradigm. Players are not required to have any coding practice and learn via the provided game-play with pseudo code support. A group of 20 students in the second year of Bachelor of Computer Science were offered to participate a pilot testing to evaluate the game. The respondents showed po

关键词： game-based learning model learning programming object-oriented programming

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Unsupervised Automatic Detection of Learners' programming Behavior 14th

Unsupervised Automatic Detection of Learners' Programming Be...

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14th European Conference on Technology Enhanced learning (EC-TEL)

作者： Bey, Anis Perez-Sanagustin, Mar Broisin, Julien Univ Paul Sabatier Toulouse III Inst Rech Informat Toulouse IRIT Toulouse France Pontificia Univ Catolica Chile Santiago Chile

ISBN: (纸本)9783030297367;9783030297350

programming became one of the most demanded professional skills. This reality is driving practitioners to search out better approaches for figuring out how to code and how to support learning programming processes. Prior works have focused on discovering, identifying, and characterizing learning programming patterns that better relate to success. Researchers propose qualitative and supervised analytic methods based on trace data from coding tasks. However, these methods are limited for automatically identifying students in difficulties without human-intervention support. The main goal of this paper is to introduce a three-phase process and a case study in which unsupervised clustering techniques are used for automatically identifying learners' programming behavior. The case study takes place in a Shell programming course in which we analyzed data from 100 students to extract learners' behavioral trajectories that positively correlate with success. As a result, we identified: (1) a list of features that improve the quality of the automatic learners' profiles identification process, and (2) some students' behavioral trajectories correlated with their performance at the final exam.

关键词： learning programming Educational data mining Unsupervised analysis methods Learners' behavior learning analytics

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