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56th Annual SIGCSE Technical Symposium on Computer Science Education, SIGCSE TS 2025

作者： Martono, Niken Prasasti Ohwada, Hayato Tokyo University of Science Noda Chiba Japan

ISBN: (纸本)9798400705328

For non-native English speakers, learning programming presents unique challenges, particularly in languages like Python, which heavily rely on English syntax and documentation. This study explores the challenges faced by non-native English-speaking Japanese university students enrolled in introductory Python programming courses. A survey was held to examined various aspects of their learning experience, including their programming proficiency, English fluency, use of translation tools, and the impact of bilingual resources on their learning. Clustering analysis was employed to group the participants into three distinct clusters: beginners, intermediate learners, and advanced learners. Cluster 0 (beginners) had low programming experience and English fluency, relying on non-English materials and translation tools. Cluster 1 (intermediate) showed moderate skills, using bilingual resources and translation aids. Cluster 2 (advanced) had higher proficiency but faced challenges with debugging and code optimization. Our findings highlight the need for tailored resources to support students navigating English-based programming environments. © 2025 Copyright held by the owner/author(s).

关键词： computer science education learning programming non-native English speakers Python programming

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What is the biggest motivator for 10 th-graders when learning programming? Case study in Vietnam

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Social Sciences and Humanities Open 2025年 11卷

作者： Tran Van, Hung Thi, Hoa Nguyen Ly Anh, Kiet Tran Ba Tuan, Kiet Nguyen The University of Danang University of Science and Education Danang Viet Nam

Motivation is one of the important elements in the learning process, particularly for complex subjects like programming, which demand consistent engagement and strong problem-solving abilities. Grasping the nuances of student motivation is essential for educational researchers and practitioners dedicated to crafting more effective and engaging learning environments. This study examines four pivotal factors influencing 10th-grade students' motivation to learn programming in Da Nang, Vietnam: family influence, teacher influence, learning environment, and self-influence. By exploring these dimensions, we aim to propose actionable strategies that educators and parents can implement to foster a supportive and motivating educational atmosphere. Our analysis, conducted using SPSS24 and Structural Equation Modeling (SEM), highlighted that self-influence, family influence, learning environment, and teaching influence significantly drive student motivation. Key metrics include a Kaiser-Meyer-Olkin (KMO) value of .803, Cronbach's Alpha values exceeding 0.6, a Comparative Fit Index (CFI) of 0.946, Tucker-Lewis Index (TLI) of 0.932, and a Root Mean Square Error of Approximation (RMSEA) of 0.056. Additionally, ANOVA results with a significant value of .000 < .005 confirms that the independent variables positively impact students' motivation. These findings are valuable for educators, especially those involved in programming instruction at both high school and university levels. © 2025

关键词： 10th grade students Impact learning environment learning motivation learning programming

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learning programming and Electronics with Augmented Reality 10th

Learning Programming and Electronics with Augmented Reality

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10th International Conference on Universal Access in Human-Computer Interaction held as part of 18th International Conference on Human-Computer Interaction (HCI International)

作者： Figueiredo, Mauro Cifredo-Chacon, Maria-Angeles Goncalves, Vtor Univ Algarve ISE CIMA CIAC Faro Portugal Univ Cadiz Cadiz Spain S Bras Secondary Sch Sao Bras De Alportel Portugal

ISBN: (纸本)9783319402383;9783319402376

Digital native generations have been technology consumers all their life. Our children should be educated to be capable to contribute, as active producers, to the digital framework with a maturity and critical attitude. To do that children should learn to program from very early stage at school and combine this with electronics can be the right way to motivate them to develop skills such as reasoning, problems resolution, logic, creativity, perseverance and team work. This paper describes the development of an augmented reality book that can be used by children to learn programming and electronics. Students alone, in groups, at home or in the classroom can use mobile devices (smart-phones or tablets) and augmented reality to help them in the electronics assembly. We believe that the use of augmented reality will change significantly the teaching activities by enabling the addition of supplementary information that is seen on a mobile device.

关键词： learning programming learning electronics m-learning Augmented reality Mobile devices

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learning programming through stepwise self-explanations 11

Learning programming through stepwise self-explanations

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11th Iberian Conference on Information Systems and Technologies (CISTI)

作者： Aureliano, Viviane C. O. Tedesco, Patricia C. de A. R. Caspersen, Michael E. Fed Inst Pernambuco Campus Belo Jardim Belo Jardim PE Brazil Univ Fed Pernambuco Ctr Informat Recife PE Brazil Aarhus Univ Ctr Sci Educ Aarhus Denmark

ISBN: (纸本)9789899843462

In this article we present an approach where students self-explain small pieces of code while they are studying the process of building programs from videos used as instructional material. To evaluate our approach, we carried out an experiment in which we compared it with another approach where students self-studied the same videos. Although we could not confirm that the difference between the two groups was significant, we found a positive correlation within the instructional group between participants' answers to the self-explanation questions and participants' final results. Besides that, participants provided positive feedback regarding our approach. These findings suggest our approach should be investigated in further detail, especially with regard to which instructional conditions are more effective for it.

关键词： learning programming novices videos self-explanations

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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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RoboTIC: A serious game based on augmented reality for learning programming

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MULTIMEDIA TOOLS AND APPLICATIONS 2020年第45-46期79卷 34079-34099页

作者： Schez-Sobrino, Santiago Vallejo, David Glez-Morcillo, Carlos Redondo, Miguel A. Jesus Castro-Schez, Jose Univ Castilla La Mancha Paseo Univ 4 Ciudad Real 13071 Spain

Coding skills are becoming more and more important in today's world, especially within the context of the fourth industrial revolution. They also help practice other 21 century skills such as computational thinking, problem solving and teamwork. Unfortunately, learning how to program is tough and can be also frustrating for beginner students. In this work we introduce RoboTIC, a serious game based on gamification and Augmented Reality that facilitates the learning of programming to students in lower levels of the education system by using a novel set of visual metaphors derived from a notation of roads and traffic signs. The architecture that supports RoboTIC has been designed to allow the integration of multimedia components when new programming concepts and techniques must be addressed and to add game levels that enable students to learn incrementally. Experiments have been conducted in a youth center with children who do not have coding skills at all to demonstrate the feasibility of the proposal. The results show promising conclusions in terms of children's motivation and interest in programming.

关键词： learning programming Serious games Visual programming Augmented reality

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Implementing Flipped Classroom Strategy in learning programming

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INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS 2021年第10期12卷 602-607页

作者： Eusoff, Rosnizam Salleh, Syahanim Mohd Zin, Abdullah Mohd Univ Kebangsaan Malaysia Ctr Software Technol & Management Bangi Malaysia

Novice students encountered many difficulties and challenges when learning to program. They face problems in terms of high cognitive load in learning and lack of prior programming knowledge. Various strategies and approaches are implemented to overcome the difficulties and challenges in programming. A flipped classroom is an active learning strategy implemented in many subjects and courses, including programming. The flipped classroom strategy consists of three phases, namely, pre-class, in-class, and post-class. A focus group discussion is conducted involving 13 participants from various learning institutions. The purpose of the study is to discuss the implementation of flipped classroom strategy in programming. The study also identifies a technique for monitoring students' involvement in activities outside the classroom and proper motivation to engage students in programming. Related research questions are constructed as guidelines for the discussion. The deductive thematic analysis is performed on the transcripts of the discussion. As a result, four pre-determine codes and two codes were generated from the analysis. This study identifies suitable activities, tools, monitoring strategies, and motivation to support the implementation of a flipped classroom in programming. There is good potential through flipped classrooms in learning programming with a systematic and careful planned implementation.

关键词： Flipped classroom learning programming cognitive load active learning focus group discussion

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Strategies to increase success in learning programming 24

Strategies to increase success in learning programming

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International Symposium on Computers in Education (SIIE)

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

ISBN: (数字)9781665474641

ISBN: (纸本)9781665474641

programming is a special activity, which requires very special skills. Creativity, problem solving, persistence, collaboration, communication, critical thinking, commitment, dedication and hard work are some of the skills and characteristics required of those who learn programming. They are also essential characteristics to face all the challenges of the 21st century. learning programming is a good way to practice and develop these skills. That is why most courses, in the most diverse areas of knowledge, include programming in their curricula. However, programming courses have a bad reputation. These courses have high failure and dropout rates. It is recognized by the whole scientific community in the area that there are problems and difficulties in teaching and learning programming. With this work we want to present our set of strategies and results in the improvement of our system of teaching and learning initial programming, and with that also contribute to the development and resolution of the problem. In this work, we describe a set of activities related to the initial learning of programming with good results. We present the results of the application of a machine-learning model for predicting student failure, with excellent accuracy and precision results. Finally, we argue the improvements in our teaching system and initial learning of programming, with the final results of the course of the last 5 years.

关键词： CS0 CS1 programming teaching programming learning programming machine learning

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An interactive web environment to foster learning programming at the high school level 26

An interactive web environment to foster learning programmin...

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26th International Symposium on Computers in Education (SIIE)

作者： de Araujo, Adorilson Bezerra Univ Coimbra Dept Comp Engn CISUC Coimbra Portugal

ISBN: (纸本)9798350376623;9798350376616

Teaching and learning programming can be complex tasks. In addition to the technical aspects, it is essential to consider each student's context. For instance, certain Brazilian career and technical education (CTE) schools include programming subjects in their regular curriculum. Attending such schools is sometimes viewed as a simpler path to higher education. Therefore, even if students have no specific interest in programming, they are required to take and pass programming courses. It is vital to ensure that the students' learning experiences are smooth and tailored to their pace, although this is only sometimes feasible. Hence, various learning strategies have been proposed in the literature to enhance programming learning. One of these strategies is scaffolding, which refers to any support provided to students during programming activities. However, only a few studies have investigated this learning strategy compared to others, especially at the high school level. In this context, the main research question of this work is: What are the main characteristics of a web environment that can promote learning and teaching programming to adolescents? The contributions of this work include: 1) a new model for learning programming;2) the design, implementation, and evaluation of an interactive webbased environment to support this model;3) the elaboration of an adaptable set of activities;and 4) findings from evaluation studies conducted in real classrooms, which will involve adolescent students at CTE high schools.

关键词： high school scaffolding learning programming teaching programming career and technical education

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A theory based tool set for analysing reading processes in the context of learning programming 17

A theory based tool set for analysing reading processes in t...

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12th Workshop in Primary and Secondary Computing Education (WiPSCE)

作者： Budde, Lea Heinemann, Birte Schulte, Carsten Paderborn Univ Paderborn Germany

ISBN: (纸本)9781450354288

Several authors have argued for the role of reading code in programming education. The literature suggests e.g. cognitive overload as a significant problem and discusses the need to divide learning programming in sub-tasks, and to explicitly acknowledge and train different aspects of reading skills, e.g. reading for general understanding, tracing, and debugging. In this paper, we present a theoretical analysis that results in a tool design that correlates observable gaze behaviour to a theoretical model of source code comprehension. This allows to link observable reading behaviour (gaze) to internal cognitive processes of source code understanding, and thus to research the effects of different reading tasks and approaches on learning.

关键词： Block Sequence Viewer Eye Tracking Block Model learning programming Cognitive Load

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