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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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learning programming for Non-Native English-Speaking Students: Insight from Japanese Students 56

Learning Programming for Non-Native English-Speaking Student...

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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 drives undergraduates’ effort and persistence in learning programming

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Education and Information Technologies 2023年第10期28卷 12383-12406页

作者： Lin, Guan-Yu Liao, Yi-Wen Su, Zhi-Yuan Wang, Yu-Min Wang, Yi-Shun Department of Information Management National Changhua University of Education Changhua Taiwan Department of Intelligent Commerce National Kaohsiung University of Science and Technology Kaohsiung Taiwan Department of Information Management Chia Nan University of Pharmacy and Science Tainan Taiwan Department of Information Management National Chi Nan University Puli Taiwan

This study attempts to: (a) investigate whether positive and negative emotions mediate the pathways linking self-efficacy for learning programming with effort and persistence in undergraduates’ learning Scratch programming combining with a programmable hardware platform (i.e., Arduino), and (b) assess the effect of academic major (i.e., information technology-related majors vs non-information technology-related majors) on self-efficacy for learning programming and emotions. With the use of responses collected from a sample of 156 undergraduate students, the research model is empirically validated using partial least squares structural equation modeling (PLS-SEM). The findings reveal that undergraduates’ effort and persistence while learning programming were significantly predicted by positive emotions, but not by negative emotions. Self-efficacy for learning programming significantly and positively influenced positive emotions and negatively influenced negative emotions. Finally, variations in predicting positive emotions were found between different academic majors: students in information technology-related majors experienced less negative emotional experiences than those in non-information technology-related majors. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Academic discipline Effort Emotions learning programming Persistence Self-efficacy

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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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Design science research applied to difficulties of teaching and learning initial programming

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UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2024年第3期23卷 1151-1161页

作者： Figueiredo, Jose Jose Garcia-Penalvo, Francisco Polytech Guarda Res Unit Inland Dev UDI Guarda Portugal Univ Salamanca Grp Invest GRIAL Dept Informat & Automat Inst Univ Ciencias Educ Salamanca Spain

learning and teaching to program is an arduous task. It requires a lot of commitment, dedication, and passion from everyone involved. programming courses have high dropout and failure rates. Throughout time, several educational research works have been carried out to study the different learning processes and characteristics of students. With this work, we present and describe our vision and model of teaching and learning of initial programming to minimize the problems. We present a technological tool, called HTprogramming (Help To programming), which complements the teaching and learning process. This allows students to practice a wide variety of activities with immediate feedback, directly related to content and themes for learning programming. It allows the teacher to follow the whole process and students' results. Using a machine-learning (neural network) predictive model of student failure, it will allow the teacher to anticipate possible student failure and act quickly. In this paper, we apply the Design Scientific Research Methodology to tackle teaching and learning difficulties to initial programming. We also include the results and evaluation of the application. Students consider the application an important tool for their learning process. The student failure prediction model presents very realistic values.

关键词： CS0 CS1 programming Teaching programming learning programming Design science research methodology

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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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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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learning programming from erroneous worked-examples. Which type of error is beneficial for learning?

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learning AND INSTRUCTION 2021年 75卷 101497-101497页

作者： Beege, Maik Schneider, Sascha Nebel, Steve Zimm, Justus Windisch, Sarah Rey, Guenter Daniel Tech Univ Chemnitz Fac Humanities Psychol Learning Digital Media Str Nationen 12 D-09111 Chemnitz Germany

learning from erroneous worked examples could enhance learning in contrast to problem-solving tasks. The type of error was hypothesized to be a moderator and accuracy of error detection and correction a mediator of this effect. This study examines the influence of simple syntactic (the structure of the code) and complex semantic (the logic or content of the code) errors in a programming scenario. Overall, 128 students were assigned to a two (syntactic errors: yes vs. no) x two (semantic errors: yes vs. no) factorial between-subjects design. Students' accuracy in error detection and correction, learning performance, mental load, and mental effort were measured. Results showed that learners receiving syntactic errors detected and corrected errors with higher accuracy which leads to higher learning performance. Semantic errors did not influence learning-related variables since semantic errors were too difficult for novice learners to detect and fix. The postulated moderation and mediation could be supported.

关键词： Worked examples Syntactic errors Semantic errors Accuracy in error detection learning programming

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learning Game programming Through Narrative, Sound Effects, and Music in Text-Based Games: A Creative Approach to Digital Game Education 53

Learning Game Programming Through Narrative, Sound Effects, ...

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53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023

作者： Moro, Glaucio H. M. Carvilhe, Claudio R. V. De Paula, Bruno C. Silla, Carlos N. PR Curitiba Brazil PR Curitiba Brazil PR Curitiba Brazil

ISBN: (纸本)9798350336429

Within the tradition of Digital Game courses, the use and teaching of programming is seen as essential for students to work on skills and gain knowledge to develop an artifact. However, for students at a more basic level, this can be a major difficulty considering the complexity of understanding a language they have never seen before. Narrative, sound, and music are critical elements in game creation and can be used to teach programming concepts in a more intuitive and engaging way. Recently, the 'Creative Experience: Text-Based Game Development' module has strengthened the use of narrative as a way of teaching programming concepts. Narrative creates contexts and stories for players, while sound provides feedback and guidance during the game. According to Kelleher (2006), the use of games to teach programming is an effective form of learning because it allows students to experiment with concepts in a fun and playful way and develops important skills such as problem-solving, critical thinking, and teamwork. The use of narrative, sound, and music in games can be an effective way to teach complex programming concepts clearly and engagingly. This is an article that addresses the strategies created in the digital game module 'Creative Experience: Text-Based Game Development' exploring narrative, sound, and music as learning elements for programming and comparing the results within the period of two course offerings, one with only programming teaching and another with the introduction of narrative and sound as the basis for constructing this knowledge. It is hoped that these teaching strategies can contribute to the development of valuable skills in the field of education and programming. © 2023 IEEE.

关键词： learning programming Narrative in Games Sound in Games Text-based Games

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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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