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Engaging and Supporting Students in Exploratory and Collaborative Activities: The Use of e-ECLiP and ACT Environments in learning programming

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INTERNATIONAL JOURNAL OF E-COLLABORATION 2012年第4期8卷 35-53页

作者： Gogoulou, Agoritsa Gouli, Evangelia Grigoriadou, Maria Natl & Kapodistrian Univ Athens Dept Informat & Telecommun Athens Greece Univ Athens Dept Primary Educ Informat Secondary Educ Athens Greece Univ Athens Dept Informat & Telecommun Educ & Language Technol Grp Athens Greece

e-ECLiP aims to establish a learning environment which promotes students' active involvement, contributes to the knowledge construction and the development of skills in programming through students' engagement in exploratory and collaborative activities. The collaboration is facilitated through the ACT tool, a synchronous communication tool that supports mechanisms for adaptation and personalization of the communication as well as for students' self-regulation. In the study presented, students of secondary education worked with e-ECLiP and collaborated through ACT in the context of a programming course. The results revealed that the educational setting used, the proposed didactical approach, and the context of the activities contributed positively in the comprehension of the loop construct and its application in solving simple problems. Also, the students admitted positively the supported synchronous communication tool and appreciated the provided facilities. It seems that the ACT tool can serve the context of the activities and the supported self-regulation mechanism can help students in improving their collaborative behaviour.

关键词： Collaboration Education Exploration learning programming Web-Based Teaching & learning

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An adaptive web-based system for learning programming

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INTERNATIONAL JOURNAL OF CONTINUING ENGINEERING EDUCATION AND LIFE-LONG learning 2006年第1-2期16卷 122-136页

作者： Bielikova, Maria Slovak Univ Technol Bratislava Fac Informat & Informat Technol Inst Informat & Software Engn Ilkovicova 3 Bratislava 84216 Slovakia

This paper presents an approach to learning programming by novice programmers through a web-based adaptive educational system called ALEA (Adaptive learning). ALEA supports learning programming by generating sequences of program examples that serve as exercises for a learner. The sequence is adapted to the needs of individual learners. At present, ALEA contains more than a hundred Lisp and Prolog program examples. The program examples are presented as specific instances of program schemata, which facilitate understanding of basic programming principles. We also discuss our experience in using web-based support for teaching programming.

关键词： learning programming program schema adaptive educational hypermedia web-based systems

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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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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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Non-Native English Speakers learning Computer programming: Barriers, Desires, and Design Opportunities 18

Non-Native English Speakers Learning Computer Programming: B...

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CHI 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)9781450356206

People from nearly every country are now learning computer programming, yet the majority of programming languages, libraries, documentation, and instructional materials are in English. What barriers do non-native English speakers face when learning from English-based resources? What desires do they have for improving instructional materials? We investigate these questions by deploying a survey to a programming education website and analyzing 840 responses spanning 86 countries and 74 native languages. We found that non-native English speakers faced barriers with reading instructional materials, technical communication, reading and writing code, and simultaneously learning English and programming. They wanted instructional materials to use simplified English without culturally-specific slang, to use more visuals and multimedia, to use more culturally-agnostic code examples, and to embed inline dictionaries. programming also motivated some to learn English better and helped clarify logical thinking about natural languages. Based on these findings, we recommend learner-centered design improvements to programming-related instructional resources and tools to make them more accessible to people around the world.

关键词： non-native English speakers learning programming

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Teaching and learning strategies of programming for university courses 19

Teaching and learning strategies of programming for universi...

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7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM)

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

ISBN: (纸本)9781450371919

It is consensual to consider teaching and learning programming difficult. A lot of work, dedication, and motivation are required for teachers and students. Since the first programming languages have emerged, the problem of teaching and learning programming is studied and investigated. The theme is very serious, not only for the important concepts underlying the course but also for the lack of motivation, failure, and abandonment that such frustration may imply in the student. Immediate response and constant monitoring of students' activities and problems are important. With this work, it is our goal to improve student achievement in courses where programming is essential. We want each student to be able to improve and deepen their programming skills, performing a set of exercises appropriate and worked for each student and situation. We intend to build a dynamic learning model of constant evaluation, build the profile of the student. The student profile will be analyzed by our predictive model, which in case of prediction of failure, the student will have more careful attention. Predict the student's failure with anticipation and act with specific activities, giving the student the possibility of training and practicing the activities with difficulties. With this model, we try to improve the skills of each student in programming.

关键词： programming teaching programming learning programming CS0 CS1 datasets neural networks

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An Approach to Annotation of learning Texts on programming within a Web-Based Educational System

An Approach to Annotation of Learning Texts on Programming w...

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4th International Workshop on Semantic Media Adaptation and Personalization

作者： Mihal, Vladimir Bielikova, Maria Slovak Univ Technol Bratislava Inst Informat & Software Engn Fac Informat & Informat Technol Bratislava 84216 Slovakia

ISBN: (纸本)9780769538945

Many approaches have been developed to simplify user navigation and information search in large information spaces. Annotations, i.e. notes, comments, explanations or other types of remarks bring to these activities new dimension. Annotations enrich the content and also support collaboration. This paper presents a method for annotation learning materials on programming. learning materials in domain of programming consist of text mixed with programming exercises and code samples. The main idea of the annotation is an extension of learning materials by additional information helping students to understand learning subject easier and faster together with minimizing a need of finding supplemental information in external sources such as reference guides. Additionally, user annotations provide a context based communication space for students and their teacher: students add annotations into the learning text to ask, suggest or comment and the teacher evaluates the annotations and responds. To verify value of this approach we tested proposed method for annotation learning texts within an existing learning system in domain of functional and logic programming.

关键词： learning text annotation automatic annotation generic annotation context annotation learning programming

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Older Adults learning Computer programming: Motivations, Frustrations, and Design Opportunities 17

Older Adults Learning Computer Programming: Motivations, Fru...

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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 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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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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