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检索条件"主题词=Learning programming"

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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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Assembly Academy: Using Video Games and Virtual Robots to Teach Assembly programming 23

Assembly Academy: Using Video Games and Virtual Robots to Te...

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23rd IEEE International Conference on Advanced learning Technologies (ICALT)

作者： Gryphon, Kaden Chung, Haeyong Univ Alabama Huntsville Dept Comp Sci Huntsville AL 35899 USA

ISBN: (纸本)9798350300543

Assembly is underutilized as a beginner programming language. Its simple and repetitive syntax allows students to focus on logic and problem-solving. While the low level of abstraction causes Assembly to be challenging to work with, using Assembly gives students better insights into how computers operate and more fundamental skills for procedural programming. This paper introduces Assembly Academy, a programming puzzle game utilizing a virtual robot. We include a use case demonstrating how the game provides feedback to students to keep them engaged and motivated while learning Assembly.

关键词： assembly programming learning programming programming game virtual robot

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learning to Code and Collaborate in a Web Environment

Learning to Code and Collaborate in a Web Environment

引用

9th International Conference on Applied Human Factors and Ergonomics (AHFE) / AHFE International Conference on Human Factors in Training, Education, and learning Sciences

作者： Skoric, Igor Orehovacki, Tihomir Kos, Marina Ivasic Juraj Dobrila Univ Pula Fac Informat Zagrebacka 30 Pula 52100 Croatia Univ Rijeka Dept Informat Radmile Matejcic 2 Rijeka 51000 Croatia

ISBN: (纸本)9783319938820;9783319938813

programming is a core skill that all computer science students should adopt, but mastering that skill is a demanding task. Educational institutions must find a way to alleviate problems associated with learning programming and to offer a service to an increased number of applicants. Part of these efforts is the use of Web tools in acquiring programming skills. The Web is a social platform and is designed to promote communication, collaboration, and sharing. Use of these tools in teaching programming prepares students for work in a distributed work environment but also opens up a possibility of improving learning process through new forms of interaction between students and lecturers. The aim of this paper is to provide an overview of Web programming tools with an emphasis on collaborative editors and discuss challenges they are addressing as well as possibilities of their application in the learning environment. As a follow up, a new taxonomy of programming learning tools is proposed to facilitate the comparison of these tools and selection of a suitable one for the particular learning activity.

关键词： learning programming Collaborative learning Web collaborative tools

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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...

引用

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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Analyzing the Quality of Submissions in Online programming Courses 23

Analyzing the Quality of Submissions in Online Programming C...

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IEEE/ACM 45th International Conference on Software Engineering - Software Engineering Education and Training (ICSE-SEET)

作者： Tigina, Maria Birillo, Anastasiia Golubev, Yaroslav Keuning, Hieke Vyahhi, Nikolay Bryksin, Timofey JetBrains Res Belgrade Serbia Univ Utrecht Utrecht Netherlands Stepik New York NY USA

ISBN: (纸本)9798350322590

programming education should aim to provide students with a broad range of skills that they will later use while developing software. An important aspect in this is their ability to write code that is not only correct but also of high quality. Unfortunately, this is difficult to control in the setting of a massive open online course. In this paper, we carry out an analysis of the code quality of submissions from JetBrains Academy - a platform for studying programming in an industry-like project-based setting with an embedded code quality assessment tool called Hyperstyle. We analyzed more than a million Java submissions and more than 1.3 million Python submissions, studied the most prevalent types of code quality issues and the dynamics of how students fix them. We provide several case studies of different issues, as well as an analysis of why certain issues remain unfixed even after several attempts. Also, we studied abnormally long sequences of submissions, in which students attempted to fix code quality issues after passing the task. Our results point the way towards the improvement of online courses, such as making sure that the task itself does not incentivize students to write code poorly.

关键词： programming education code quality MOOC learning programming refactoring large-scale analysis

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Predicting Student Failure in an Introductory programming Course with Multiple Back-Propagation 19

Predicting Student Failure in an Introductory Programming Co...

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

作者： Figueiredo, Jose Lopes, Noel Jose Gracia-Penalvo, Francisco Polytech Guarda Res Unit Inland Dev UDI Guarda Portugal Polytech Guarda UDI Guarda Portugal Univ Coimbra CISUC Coimbra Portugal Univ Salamanca Res Inst Educ Sci GRIAL Comp Sci Dept Salamanca Spain

ISBN: (纸本)9781450371919

One of the most challenging tasks in computer science and similar courses consists of both teaching and learning computer programming. Usually this requires a great deal of work, dedication, and motivation from both teachers and students. Accordingly, 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 students frustration. Therefore, early identification of potential problems and immediate response is a fundamental aspect to avoid student's failure and reduce dropout rates. In this paper, we propose a machine-learning (neural network) predictive model of student failure based on the student profile, which is built throughout programming classes by continuously monitoring and evaluating student activities. The resulting model allows teachers to early identify students that are more likely to fail, allowing them to devote more time to those students and try novel strategies to improve their programming skills.

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

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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...

引用

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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Building Skills in Introductory programming 18

Building Skills in Introductory Programming

引用

6th 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 GRIAL Res Grp Res Inst Educ Sci Dept Comp Sci Salamanca Spain

ISBN: (纸本)9781450365185

learning to program is difficult and requires a lot of work, dedication, and training. The difficulties of teaching and learning programming are a cause for concern for everyone where this subject is needed. It is a universal problem. The theme of teaching and learning programming difficulties is a serious problem not only for the important concepts underlying and structuring the course, but also for the lack of motivation, the failure, and abandonment that such frustration may imply for the student. It is important to act quickly. The follow-up of each student must be immediate and personalized. It is not possible to follow a traditional system of exposing the syntax and semantics of a language, with demonstrative examples of the concept, something more is needed. It is important to make an individual and constant evaluation of all the concepts that are part of the programming course. With this constant and personalized evaluation, it is possible to build a profile of each student's competences - building skills in introductory programming. Giving each student the opportunity to improve particular skills. This concept is very similar to the skills of a character in a computer game, which can be acquired through training, performing tasks or practicing a certain ability. The paper goal is to describe a system that allows us to suggest exercises and to evaluate the results automatically. That will allow to construct the profile of the student in programming, according to the different phases of learning. This set of skills allow the teacher to have complete and updated information of the students' knowledge at all times, and thus minimizes the students' demotivation and failure.

关键词： programming teaching programming learning programming CS0 CS1

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A Tool Help for Introductory programming Courses 21

A Tool Help for Introductory Programming Courses

引用

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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Challenges and Possibilities in Motivating Students to Learn programming in Distance Education: A Systematic Mapping Study 15

Challenges and Possibilities in Motivating Students to Learn...

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15th IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： de Almeida, Rosemary Borges Gomes, Anabela Mendes, Antonio Jose Univ Coimbra CISUC Dept Informat Engn Polo 2 P-3030290 Coimbra Portugal Univ Coimbra CISUC Polytech Inst Coimbra ISEC Coimbra Portugal

ISBN: (纸本)9798350394023;9798350394030

This study seeks to identify the challenges many adult Distance Education students face when learning programming. It reviews the literature on strategies intended to address these challenges, focusing on approaches that aim to stimulate the motivation of these students. This systematic mapping study aims to (1) identify the main challenges faced by students when learning programming in Distance Education, specifically those that may have a direct influence on their motivation to continue learning, and (2) investigate the specific characteristics of Distance Education environments that have a positive influence on students' motivation in learning programming, also addressing the pedagogical strategies that guided these investigations. To achieve these objectives, two research questions were used: (RQ1) What are the main challenges faced by students when learning programming in Distance Education environments? and (RQ2) What specific characteristics of Distance Education environments can positively influence students' motivation in learning programming? This systematic mapping study followed the SEGRESS guidelines. The primary studies were obtained from databases by searching for keywords, focusing on papers published between 2018 and 2023. So, 18 papers were selected that highlighted challenges, such as difficulty in understanding and developing specific skills in the field of programming, challenges related to the infrastructure available to study, social and emotional aspects, difficulties in defining and following learning strategies, and inefficient teaching support. The strategies adopted in these papers point to technological resources that include adaptive technologies, gamification, personalized feedback, tools that allow the adoption of autonomy and learning management strategies, support for collaboration between peers, social feedback and programming practices using remote laboratories, and flexible environments (text or graphics). This study presents stu

关键词： motivation learning programming distance education systematic mapping study

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