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ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Thevathayan, Charles Hamilton, Margaret RMIT Univ GPO Box 2476 Melbourne Vic 3001 Australia

ISBN: (纸本)9781450334402

Novice programmers rely mainly on formative assignments to develop their problem solving skills. Such assignments can be made more engaging by structuring them into visual tasks with instant feedback. Constructivist theory however, suggests such tasks can facilitate learning only if they are designed considering student mental models. Designing such tasks is difficult given the diversity of students in introductory programming courses. This paper presents a flexible and incremental visual constructivist model that enables different pathways for individual students. Formative and summative evaluations based on assignment tasks suggest such an approach can help improve learning outcomes and student satisfaction significantly even when students have varying cognitive abilities.

关键词： Motivation Diversity in the classroom learning programming Visualisation Constructivism

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Curing Recursion Aversion 09

Curing Recursion Aversion

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Annual Conference on Innovation and Technology in Computer Science Education

作者： Gunion, Katherine Mildford, Todd Stege, Ulrike Univ Victoria Victoria BC V8W 2Y2 Canada

ISBN: (纸本)9781605583815

This paper outlines a pilot study which expands the age range of students exposed to computer science through interesting and engaging activities. Through this engagement, the number of students who understood and recognized the concepts covered increased. We hypothesize that these activities can increase the number of students who pursue post-secondary computer science. We present a unique recursion curriculum that exposes nine students aged 11-14 through hands-on experience over a 7 week period at the University of Victoria, Canada. The curriculum was comprised of progressively challenging "unplugged" activities and included programming applications with the Logo based programming language MicroWorlds EX. Curriculum, classroom experience, preliminary results and next steps are discussed.

关键词： Teaching recursion learning programming divide and conquer kinaesthetic learning activities

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TangiBooks: Design and Creation of Paper-Based Tangibles with Embedded Electronics for Teaching programming Concepts

TangiBooks: Design and Creation of Paper-Based Tangibles wit...

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IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)

作者： Wong-Aitken, David Rajabi, Parsa Carpendale, Sheelagh Chilana, Parmit K. Simon Fraser Univ Sch Comp Sci Burnaby BC Canada

ISBN: (纸本)9798350329469

The growing need for programming and computational skills has led to a demand for teaching approaches that can appeal to a broader audience. We explore the design and creation of tangible objects and interactions to make introductory programming concepts more engaging and less tedious. We introduce TangiBooks, a platform that uses paper-based tangibles with embedded electronics and augments paper with sensory interactions like visuals, sounds, haptics, and kinesthetics to reinforce learning. The platform is implemented as proof-of-concept and offers four self-contained lessons on key concepts such as algorithms, variables, conditionals, and loops. Results from our observational study (12 adult learners, 6 instructors) showed that participants found TangiBooks to be playful, appealing to their senses, and valuable for sparking curiosity, with potential pedagogical benefits for promoting reflection among learners. TangiBooks has implications for HCI researchers in furthering the design space of paper-based tangibles in the learning domain and empowering instructors to innovate and personalize lessons.

关键词： tangibles learning programming CS education

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jAVANT-GARDE: A Cross-Platform Serious Game for an Introduction to programming With Java

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SIMULATION & GAMING 2018年第6期49卷 751-767页

作者： Galgouranas, Stefanos Xinogalos, Stelios Univ Macedonia Thessaloniki Greece Univ Macedonia Dept Appl Informat Thessaloniki Greece

Background. programming is widely known to be a cognitively demanding field. learning programming can be a strenuous task without the proper guidance and methodology. Students often face difficulties in understanding even the most basic and fundamental concepts of programming, leading to their confusion and disappointment. Serious games for programming have the potential to alleviate students' difficulties with programming. Aim. This article introduces a new serious game named jAVANT-GARDE which aims to educate the player on the basic concepts of programming and object-oriented programming through Java. By design, the game is suitable for everyone, even for players with no previous knowledge of programming. This article aims to present important information regarding the design, implementation and pilot evaluation of jAVANT-GARDE. Method. The game was evaluated by 42 high school students (age 16-17) in terms of perceived player experience and short-term learning. The participants played the game for one hour in the school lab and then answered a questionnaire based on the MEEGA+ framework. Results. Students evaluated positively the game in terms of its usability, confidence in playing the game, challenge, satisfaction, fun, focused attention and relevance. Moreover, the majority of students stated that would prefer learning programming with this game to learning through other teaching methods. Conclusions. The results of the pilot study and students' replies in the questionnaire are rather positive. This gives us the initiative to proceed with studying the effect of the game in long-term learning of programming concepts.

关键词： educational games evaluation learning programming serious games

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How Helpful do Novice Programmers Find the Feedback of an Automated Repair Tool?

How Helpful do Novice Programmers Find the Feedback of an Au...

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IEEE International Conference on Teaching, Assessment and learning for Engineering (IEEE TALE)

作者： Kurniawan, Oka Poskitt, Christopher M. Al Hoque, Ismam Lee, Norman Tiong Seng Jegourel, Cyrille Sockalingam, Nachamma Singapore Univ Technol & Design Singapore Singapore Singapore Management Univ Singapore Singapore

ISBN: (纸本)9781665453318

Immediate feedback has been shown to improve student learning. In programming courses, immediate, automated feedback is typically provided in the form of pre-defined test cases run by a submission platform. While these are excellent for highlighting the presence of logical errors, they do not provide novice programmers enough scaffolding to help them identify where an error is or how to fix it. To address this, several tools have been developed that provide richer feedback in the form of program repairs. Studies of such tools, however, tend to focus more on whether correct repairs can be generated, rather than how novices are using them. In this paper, we describe our experience of using CLARA, an automated repair tool, to provide feedback to novices. First, we extended CLARA to support a larger subset of the Python language, before integrating it with the Jupyter Notebooks used for our programming exercises. Second, we devised a preliminary study in which students tackled programming problems with and without support of the tool using the 'think aloud' protocol. We found that novices often struggled to understand the proposed repairs, echoing the well-known challenge to understand compiler/interpreter messages. Furthermore, we found that students valued being told where a fix was needed-without necessarily the fix itself-suggesting that 'less may be more' from a pedagogical perspective.

关键词： automated feedback system program repair learning programming higher education novice learners

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Can students help themselves? An investigation of students' feedback on the quality of the source code 48

Can students help themselves? An investigation of students' ...

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48th IEEE Frontiers in Education Conference (FIE)

作者： Andrade, Raul Brunet, Joao Univ Fed Campina Grande Dept Syst & Computat Campina Grande Brazil

ISBN: (纸本)9781538611746

This Research to Practice Full Paper presents a study on the evaluation of qualitative aspects of students' programs in an introductory programming course. Approaches have been proposed in order to address the quality of the source code, but they typically focus on automated analysis of syntactic aspects which might lead to generic feedback. In this study, we investigate if, by including students as evaluators, we could provide personalized feedback on the quality of source code. To do so, we applied a survey with assignments and their respective source codes answered by students in previous terms. Teachers and students analyze those source codes and gave suggestions to improve them qualitatively and, we found that most students identified code quality aspects with a similarity equal to or greater than 50% in comparison to teachers' and that similarity increases as students progress in the course. We found that students are particularly good at finding and giving feedback on complexity issues. This study may lead to further investigations on addressing source code quality on collaborative learning, and may also support the development of lint-like tools, once it yields detailed information on how students provide feedback regarding source code quality.

关键词： learning programming code quality personalized feedback crowdsourcing

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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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Game Development as a Serious Game with Live-programming and Time-Travel Mechanics 20th

Game Development as a Serious Game with Live-Programming and...

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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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ChaScript: Breaking Language Barrier using a Bengali programming System 8

ChaScript: Breaking Language Barrier using a Bengali Program...

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International Conference on Electrical and Computer Engineering

作者： Kamal, Arman Monsur, Md. Nuruddin Jishan, Syed Tanveer Ahmed, Nova North South Univ Dept Elect & Comp Engn Plot 15Block B Dhaka 1229 Bangladesh

ISBN: (纸本)9781479941667

As technology is evolving as a driving force in our society, the need for computer programming is arising. However, since most of the computer programming languages are English-based, they can act as barriers for learning computer programming for people who are not adequate in English. In this paper we present a Non-English based educational programming system which was build with the goal to help Bengali speaking people learn and write computer programs in Bengali. We have also discussed how the system was build and why it will be useful for Bengali students to use as a platform to learn computer programming.

关键词： Non-English Based programming Language Educational programming Language ECMAScript Jison JavaScript learning programming

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Identifying Students' Mental Model for Java programming Subject 19

Identifying Students' Mental Model for Java Programming Subj...

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3rd International Conference on Education and Multimedia Technology (ICEMT)

作者： Rokhmawati, Retno Indah Az-zahra, Hanifah Muslimah Univ Brawijaya Fac Comp Sci Vet Rd 8 Malang Indonesia

ISBN: (纸本)9781450372107

Since the beginning of learning programming, the first-year student felt intimidated when learning to programme. Coding ability is a basic competency as a programmer, especially for Computer Science students. The limitation of class study time requires a self-learning. This study will identify students' Mental Model to help define the design of tailored e-learning in programming subject. This study was exploratory research involving 100 students that were purposively sampling from five departments. They answered an online questionnaire containing 16 questions about motivation to learn, competency levels, reasons/constraints in learning, efforts to learn, and expectations about the proposed systems. In the second session data collection, 20 students were selected who had detailed answers, and they represented each department. These twenty students were involved in the Focus Group Discussion to produce a mutually agreed mental model. The results are students believe that the programming logic is difficult to understand;the syntax is hard to remember, the logic is difficult to implement into coding, the students feel overwhelmed and the unsupported environment. The solution was found through a mental model in the form of the grouping of features that consider cognitive, behavioral, and student competency levels in programming subject, especially in Java programming The future work of this research is the simplification of learning material to provide the right portion for students by applying the three levels of mental models, so that proposed e-learning can accommodate learning needs of various user needs.

关键词： Mental models learning programming Java programming college student

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