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Layered Architecture for Automatic Generation of Conflictive Animations in programming education

IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES 2010年第2期3卷 139-151页

作者： Moreno, Andres Joy, Mike Myller, Niko Sutinen, Erkki Univ Joensuu Dept Comp Sci & Stat FIN-80101 Joensuu Finland Univ Warwick Dept Comp Sci Coventry CV4 7AL W Midlands England

Fundamental concepts of programming and data structures are usually taught with graphical tools such as simulations and animations. Conflictive animations have been proposed to improve students' understanding of programming concepts. In conflictive animations, errors are introduced in the animations to motivate students to constantly check their knowledge against what is being animated. We have implemented a framework in an animation tool that allows the automatic generation of conflictive animations of statements, expressions, and other programming constructs. The automatic generation is challenging due to the alternative paths execution can take and their side effects. The architecture of the tool consists of several layers that can alter the normal interpretation or visualization of the program. The framework and the tool have been evaluated by creating conflictive animations of two programming concepts-for-loops and inheritance-and by running a set of 27 examples taken from Java textbooks. Of these, over two thirds (19) required no modification or only minor changes to create the conflictive animations. The reasons that the remaining examples did not generate conflictive animations automatically were divided between the layered architecture used and the example program itself.

关键词： CS1 animation programming education conflictive animation object-oriented programming Java errors

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Turtle graphics for early Java programming education

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ARTIFICIAL LIFE AND ROBOTICS 2019年第3期24卷 345-351页

作者： Mackin, Kenneth J. Tokyo Univ Informat Sci Chiba Japan

Turtle graphics, first introduced in the Logo programming language in the late 1960s, have since been widely used in programming education. Turtle graphics is excellent for programming training, providing an intuitive platform for understanding the fundamental procedural programming principles, through its simple graphics functions allowing visual feedback for programming. This paper introduces a new and original application of turtle graphics to Java programming language, particularly targeted to early Java programming education. The aim of the proposed Java language turtle graphics library is (a) to use turtle graphics to provide intuitive understanding of fundamental procedural programming principles, (b) to provide an easy tool for the students to create visually interesting programs in the early stages of programming education, and (c) to stimulate the motivation of students to improve the learning effect of programming training and encourage further self-study. The proposed Java language turtle graphics library was introduced to 1st year college students with minimal Java language programming training, to verify the effectiveness of the proposed method.

关键词： BASIC graphics Turtle graphics programming education

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Scaling up Functional programming education: Under the Hood of the OCaml MOOC

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PROCEEDINGS OF THE ACM ON programming LANGUAGES-PACMPL 2017年第ICFP期1卷 1-25页

作者： Canou, Benjamin Di Cosmo, Roberto Henry, Gregoire OCamlPro SAS Gif Sur Yvette France INRIA Rocquencourt France Univ Paris Diderot Paris France

This article describes the key innovations used in the massive open online course "Introduction to Functional programming using OCaml" that has run since the fall semester of 2015. A fully in-browser development environment with an integrated grader provides an exceptional level of feedback to the learners. A functional library of grading combinators greatly simplifies the notoriously complex task of writing test suites for the exercises, and provides static type-safety guarantees on the tested user code. Even the error-prone manual process of importing the course content in the learning platform has been replaced by a functional program that describes the course and statically checks its contents. A detailed statistical analysis of the data collected during and after the course assesses the effectiveness of these innovations.

关键词： MOOC functional programming programming education automated grading safe program introspection browser based education platform

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Comparison of E-Learning, M-Learning and Game-based Learning in programming education

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING 2020年第15期15卷 133-146页

作者： Malik, Sohail Iqbal Al-Emran, Mostafa Mathew, Roy Tawafak, Ragad M. AlFarsi, Ghaliya Al Buraimi Univ Coll Al Buraimi Oman Al Buraimi Univ Coll Dept Informat Technol Al Buraimi Oman Univ Malaysia Pahang Comp Sci Kuantan Malaysia

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a 'PROBSOL' application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students' responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

关键词： Learning to code problem solving skills programming education E-learning M-learning Game-based learning

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Usability of an Online Judge for Concurrent programming education 6

Usability of an Online Judge for Concurrent Programming Educ...

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16th Latin American Conference on Learning Technologies (LACLO)

作者： Hidalgo-Cespedes, Jeisson Martin-Raventos, Gabriela Eunice Calderon-Campos, Marta Univ Costa Rica ECCI CITIC San Jose Costa Rica

ISBN: (纸本)9781665423588

Online judges are useful tools for teaching and learning computer programming. Although born in this context, most online judges have been designed to meet the needs of competitive programming rather than programming education. This paper presents a user interface design for an online judge enriched with features of a learning management system (LMS) to satisfy the requirements of teachers and students of concurrent programming identified in a previous study. A wireframe prototype of the proposed interface was built, and its usability was evaluated with students who already had experience using other online judges. The participants managed to complete the eight tasks proposed with the prototype, so it is considered productive. They also reported a high degree of satisfaction when using it and provided suggestions for improvement to enrich the final product according to the user-centered interaction design methodology.

关键词： online programming judge online judge programming education programming teaching learning management system usability test

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A Real-time Monitoring System for programming education using a Generator of Program Animation Systems

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JOURNAL OF COMPUTERS 2007年第3期2卷 12-20页

作者： Miyadera, Youzou Kurasawa, Kunimi Nakamura, Shoichi Yonezawa, Nobuyoshi Yokoyama, Setsuo Tokyo Gakugei Univ Div Nat Sci 4-1-1Nukuikita Koganei Tokyo 1848501 Japan Fukushima Univ Dept Comp Sci & Math Fukushima 9601296 Japan Kogakuin Univ Dept Comp Sci & Commun Engn Hachioji Tokyo 1920015 Japan Tokyo Gakugei Univ Ctr Comp Koganei Tokyo 1848501 Japan

We have developed a meta-system that generates program animation systems. The generated animation systems visually display changes in program actions and help students (novice programmers) understand them. The animation systems also accumulate historical records of the students' operations as they execute a program step by step while trying to understand it. By analyzing accumulated records, the meta-system pinpoints common areas of difficulty and their causes for the lecturer. To develop this meta-system, we first analyzed the relation between difficult to understand parts and records of which control operations students applied when using the program animation system. For this analysis, we developed a function enabling the program animation system to record each student's history of operations. Next, we devised a technique to predict which parts of a program would be difficult for students to understand. Finally, we developed a generator of program animation systems based on this technique. Consequently, this meta-system enables lecturers to monitor the classroom learning of students in real-time and provide support to groups of students experiencing common difficulties.

关键词： Program Animation programming education Learning Situation Real-time Monitoring

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Analyzing Student Performance in programming education Using Classification Techniques

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING 2020年第2期15卷 127-144页

作者： Sunday, Kissinger Ocheja, Patrick Hussain, Sadiq Oyelere, Solomon Sunday Balogun, Oluwafemi Samson Agbo, Friday Joseph Usmanu Danfodiyo Univ Dept Math Comp Sci Unit Sokoto Nigeria Kyoto Univ Kyoto Japan Dibrugarh Univ Dibrugarh Assam India Univ Eastern Finland Sch Comp Kuopio Finland

In this research, we aggregated students log data such as Class Test Score (CTS), Assignment Completed (ASC), Class Lab Work (CLW) and Class Attendance (CATT) from the Department of Mathematics, Computer Science Unit, Usmanu Danfodiyo University, Sokoto, Nigeria. Similarly, we employed data mining techniques such as ID3 & J48 Decision tree algorithms to analyze the data. We compared these algorithms on 239 classification instances. The experimental results show that the J48 algorithm has higher accuracy in the classification task compared to the ID3 algorithm. The important feature attributes such as Information Gain and Gain Ratio feature evaluators were also compared. Both the methods applied were able to rank search methods. The experimental results confirmed that the two methods derived the same set of attributes with a slight deviation in the ranking. From the results analyzed, we discovered that 67.36 percent failed the course titled "Introduction to Computer programming", while 32.64 percent passed the course. Since the CATT has the highest gain value from our analysis;we concluded that it is largely responsible for the success or failure of the students. Recommendations were given on how to improve the failure rates in the future.

关键词： Learning Analytics educational data mining programming education Classification algorithms

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Learning Path Recommendation System for programming education Based on Neural Networks

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INTERNATIONAL JOURNAL OF DISTANCE education TECHNOLOGIES 2020年第1期18卷 36-64页

作者： Saito, Tomohiro Watanobe, Yutaka Univ Aizu Aizu Wakamatsu Fukushima Japan Univ Aizu Japan Soc Promot Sci Aizu Wakamatsu Fukushima Japan

programming education has recently received increased attention due to growing demand for programming and information technology skills. However, a lack of teaching materials and human resources presents a major challenge to meeting this demand. One way to compensate for a shortage of trained teachers is to use machine learning techniques to assist learners. This article proposes a learning path recommendation system that applies a recurrent neural network to a learner's ability chart, which displays the learner's scores. In brief, a learning path is constructed from a learner's submission history using a trial-and-error process, and the learner's ability chart is used as an indicator of their current knowledge. An approach for constructing a learning path recommendation system using ability charts and its implementation based on a sequential prediction model and a recurrent neural network, are presented. Experimental evaluation is conducted with data from an e-learning system.

关键词： Ability Chart Adaptive Learning Awareness Computing Deep Learning educational Data Mining E-learning System Online Judge System programming education

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A SUPPORT SYSTEM FOR ERROR CORRECTION QUESTIONS IN programming education

A SUPPORT SYSTEM FOR ERROR CORRECTION QUESTIONS IN PROGRAMMI...

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International Conference on e-Learning part of Multi Conference on Computer Science and Information Systems (MCCSIS)

作者： Hachisu, Yoshinari Yoshida, Atsushi Nanzan Univ Fac Sci & Engn 27 Seirei Cho Seto Aichi Japan

ISBN: (纸本)9789898704085

For supporting the education of debugging skills, we propose a system for generating error correction questions of programs and checking the correctness. The system generates HTML files for answering questions and CGI programs for checking answers. Learners read and answer questions on Web browsers. For management of error injection, we have analyzed types of errors and defined the processes of error injection as code transformation patterns. The system synthesizes code fragments including errors by transforming correct code fragments according to the selected patterns. Full coverage of all possible answers is difficult. Instead, we have adopted a strategy to restrict editable points and possible answers from the educational view. To confirm the effectiveness of the system, we have generated questions using several examples and applied them to a programming exercise as an evaluation experiment.

关键词： Error Correction Questions programming education Debugging

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Towards a Framework for Gamified programming education

Towards a Framework for Gamified Programming Education

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International Symposium on educational Technology (ISET)

作者： Swacha, Jakub Queiros, Ricardo Paiva, Jose Carlos Univ Szczecin Inst Informat Technol Management Szczecin Poland Polytech Porto CRACS INESC TEC Porto Portugal Polytech Porto ESMAD Porto Portugal CRACS INESC TEC Porto Portugal DCC FCUP Porto Portugal

ISBN: (纸本)9781728133874

Computer programming is a difficult subject that can only be mastered with lots of practice. It is therefore of primary importance to rise and retain students' engagement during a programming course, a task in which gamification has been proven as a competent method. Even though there are numerous reports on applying gamification to programming courses, there are no available open resources or dedicated platforms that could be used by programming teachers to gamily their courses, meeting both the requirements of being easy to adopt and leaving the decisions on the scope of the course and the level of gamification to the teachers themselves. In order to fulfill this gap, a consortium of four European institutions initiated a common project to develop open gamified programming exercises and interactive course materials for popular programming languages. In this paper, we report the results of the first stage of this work, which defined the range of gamification concepts to be covered within the developed framework and its evaluation by students.

关键词： gamification of learning programming education gamification components

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