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Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for programming education

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JOURNAL OF educationAL COMPUTING RESEARCH 2023年第5期61卷 977-1007页

作者： Kong, Siu-Cheung Liu, Bowen Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China Educ Univ Hong Kong Teaching & Technol Hong Kong Peoples R China Educ Univ Hong Kong Dept Math & Informat Technol Tai Po 10 Lo Ping Rd Hong Kong Peoples R China

This study implemented and evaluated the innovative use of a performance-based assessment platform to support the development of self-regulated learning (SRL) in senior primary students as they completed programming tasks. We embedded SRL support features into a performance-based assessment platform as scaffolding to help the students implement problem-solving strategies. A mixed-methods approach was adopted to evaluate the intervention. The students' perceptions of their SRL skills after working through the programming tasks were measured by a survey of 45 students. The quantitative results suggested that the students benefited from the performance-based assessment platform in developing their SRL skills. A thematic analysis of interview data from 20 students further indicated that the embedded SRL scaffolding and automatic marking function helped them to solve the programming tasks. The results demonstrate that a well-designed performance-based assessment platform with embedded SRL support can be an effective tool for developing students' SRL. The qualitative results further revealed that algorithmic thinking is an aspect of programming for which students need more SRL support.

关键词： programming education scaffolding performance-based assessment primary students self-regulated learning

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Non-game Incentives in Gamified programming education: More Marks or Prizes 25th

Non-game Incentives in Gamified Programming Education: More ...

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25th International Conference on Interactive Collaborative Learning (ICL) / 51st IGIP International Conference on Engineering Pedagogy

作者： Karnalim, Oscar Simon Chivers, William Univ Newcastle Univ Dr Newcastle NSW Australia Maranatha Christian Univ Surya Sumantri St 65 Bandung West Java Indonesia

ISBN: (纸本)9783031268755;9783031268762

When gamification is used in education, non-game incentives are sometimes offered to further promote student participation. To the best of our knowledge, no researchers have explored the impact of non-game incentives, especially in the context of educating students about programming plagiarism and collusion. This study compares two categories of non-game incentives: grade-relevant (i.e., bonus marks) and grade-irrelevant (i.e., money prizes). A quasi-experiment involving two comparable application programming courses was conducted for one academic semester. Both courses use gamification integrated into our online assessment submission system, which automatically educates students about programming plagiarism and collusion. Our study finds that students with grade-relevant incentives perform slightly better than those with grade-irrelevant incentives in terms of learning outcome and student engagement with the learning activities. However, they submit their programs later, knowing that the rewards can be diminished by poorer academic performance.

关键词： Non-game incentives Gamification Quasi-experiment programming education Academic integrity

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Textual vs. Visual programming Languages in programming education for Primary Schoolchildren 46

Textual vs. Visual Programming Languages in Programming Educ...

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IEEE Frontiers in education Conference (FIE)

作者： Tsukamoto, Hidekuni Takemura, Yasuhiro Oomori, Yasumasa Ikeda, Isamu Nagumo, Hideo Monden, Akito Matsumoto, Ken-ichi Osaka Univ Arts Dept Character Creat Arts Osaka Japan Joetsu Univ Educ Coll Educ Joetsu Japan Inst Informat Educ Support Kitakyushu Fukuoka Japan Niigata Seiryo Univ Dept Social Welf & Psychol Niigata Japan Okayama Univ Grad Sch Nat Sci & Technol Okayama Japan Nara Inst Sci & Technol Grad Sch Informat Sci Nara Japan

ISBN: (纸本)9781509017904

The purpose of this research is to compare textual programming languages and visual programming languages from the aspect of motivation. As a textual programming language, Processing programming language was used, and as visual programming languages, Scratch, a derivation of Scratch, Teaching materials offered by ***, and LEGO Mindstorms EV3 were used. Teaching materials using the textual programming language, and those using the visual programming languages were developed separately. A trial experiment of programming education with the textual programming language was conducted to a cohort of seven primary schoolchildren. Trial experiments with the visual programming languages were conducted twice. In each of them, a cohort of eight primary schoolchildren participated. The motivation of the children was assessed using the questionnaire based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model. The results with the visual programming languages suggested that the motivation scores of the children increased as the class progressed when visual programming languages were used. On the other hand, the results with Processing suggested that the variance of Satisfaction factor increased as the class progressed when textual programming languages were used, which further suggested that the Satisfaction scores of the children spread as the class progressed when textual programming languages were used.

关键词： programming education primary education textual programming language visual programming language

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Support for programming education with Structured Program Design Using Combination of Phrases

Support for Programming Education with Structured Program De...

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4th International Conference on Computer Sciences and Convergence Information Technology

作者： Inaba, Daisuke Harada, Fumiko Shimakawa, Hiromitsu Ritsumeikan Univ Grad Sch Sci & Engn Nijihigashi 1-1-1 Shiga 5258577 Japan Ritsumeikan Univ Coll Informat Sci & Engn Shiga 5258577 Japan

ISBN: (纸本)9781424452446

We propose a method of designing the behavior of the program with combination of phrases. In this method, two design stages are prepared. The first stage is for students to design the outline of the program behavior. In this stage, the behavior of the program is expressed with three control structures and their contents of processing. The second stage is for students to design each module in detail, considering relationships between modules. In this stage, students design procedures with roles of arguments. Since there are two stages for designing the behavior, teachers can force students to design it logically. Students can study how to design program behavior without learning the particular designing methods.

关键词： structured program design stepwise refrainment programming education

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Early programming education and Career Orientation: The Effects of Gender, Self-Efficacy, Motivation and Stereotypes 19

Early Programming Education and Career Orientation: The Effe...

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50th ACM-SIGCSE Technical Symposium on Computer Science education (SIGCSE)

作者： Aivaloglou, Efthimia Hermans, Felienne Open Univ Netherlands Heerlen Netherlands Leiden Inst Adv Comp Sci Leiden Netherlands

ISBN: (纸本)9781450358903

programming education currently begins at the elementary school age. In this paper we are exploring what affects the learning performance of young students in programming classes. We present the results collected during an eight-week experimental Scratch programming course run in elementary schools. We emphasize factors that have been found to affect learning performance in adult students, including self-efficacy and motivation, and measure how they affect students of this age group. We further explore the students' view of programming as a career path, and measure the effects of the course, their performance, and the stereotypes that they assume for computer scientists. We find that students' intrinsic and extrinsic motivation and previous programming experience are important factors, being strongly correlated with their self-efficacy and their inclination towards a CS career. For female students only, we also find CS career orientation to be strongly correlated with their self-efficacy.

关键词： self-efficacy CS career orientation programming education Scratch K12

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Visualization of Concepts and Algorithms in programming education - a Design Theoretic Multimodal Perspective 10

Visualization of Concepts and Algorithms in Programming Educ...

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10th International Conference on E-Learning (ICEL)

作者： Olsson, Marie Mozelius, Peter Stockholm Univ Dept Comp & Syst Sci S-10691 Stockholm Sweden

ISBN: (纸本)9781910810262

programming is an important core subject in most Computer science programmes at university level but many students have difficulties to learn the necessary combination of knowledge and skills. Code concepts and algorithms are abstract and dynamic entities, where teachers face problems with the transfer of theoretical concepts as well as with the explanation of more practical programming techniques. Software visualization with the multimodal combination of graphical, audial and textual representations aims to facilitate learning and understanding of programming. Software visualization can further be divided into program visualization and algorithm visualization. This study presents a design theoretic multimodal approach where software visualization is introduced and evaluated as an extra communication channel between teachers and students in programming courses. Two visualization prototypes have been designed and developed for evaluation in lectures for an experimental group. Data has been gathered by handing out questionnaires to students in the experimental group and to students in a control group. Both groups had attended the same lecture setup, with identical learning content but only the experimental group had access to the multimodal program visualization and algorithm visualization prototypes. 85% in the experimental group and 62% in the control group stated that they did understand where the focus of the code executing was all through the prototype for algorithm visualization. For the other prototype, visualizing object-oriented concepts, 60% in the experimental group and 54% in the control group stated that they understood where the focus of the code executing was all through the multimodal animation. Findings indicate that programming lecturing using multimodal explanations as additional learning tools is a promising path to enhance programming education in the 21st century. Guided by multimodal design theory, we can better understand how appropriate activi

关键词： software visualization algorithm visualization program visualization programming education multimodality

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Practice of programming education using finger robot

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Journal of Robotics, Networking and Artificial Life 2020年第4期6卷 262-264页

作者： Omata, Kaito Imai, Shinichi Graduate School of Education The University of Tokyo 7-3-1 Hongo Bunkyo-ku Tokyo 113-0033 Japan Graduate School Tokyo Gakugei University 4-1-1 Nukuikita-machi Koganei Tokyo 184-8501 Japan

The movement of teaching computer science to children can be seen all over the world, but because it contains abstract content, it is difficult for children like elementary school students to understand it through lectures alone. The purpose of this study is to develop teaching materials that stimulate interest in the concept of binary numbers by using robots to teach computer science. As a result of having children use the developed material, it helped them understand binary numbers. © 2020 The Authors. Published by Atlantis Press SARL.

关键词： Binary number CS unplugged programming education Robot

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Hedy: A Gradual Language for programming education 20

Hedy: A Gradual Language for Programming Education

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ACM Conference on International Computing education Research (ICER)

作者： Hermans, Felienne Leiden Univ Leiden Inst Adv Comp Sci Leiden Netherlands

ISBN: (纸本)9781450370929

One of the aspects of programming that learners often struggle with is the syntax of programming languages: remembering the right commands to use and combining those into a working program. Prior research demonstrated that students submit source code with syntax errors in 73% of cases and even the best students do so in 50% of cases. An analysis of 37 million compilations by 250.000 students found that the most common error was a syntax error, which occurred in almost 800.000 compilations. It was also found that Java and Perl are not easier to understand than a programming language with randomly generated keywords, stressing the difficulties that novices face in understanding syntax. This paper presents Hedy: a new way of teaching the syntax of a programming language to novices, inspired by educational methods by which punctuation is taught to children. Hedy starts as a simple programming language without any syntactic elements such as brackets, colons or indentation. The rules slowly and gradually change until the novices are programming in Python. Hedy is evaluated on 9714 programs.

关键词： programming education gradual programming Hedy Python

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Abstract Thinking Description System for programming education Facilitation 7th

Abstract Thinking Description System for Programming Educati...

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7th International Conference on Learning and Collaboration Technologies (LCT)

作者： Matayoshi, Yasutsuna Nakamura, Satoshi Meiji Univ Tokyo Japan

ISBN: (纸本)9783030505059;9783030505066

programming courses in universities generally teach how to solve problems. However, there are many beginners who fail to make programming well. This is because the beginners cannot be aware of abstract thinking related to the structure of the program, and cannot share abstract thinking with their instructors. In this paper, we propose a method to describe the structure of a program with native language comments in the code tree view and to simply change the structure of the program and the source code by drag-and-drop operation in the code-tree. With this method, beginners can easily organize their thoughts, and instructors can understand the level of understanding and thinking of beginners. We constructed a prototype system using our proposed method. The experiment indicated that it was possible to deepen the understanding of the beginners and utilize it for teaching.

关键词： Abstract thinking programming education programming UX

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Influence of programming education modalities on the computational thinking in young children: A comprehensive review and meta-analysis

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JOURNAL OF COMPUTER ASSISTED LEARNING 2024年第5期40卷 2385-2397页

作者： Wei, Yonggang Wang, Lu Tang, Yi Su, Junyue Lei, Yaxian Peng, Wanran Chongqing Normal Univ Chongqing Early Childhood Educ Qual Monitoring & 37 Middle Rd Chongqing 401331 Peoples R China Chongqing Yubei Kindergarten Chongqing Peoples R China

Background: The pedagogy of computational thinking has gained extensive traction across numerous nations globally, with a particular emphasis on nurturing computational thinking in the formative years of early childhood. Nevertheless, the efficacy of diverse instructional approaches in the domain of programming education, with regards to fostering the advancement of computational thinking abilities in young children, remains a subject of ongoing debate. Objectives: The primary aim of this research is to evaluate the efficacy of programming education in fostering computational thinking skills in young children. The central focus revolves around a meticulous exploration of the influence exerted by diverse modalities of programming education on the cultivation of computational thinking abilities in early learners. Methods: A total of 32 empirical studies were incorporated into the analysis. Out of these, 77 effect sizes were deemed to meet the predefined inclusion criteria for the present study. The statistical analysis was executed utilizing Stata version 17.0 software. Results and Conclusions: The acquisition of programming skills can enhance the advancement of computational thinking in young children (Hedges's g = 0.49, 95% confidence interval [0.40, 0.58]), thereby yielding a moderate effect. When considering the triad of programming education modalities, it becomes evident that graphical programming surpasses both tangible programming and unplugged programming in terms of its efficacy in fostering the growth of computational thinking in young learners. Implications: The foregoing contributes significantly to the systematic cultivation and augmentation of computational thinking skills in young children. It establishes a foundational framework for early childhood educators and instructional tool designers to effectively and purposefully impart programming knowledge to children.

关键词： computational thinking early childhood meta-analysis programming education

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