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Coding peekaboom: a gaming mechanism for harvesting programming concepts

Education and Information Technologies 2023年第4期28卷 3765-3785页

作者： Lin, Yi-Ling Chien, Shih-Yi Su, Wei-Cheng Hsiao, Sharon Ihan Department of Management Information Systems National Chengchi University No.64 Sec. 2 ZhiNan Rd. Wenshan District Taipei City 11605 Taiwan Department of Information Management National Sun Yat-Sen University No. 70 Lienhai Rd Kaohsiung 80424 Taiwan Department of Computer Science and Engineering Santa Clara University 500 El Camino Real Santa Clara 95053 CA United States

There are plentiful online programming resources that enable learners to develop an understanding of conceptual knowledge and practical implementation. However, learners, especially novices, often experience difficulties locating the required information to solve the programming problems. Differ from natural language in syntax and convention, answers for programming languages may not be found just by simple text information retrieval. To address this issue, Coding Peekaboom, a game-based tagging was developed to help adequately index the critical concepts of a code segment. An EEG device was applied to measure participants’ mental states to identify their engagement during the gameplay. Study results include the effectiveness of appropriate concepts collected by participants whereas 47.15 concepts were collected on average in a game. The brainwave analysis and the questionnaire results reveal that participants were highly engaged in the tagging task via Coding Peekaboom. Correlations were found between the state of flow and the number of concepts selected, score, and time. Finally, the results of the flow theory and personal traits were reported to reflect the user experiences in the game. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： EEG Engagement Flow theory Gamification programming concepts

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Towards a Metaphor-Based Tangible Toolkit for Learning programming concepts 9th

Towards a Metaphor-Based Tangible Toolkit for Learning Progr...

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9th International Conference on Learning and Collaboration Technologies (LCT) Held as Part of the 24th International Conference on Human-Computer Interaction (HCII)

作者： Karlsen, Ann-Charlott B. Akerbaek, Tore Marius Stigberg, Susanne Koch Ostfold Univ Coll IT Dept Halden Norway

ISBN: (纸本)9783031056574;9783031056567

This paper reports from design research developing a prototype for a metaphor-based tangible toolkit reifying basic programming concepts. We elicit a list of metaphors using expert interviews with computer science lectures and co-design workshops with programming students and professional software developers. We continue to select metaphors most viable for a tangible toolkit and develop an interactive application for the metaphors mapping 3d models to associated programming code. We assess the application with computer science students to understand how they use the application and how they relate manipulations to the 3d models to changes in the programming code. Our application serves as an example how programming concepts can be represented both as metaphors and tangibles. Our findings build a foundation to guide and inform further research in metaphors and tangibles used in computer science education.

关键词： programming concepts Computer science education Metaphors Tangibles

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Assessing programming concepts in the Visual Block-Based programming Course for Primary School Students 18

Assessing Programming Concepts in the Visual Block-Based Pro...

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18th European Conference on e-Learning (ECEL)

作者： Kong, Siu-Cheung Wang, Yi-Qing Educ Univ Hong Kong Ctr Learning Teaching & Technol Hong Kong Peoples R China

ISBN: (纸本)9781912764419

The present study aimed to investigate primary school students' achievement in programming concepts after 6-month learning of Scratch programming and 6-month learning of App Inventor programming. A test of programming concepts was developed based on the evidence-centered approach to assess students' progression. Online tests were administered to 1678 grade-5 students in class with the help of teachers. Students were given 30 minutes for each test before and after the programming course. Based on partial matrix sampling method, three test forms were created with 5 common anchoring items to reduce students' burden of completing the full test form developed for this study. The unidimensional dichotomous Rasch model was therefore employed for calculating students' ability scores. Results suggested that the test is valid for measuring programming concepts according to the mean-square fit statistics and other fit indices. Paired sample t-test was conducted to evaluate students' progression based on the ability scores. Results of the study showed that the programming course is effective as students made significant improvement upon course completion. In addition, group differences in gender and perceived competence (low vs medium vs high) were further explored with independent sample t-test. Results showed no significant gender differences regarding students' progression. In other words, boys and girls had similar initial levels of programming ability scores and rates of improvement regarding programming concepts. Results further revealed some interesting group patterns that boys with medium levels of perceived competence and girls with low levels of perceived competence show the most rapid improvement, indicating the course influenced different groups of students to different extents. Findings of this study shed light on the importance of visual block-based programming as a means for fostering programming concepts among primary school students. Educational policymakers sh

关键词： app inventor programming primary school students programming concepts programming education Scratch programming visual block-based programming

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Teaching Basic programming concepts to Young Primary School Students Using Tablets: Results of a Pilot Project

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INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING 2018年第1期10卷 34-47页

作者： Fokides, Emmanuel Univ Aegean Dept Primary Sch Educ Mitilini Greece

The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The second was taught using a board game, while the third was taught using tablets and an application. Students' performance was assessed using evaluation sheets. Data analyses revealed that students in the tablets/application group outperformed students in the other two groups in three out of four tests. No age differences were noted. Students' views regarding the application were highly positive. The learning outcomes can be attributed to the combination of the application's game-like features and to the tablets' ease of use. On the basis of the results, educators, as well as policy makers, can consider the use of tablets and mobile applications for teaching basic programming concepts to young primary school students.

关键词： Apps Board Game Kodable Primary School programming concepts Tablets

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Interactive, Language-neutral Flowcharts and Pseudocode for Teaching Core CS0/1 programming concepts 18

Interactive, Language-neutral Flowcharts and Pseudocode for ...

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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Edgcomb, Alex Vahid, Frank ZyBooks Riverside CA USA Univ Calif Riverside Riverside CA 92521 USA

ISBN: (纸本)9781450351034

Introductory programming courses often use a full-featured programming language, such as Python, Java, or C++, wherein students concurrently learn programming concepts along with language syntax. However, many instructors believe that learning programming concepts first, then learning a specific language's syntax, may be more effective than learning both concurrently. Thus, some courses first teach programming via flowcharts and pseudocode. Some tools and materials support teaching programming via flowcharts, but we felt much improvement was needed. Therefore, we developed a new flowchart language, named Coral-Charts, specifically intended to teach fundamental programming constructs like assignments, branches, loops, functions, and arrays. We developed a web-based graphical simulator for Coral-Charts; no local tool installation is necessary (unlike the most common existing flowchart tool). The simulator always displays the values of variables, which helps students comprehend the impact of statements. The simulator enforces a layout that intentionally mirrors textual code's top-to-bottom execution and sub-statement indentation, easing the transition to a textual language. Furthermore, we defined a new pseudocode-like language, named Coral (***), that is executable and that matches Coral-Charts. Syntax is ultra-simple and only essential constructs are included. Certain features automatically detect or eliminate many new-learner errors. Students can type Coral code, from which a Coral-Charts flowchart is auto-generated, and students can execute both the code and flowcharts. Coral was carefully designed to naturally lead into languages Python, Java, or C++. Coral and Coral-Charts are used in the textbook Fundamental programming concepts (***/catalog/fundamental-programming-concepts). We welcome feedback on the approach and potential collaborators in implementing experiments.

关键词： Flowcharts language-neutral pseudocode CS0 CS1 interactive programming concepts

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Playful programming Products vs. programming concepts Matrix 11

Playful Programming Products vs. Programming Concepts Matrix

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11th European Conference on Game-Based Learning (ECGBL)

作者： Allsopp, Benjamin Brink Aalborg Univ Dept Learning & Philosophy Aalborg Denmark

ISBN: (纸本)9781911218579;9781911218562

A number of Danish primary schools are involved in pilot studies where 1st to 9th grade students work with Scratch and Lego MindStorms in STEM subjects. These games may become part of the curriculum at these schools. Recent research identifies a category of games and toys that support learning to computer program: playful programming. This research also describes a project to bring together different stakeholders (developers, educators, parents and researchers) with a common vocabulary for describing, developing, teaching with and comparing these playful programming products and develops a model of supported programming concepts that can be used to differentiate these products. The model includes programming concepts like operators, procedures, encapsulation, variables and events, but also identifies numerous specialization and sub-specializations of these concepts. This paper aims to use this model to provide educators and researchers involved in pilot studies with an overview of which programming concepts various playful programming products exercise (a playful programming products vs. programming concepts matrix). We also add additional concept specializations and expand on the descriptions of concepts included in the model. Finally we consider how this work can be used to support a crowed-sourced playful programming research program.

关键词： playful programming programming concepts block programming concept specialization maps product comparison matrix

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programming concepts in Playful programming Products 10

Programming Concepts in Playful Programming Products

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10th European Conference on Games Based Learning

作者： Allsopp, Benjamin Brink Ejsing-Duun, Stine Aalborg Univ Dept Learning & Philosophy Copenhagen Denmark Aalborg Univ Dept Commun & Psychol Copenhagen Denmark Res Lab It & Learning Design ILD Aalborg Denmark

ISBN: (纸本)9781911218104

There is wide recognition that teaching children to program is immensely important. A new digital divide is potentially defined in terms of competencies to create programs rather than access to computers. In this context perseverance and motivation needed to acquire programming skills are gatekeepers as are appropriate learning materials. Thus a new category of software products that attempts to turn learning to programme into play is of special interest. These playful programming products are the focus of our research program trying to bring perspective to their potential. A mid level goal of this program is to comprehensively compare different products against a stable list of skills and understandings supported by the category of playful programming software. This paper aims to initiate systematic development of this list of skills and takes inspiration from Brennan & Resnick (2012) where a model of computational thinking is held up against features of the visual programming language Scratch. However, we refine this model by assessing another playful programming product against it. The changing model is represented in a series of concept specialisation maps to support greater overview and transparency. A final relatively stable map is discussed with respect to the larger research projects goals.

关键词： Playful programming programming concepts Concept specialisation maps

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programming Unplugged: Bridging CS Unplugged Activities Gap for Learning Key programming concepts 5

Programming Unplugged: Bridging CS Unplugged Activities Gap ...

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5th International Conference on e-Learning (econf)

作者： AlAmer, Reem A. Al-Doweesh, Weldon A. Al-Khalifa, Hend S. Al-Razgan, Muna S. King Saud Univ Coll Comp & Informat Sci Informat Technol Dept Riyadh Saudi Arabia

ISBN: (纸本)9781467394314

Computer Science (CS) unplugged is a set of learning activities designed to explain CS concepts without using a computer. These activities have been used globally especially during CS outreach programs. It was used during these programs to attract middle and high school students to major in CS. With this knowledge in mind, we initiated a summer camp program involving local middle and high school girls using newly developed CS unplugged activities. The aim of these activities was to teach and simplify key programming concepts;we named these activities programming Unplugged (PU). The set of activities developed focused on simplifying programming for newcomers. We had measured the success of the activities and the camp using surveys, and projects developed by the students. The result shows that the students have enjoyed the camp and will likely recommend it to their friends. Also, we noticed that most of the CS concepts introduced during PU activities were used in the student's projects.

关键词： CS unplugged programming concepts Activiites Summer camp Mobile game App inventor

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The Effectiveness of Digital Game for Introductory programming concepts 10

The Effectiveness of Digital Game for Introductory Programmi...

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10th International Conference for Internet Technology and Secured Transactions (ICITST)

作者： Yue, Wong Seng Wan, Wong Lai Taylors Univ Sch Comp & Informat Technol Lakeside Campus Subang Jaya Selangor Malaysia

ISBN: (纸本)9781908320520

The adoption of games to learn introductory programming concepts has been widely used and there were many evidences of the benefits of learning to code in different levels of education even at primary level. Recent studies acknowledged that the use of games to explore coding environment can be motivating, increases female students' perception in computing programming skill and enhances support for computing. This paper discusses the effectiveness of a Digital Game for learning introductory programming concepts, based on the following constructs: (1) playability;(2) multimedia adequacy;(3) ease of use;(4) enjoyment and (5) immersion. This study was conducted with the objective of evaluating the effectiveness of using Digital Games for understanding programming concepts. Participants are 19 students from a local higher education institution. The analysis of collected data uncovered the extent of students' perception in programming concepts learning via exploring Digital Games and the effectiveness and efficiency of using games to learn programming. Overall results showed that the Digital Game has highly playability, multimedia adequacy, enjoyment, immersion and ease of use. In total, 78.9 % of students agreed and strongly agreed that they very quickly familiarized themselves with the game and the elements of the game are consistent with the game structure.

关键词： programming concepts

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Integrating the unplugged programming and storytelling strategy to enhance second graders' programming learning motivation and concepts

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EDUCATIONAL TECHNOLOGY & SOCIETY 2024年第4期27卷 156-170页

作者： Chen, Yun-An Hsieh, Fu-Pei Tsai, Chun-Yen Natl Sun Yat Sen Univ Res Ctr Promoting Civ Literacy Kaohsiung Taiwan Natl Kaohsiung Normal Univ Kaohsiung Taiwan

An intervention using the unplugged programming and storytelling (UPS) strategy was implemented in this study to cultivate students' programming learning motivation and concepts. The participants were 49 second graders at a primary school in southern Taiwan. The course was conducted for 12 lessons (40 min each lesson). A quasi-experimental design was employed in this study. During the course, students in the experimental group were taught using the UPS strategy. Data collection included the programming Concept Test and programming Learning Motivation Scale supplemented by classroom observation and interview data. The results revealed that the experimental group outperformed the comparison group in programming learning motivation and concepts after the course with the UPS strategy. This teaching experiment obtained large effect sizes. Interviews showed that students perceived positively, which helped them develop their programming concepts. The implication is that the UPS strategy may contribute to primary school programming courses.

关键词： CS unplugged Learning motivation programming concepts Storytelling

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