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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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A multi-institutional, multinational study of programming concepts using card sort data

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EXPERT SYSTEMS 2005年第3期22卷 121-128页

作者： Sanders, K Fincher, S Bouvier, D Lewandowski, G Morrison, B Murphy, L Petre, M Richards, B Tenenberg, J Thomas, L Anderson, R Anderson, R Fitzgerald, S Gutschow, A Haller, S Lister, R McCauley, R McTaggart, J Prasad, C Scott, T Shinners-Kennedy, D Westbrook, S Zander, C Rhode Isl Coll Providence RI 02908 USA Univ Kent Canterbury CT2 7NZ Kent England St Louis Univ Dept Elect & Comp Engn Parks Coll Engn Aviat & Technol St Louis MO 63103 USA Xavier Univ Dept Math & Comp Sci Cincinnati OH 45207 USA Pacific Lutheran Univ Dept Comp Sci & Comp Engn Tacoma WA 98447 USA Vassar Coll Dept Comp Sci Poughkeepsie NY 12601 USA Univ Washington Inst Technol Tacoma WA USA Univ Wales Dept Comp Sci Aberystwyth Dyfed Wales Univ Washington Seattle WA 98195 USA Univ Virginia Dept Comp Sci Charlottesville VA 22903 USA Univ Wisconsin Parkside Dept Comp Sci Kenosha WI 53141 USA Univ Technol Sydney Dept Software Engn Sydney NSW 2007 Australia Univ No Colorado Dept Math Sci Greeley CO 80639 USA Univ Limerick Dept Comp Sci & Informat Syst Limerick Ireland Univ Arizona Dept Comp Sci Tucson AZ 85721 USA Univ Washington Bothell WA USA

This paper presents a case study of the use of a repeated single-criterion card sort with an unusually large, diverse participant group. The study, whose goal was to elicit novice programmers' knowledge of programming concepts, involved over 20 researchers from four continents and 276 participants drawn from 20 different institutions. In this paper we present the design of the study and the unexpected result that there were few discernible systematic differences in the population. The study was one of the activities of the National Science Foundation funded Bootstrapping Research in Computer Science Education project (2003).

关键词： computer science education research card sort elicitation programming concepts

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What do successful computer science students know? An integrative analysis using card sort measures and content analysis to evaluate graduating students' knowledge of programming concepts

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EXPERT SYSTEMS 2005年第3期22卷 147-159页

作者： McCauley, R Murphy, L Westbrook, S Haller, S Zander, C Fossum, T Sanders, K Morrison, B Richards, B Anderson, R Coll Charleston Dept Comp Sci Charleston SC 29424 USA Pacific Lutheran Univ Dept Comp Sci & Comp Engn Tacoma WA 98447 USA Univ Arizona Dept Comp Sci Tucson AZ 85721 USA Univ Wisconsin Parkside Dept Comp Sci Kenosha WI 53141 USA Univ Washington Bothell WA 98011 USA Rhode Isl Coll Providence RI 02906 USA Vassar Coll Dept Comp Sci Poughkeepsie NY 12604 USA So Polytech State Univ Dept Comp Sci Marietta GA 30060 USA Univ Virginia Dept Comp Sci Charlottesville VA 22904 USA

This paper describes a multi-institutional study that used a repeated single-criterion card sort to investigate graduating computer science students' knowledge of programming concepts. The study seeks to improve computer science instruction by gaining insight into how graduating students retain and assimilate introductory programming knowledge into their broader understanding of the discipline. A total of 291 card sorts was elicited from 65 undergraduate students in their final year of study at eight colleges and universities throughout the USA. To fully exploit the rich qualitative and quantitative aspects of the card sort data, an integrative analysis process was used that combined content analysis with two measures, normalized minimum spanning tree and edit distance, both developed specifically to analyze card sort data.

关键词： knowledge acquisition card sorts content analysis programming concepts computer science education

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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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Work in Progress - Impact of Graphical programming Environments on Learning and Understanding programming concepts

Work in Progress - Impact of Graphical Programming Environme...

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IEEE Frontiers in Education Conference 2008

作者： Bucks, Gregory Oakes, William Purdue Univ Sch Engn Educ W Lafayette IN 47907 USA Purdue Univ W Lafayette IN 47907 USA

ISBN: (纸本)9781424419692

There is widespread evidence to show that many first year engineering students have either a strong dislike for programming or an inability to write effective programs. This poses a problem, since many departments require their students to take some form of introductory programming as part of their first year in engineering. One possible reason why many engineering students have such difficulty with programming and the related concepts is that many engineers tend to fall heavily on the "visual learner" side of the Felder-Silverman Learning Styles Model. Since traditional, text-based programming languages, and the predominantly text-based way in which they are taught, do not align with the learning styles of these students, their ability to understand and implement the necessary concepts in an actual program may be drastically reduced. This paper discusses a work in progress investigating the use of graphical programming languages as a means for introducing programming concepts and catering to the visual learning style of most engineering students.

关键词： Graphical programming programming concepts Learning Styles Novice Programmers

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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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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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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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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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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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