The purpose of this research is to develop a programming learning system for beginners using the completion strategy. The completion strategy uses well-designed programs to let students engage in completing, modifying...
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The purpose of this research is to develop a programming learning system for beginners using the completion strategy. The completion strategy uses well-designed programs to let students engage in completing, modifying, and extending their programs, The completion strategy is a paradigm of learning by examples with learning enforcement. In this paper, learning theories of the completion strategy are investigated, A template technique is employed to realize the strategy, An educational experiment was made to show the learning impact of the proposed system, The experimental result shows that the completion strategy is benefit to the programming learning for beginners.
Computer programming courses are mandatory for many majors. However, the high rate of failures shows that students have difficulties in assimilating the topics. The objective of this research is to understand these di...
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Computer programming courses are mandatory for many majors. However, the high rate of failures shows that students have difficulties in assimilating the topics. The objective of this research is to understand these difficulties. Analyzing diaries filled out by students and interviews with instructors, we identified difficulties related to language and understanding and some strategies used to mitigate them. The analysis and understanding of the difficulties may support the creation of teaching strategies and tools to facilitate the teaching and learning of computer programming.
In this work, we study students' learning effectiveness through their use of a homegrown innovative educational technology, Web programming Grading Assistant (WPGA), which facilitates grading and feedback delivery...
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In this work, we study students' learning effectiveness through their use of a homegrown innovative educational technology, Web programming Grading Assistant (WPGA), which facilitates grading and feedback delivery of paper-based assessments. We designed a lab study and a classroom study from a lower-division blended-instruction computer science course. We evaluated a partial credit assignment algorithm. We tracked and modeled students' learning behaviors through their use of WPGA. Results showed that students demonstrated an effort and desire to review assessments regardless of if they were graded for academic performance or for attendance. Diligent students achieved higher exam scores on average and were found to review their exams and the correct questions frequently. Additionally, student cohorts exhibited similar initial reviewing patterns, but different in-depth reviewing and reflecting strategies. Ultimately, the work contributes to multidimensional learning analytics aggregation across the physical and cybersphere.
learning computer programming is a challenging process. Among the current approaches for overcoming this challenge, visual programming languages (VPLs), such as Scratch, have shown very promising results for beginners...
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learning computer programming is a challenging process. Among the current approaches for overcoming this challenge, visual programming languages (VPLs), such as Scratch, have shown very promising results for beginners. Interestingly, some higher education institutions have started to use VPLs to introduce basic programming concepts, mainly in CS1 courses. However, an important issue regarding Scratchs usage in higher education environments is that students may feel unmotivated being confronted by programming exercises that do not fulfill their individual expectations. To try and overcome this barrier, we propose CARAMBA, a Scratch extension including an exercise recommender system. Based on features, such as taste and complexity, CARAMBA is able to personalize student learning with Scratch by suitably suggesting exercises for students. An in-depth evaluation was conducted about the effects of our proposal on both the learning of basic concepts of CS1 and the overall performance of students. We adopted an equivalent pretest-posttest design with 88 college students at an Ecuadorian university. Results confirm that recommending exercises in Scratch had a positive effect on students programming learning abilities in terms of pass rates. In totality, the pass rate achieved by our proposal was over 52%, which is 8% higher than the rate achieved during a previous experience using only Scratch (without recommendation) and 21% higher than the historical results of traditional teaching (without Scratch). Furthermore, we analyzed the degree of exploitation of CARAMBA by students to portray two facts: students actually used CARAMBA and there was a significant, positive correlation between the utilization of CARAMBA and the scores obtained by the students.
Computer programming has attracted a lot of attention in the development of information and communication technologies in the real world. Meeting the growing demand for highly skilled programmers in the ICT industry i...
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Computer programming has attracted a lot of attention in the development of information and communication technologies in the real world. Meeting the growing demand for highly skilled programmers in the ICT industry is one of the major challenges. In this point, online judge (OJ) systems enhance programming learning and practice opportunities in addition to classroom-based learning. Consequently, OJ systems have created a large number of problem-solving data (solution codes, logs, and scores) archives that can be valuable raw materials for programming education research. In this paper, we propose an educational data mining framework to support programming learning using unsupervised algorithms. The framework includes the following sequence of steps: (i) problem-solving data collection (logs and scores are collected from the OJ) and preprocessing;(ii) MK-means clustering algorithm is used for data clustering in Euclidean space;(iii) statistical features are extracted from each cluster;(iv) frequent pattern (FP)-growth algorithm is applied to each cluster to mine data patterns and association rules;(v) a set of suggestions are provided on the basis of the extracted features, data patterns, and rules. Different parameters are adjusted to achieve the best results for clustering and association rule mining algorithms. For the experiment, approximately 70,000 real-world problem-solving data from 537 students of a programming course (Algorithm and Data Structures) were used. In addition, synthetic data have leveraged for experiments to demonstrate the performance of MK-means algorithm. The experimental results show that the proposed framework effectively extracts useful features, patterns, and rules from problem-solving data. Moreover, these extracted features, patterns, and rules highlight the weaknesses and the scope of possible improvements in programming learning.
BackgroundComputer programming, the process of designing, writing, and testing executable computer code, is an essential skill in numerous fields. A description of the neural structures engaged and modified during pro...
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BackgroundComputer programming, the process of designing, writing, and testing executable computer code, is an essential skill in numerous fields. A description of the neural structures engaged and modified during programming skill acquisition could help improve training programs and provide clues to the neural substrates underlying the acquisition of related *** female university students without prior computer programing experience were examined by functional magnetic resonance imaging (fMRI) during the early and late stages of a 5-month 'Computer Processing' course. Brain regions involved in task performance and learning were identified by comparing responses to programming and control tasks during the early and late *** accuracy of performing a programming task was significantly improved during the late stage. Various regions of the frontal, temporal, parietal, and occipital cortex as well as several subcortical structures (caudate nuclei and cerebellum) were activated during programming tasks. Brain activity in the right inferior frontal gyrus was greater during the late stage and significantly correlated with improved task performance. Although the left inferior frontal gyrus was also highly active during the programming task, there were no learning-induced changes in activity or a significant correlation between activity and improved task *** programming learning among novices induces functional neuroplasticity within the right inferior frontal gyrus but not the left inferior gyrus (Broca's area).
The difficulties many novices feel to learn programming are well known. They don't seem directly related to the programming paradigm or language used. We present some studies and proposals that may give some contr...
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ISBN:
(纸本)9781424462599
The difficulties many novices feel to learn programming are well known. They don't seem directly related to the programming paradigm or language used. We present some studies and proposals that may give some contributions to help students and reduce their difficulties in programming learning. We think it is crucial to get an in depth knowledge about the main factors that cause this problem. As the problem is complex, we used a triangulation of methods on a series of studies that we have carried through in recent years. The idea was to accumulate evidence and compare it with results of other studies published in literature. We joined and compared multiple sources of data and collated the methods in order to corroborate some conclusions. From the drawn conclusions concerning the main difficulties, we propose a set of suitable educative practices that, in our perspective, can help students learn, minimizing their programming difficulties.
Mobile devices, like PDAs and smart phones, are small, cheap and light machines capable of being used anytime anywhere. These and other characteristics make them very attractive from an educational point of view. As t...
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ISBN:
(纸本)9781424419692
Mobile devices, like PDAs and smart phones, are small, cheap and light machines capable of being used anytime anywhere. These and other characteristics make them very attractive from an educational point of view. As they have become more and more common and widespread, a crescent interest in developing software applications for them has raised too. Indeed, at present, we find quite easily many applications for them in various areas, including education. However, this is not yet the case for the area of programming learning. programming learning can be quite difficult for the novice learner and during the years several approaches and tools have been proposed. Some were developed for desktop environments while others for Web-based environments. With the emergence of mobile devices it seems that the next step will include them. This led us to the development of H-SICAS, a handheld algorithm animation and simulation tool. This tool can be used to support initial stages of programming learning, using a procedural approach, and is based on SICAS, a desktop tool developed to achieve similar objectives that has been used with our students with some success. However, this involved several adaptations to be accomplished.
In some colleges and universities, programming has become one of the compulsory subjects for undergraduates. However, the programming language has strict logic and grammar, which has an impact on learners' engagem...
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ISBN:
(纸本)9781538696033
In some colleges and universities, programming has become one of the compulsory subjects for undergraduates. However, the programming language has strict logic and grammar, which has an impact on learners' engagement, thereby affecting the learning effect. In this study, 100 freshmen who enrolled the programming design courses at a university in Beijing were selected as the research object, and the influencing factors of programming learning engagement were studied from the perspective of self-regulation. The study found that there were significant differences in motivational regulation between different genders, different professional categories, and whether they have studied programming;there was a significant positive correlation between motivational regulation, task value and programming learning engagement. Regression analysis showed that motivational regulation and task value had a good positive predictive effect on learning engagement.
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