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Pencil Code improves learners' computational thinking and computer learning attitude

COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2020年第1期28卷 90-104页

作者： Deng, Wenbo Pi, Zhongling Lei, Weina Zhou, Qingguo Zhang, Wenlan Shaanxi Normal Univ Sch Educ Xian 710062 Shaanxi Peoples R China Shaanxi Normal Univ Minist Educ Key Lab Modern Teaching Technol Xian Shaanxi Peoples R China Lanzhou Univ Sch Informat Sci & Engn Lanzhou Gansu Peoples R China

In the current implementation of K-12 education, computational thinking is considered an important part of developing students' key abilities. Many studies have shown that computational thinking can be improved by programming, for example, using Scratch, App Inventor, and Python. However, different programming tools have different forms of programming that affect the development of learners' computational thinking. This study aimed to test the effects of different programming tools with the same teaching content on learners' computational thinking and computer learning attitude in real classroom teaching. Ninety-nine participants took part in an eight-week teaching intervention in the Visual Basic (text-based) and Pencil Code (block-based) programming environments. T tests showed that students learning in a mixed text-based and block-based Pencil Code programming environment not only had significantly improved computational thinking but also became more self-confident and enjoyed learning programming. Furthermore, our interviews after the eight-week teaching intervention found that students showed more communication and interaction behaviors learning with Pencil Code.

关键词： computational thinking Pencil Code programming environment programming learning

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The analysis and application of an educational programming language (RUR-PLE) for a pre-introductory computer science course

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CLUSTER COMPUTING-THE JOURNAL OF NETWORKS SOFTWARE TOOLS AND APPLICATIONS 2016年第1期19卷 529-546页

作者： Yoon, IlKyu Kim, JaMee Lee, WonGyu Korea Univ Grad Sch Dept Comp Sci Educ Seoul South Korea Korea Univ Grad Sch Educ Dept Major Comp Sci Educ Seoul South Korea Korea Univ Coll Informat Dept Comp Sci & Engn Seoul South Korea

An educational programming language (EPL) allows a novice programmer to program quickly and easily by reducing the difficulty of programming in terms of programming education. The selection of a programming language, considering the students' cognitive level and the purpose of learning programming, is regarded as a key factor to increase the effectiveness of programming education. In this study, we derived the EPL selection criteria for pre-introductory computer science using the Delphi method of a 20-expert panels. Also, we selected RUR-PLE, a Python based programming learning environment, based on EPL selection criteria chosen through the Delphi method and applied the selected EPL to 26 students (20 males and 6 females) who participate in programming class to verify its usability. The objective of this study is to improve the possibility of selecting an appropriate EPL for novice programmers, considering the students' characteristics and the transition of programming knowledge from the EPL to a general-purpose programming language.

关键词： Educational programming language programming learning Introductory computer science course Delphi-method

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Utilising problem-solving: from self-assessment to self regulating

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NEW REVIEW OF HYPERMEDIA AND MULTIMEDIA 2019年第3期25卷 222-244页

作者： Alzaid, Mohammed Hsiao, Sharon Arizona State Univ Sch Comp Informat & Decis Syst Engn Tempe AZ USA Arizona State Univ Sch CompCONTACTMohammed Alzaid Informat & Decis Syst Engn Mill Ave Tempe AZ USA

With the wide adoption of online platforms in education, having the content organised and readily available for the learners to self-assess their progress is crucial to ensure academic success. However, without the support of an active mentor, it might be difficult for the learners to guide themselves on how to accurately evaluate their learning outcome. This article focuses on how students benefited from self-assessing their programming course progress using an adaptive platform, namely QuizIT. We discuss the self-assessment procedure and development as it progresses into an open student model learning platform. The initial release was designated to assist programming novices as they encounter the programming learning journey. It was then followed by an extension to open the possibilities to the learner by having access to the learning model and gaining more control over the assessment experience. Quiz Adapt, was the set of features that provided an adaptive recommender based on an open learner model. The data collected from four study setups are evaluated to show the impact on the learning gain from interacting with the system. In addition, this paper sheds light on the effectiveness of daily learning opportunities in the introductory phase of education.

关键词： Problem-solving programming learning self-assessment self-regulating

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Empirical Evidence of the Usage of programming Languages in the Educational Process

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IEEE TRANSACTIONS ON EDUCATION 2021年第3期64卷 213-222页

作者： Vinueza-Morales, Mariuxi Borrego, Diana A. Galindo, Jose Benavides, David Univ Estatal Milagro Fac Ciencias Ingn Milagro 091050 Ecuador Univ Seville Dept Comp Languages & Syst Seville 41012 Spain

Contribution: A systematic literature review on the empirical evidence regarding the usage of programming languages for learning purposes is presented. The review analyzes different methods and tools at different educational levels and with different objectives. Background: learning programming has gained relevance in the last decade. This is due to the massive presence of programmable elements ranging from computers to toys. Because of this, the interest of researchers on this topic has increased. Questions, such as what to use, in what educational stages to use it, the effectiveness of the method, and the focal objectives for learning programming are questions that do not have obvious answers. Research Questions: 1) What empirical evidence exists on the use of educational programming languages (EPLs)? 2) In what context is the research performed? 3) How is effectiveness reported in the literature after applying EPLs? 4) What pedagogical goals are achieved by using EPLs? Methodology: Following a formal protocol, automated searches were performed for primary studies from 2007 to 2018. A total of 62 studies were identified, of which 29 were selected and analyzed since they include some type of empirical evidence. Findings: After performing the evaluation, the results support the need for better approaches with empirical evidence when reporting research on the usage of EPLs. Some research opportunities are identified which concerns the used programming languages, the areas or stages of their application, or the need to have more empirical evidence in general and more studies in non-WEIRD (Western, educated, industrialized, rich, and democratic) contexts.

关键词： programming profession Databases Computer languages Bibliographies Tools Protocols Computational thinking (CT) educational programming language (EPL) programming learning

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An educational tool for visualizing students' program tracing processes

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2013年第3期21卷 432-438页

作者： Chou, Chih-Yueh Sun, Peng-Fei Yuan Ze Univ Dept Comp Sci & Engn Chungli Taiwan

Program tracing is an important skill for programming learning, but novice programmers' tracing abilities are poor. This study designs a system to enable students to exercise program tracing and make students' program tracing processes visible to help teachers indicate students' errors in tracing execution flow, variable values, or I/O display. (c) 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 21: 432-438, 2013

关键词： computer-assisted learning programming learning program tracing computer science education

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Assessment of Software Defect Detection Efficiency and Cost Through an Intelligent Collaborative Virtual Environment

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IEEE LATIN AMERICA TRANSACTIONS 2016年第7期14卷 3364-3369页

作者： Ucan, J. P. Gomez, O. S. Aguilar, R. A. Univ Autonoma Yucatan Tablaje Cat 13615 Merida 97000 Mexico Escuela Super Politecn Chimborazo Riobamba 060106 Ecuador

The use of collaborative virtual environments facilitates communication, coordination and cooperation within a group of people. In the field of information and communications technology (ICT), collaborative virtual environments have been developed to support the learning of programming. In this work, we report an empirical study (controlled experiment) which assess the efficiency and cost of detecting defects in instrumented programs with and without the support of an intelligent collaborative virtual environment (ICVE). The ICVE was used as part of a programming course at undergraduate level. The results suggest an equivalent efficiency in defect detection for both types of participants, those who used the ICVE (3.76 observed defects per hour) and those who worked in a traditional manner (4.07 observed defects per hour). With regard to cost, it was observed that participants who used the ICVE completed the activities within a slightly shorter time frame (49.25 minutes) than those who worked without the environment (52.90 minutes);however, the difference was not significant. It was observed that with regard to efficiency and cost, for this type of task (the detection of defects), working virtually through an ICVE versus working ad hoc (in a tradition manner, at the same time and in the same place) yields equivalent results. When collaborative work cannot be done in a traditional way, the use an ICVE is an alternative approach equally effective.

关键词： Computer-supported Collaborative learning Computer-supported Cooperative Work programming learning Software Verification Controlled Experiment

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Evaluation Experiences of the Representation Techniques of Greedy Programs: Application to the GreedEx Tool

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IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA 2016年第3期11卷 179-186页

作者： Molina-Diaz, Ana I. Paredes-Velasco, Maximiliano Redondo-Duque, Miguel A. Angel Velazquez-Iturbide, Jesus Univ Castilla La Mancha Escuela Super Informat Dept Tecnol & Sistemas Informac E-13071 Ciudad Real Spain Univ Rey Juan Carlos Escuela Tecn Super Ingn Informat Dept Ciencias Computac Arquitectura Comp Lenguaje Mostoles 28933 Spain

The use of several representation techniques of algorithms, of either a textual or a graphical nature, is common in systems, which support learning of programming. The GreedEx tool, a system for interactive experimentation with greedy algorithms, incorporates some of them. This system has been evaluated several times, using subjective perception questionnaires as the main technique to gather data. This paper describes two empirical evaluations conducted with the aim of assessing the usefulness and/or complexity of the representation techniques supported by GreedEx. In this analysis, we combine several sources of information: subjective perception questionnaires and the metrics provided by an eye tracking device.

关键词： programming learning empirical evaluation eye tracking motivation

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Evaluation for Task Achievement of Robotics programming Based on Image Information

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JOURNAL OF ROBOTICS AND MECHATRONICS 2019年第3期31卷 427-433页

作者： Ohnishi, Yoshihiro Takechi, Shogo Tamai, Teruyuki Mori, Shinnosuke Kawada, Kazuo Ehime Univ Fac Educ 3 Bunkyo Cho Matsuyama Ehime 7908577 Japan Hiroshima Univ 1-1-1 Kagamiyama Higashihiroshima Hiroshima 7398524 Japan

It is difficult to make an evaluation based solely on whether programming has been achieved. However, appropriate evaluation according to the achievement level leads to learners' subjective programming learning, and to learning support that corresponds to individuals. Therefore, the quantitative evaluation of programming learning is as important as teaching and educational methods. Since programming education is being introduced to elementary and junior high schools, a programming evaluation method for this age is necessary. Therefore, this paper proposes a new concept of quantitatively evaluating the degree of achievement of tasks by programming. It assumes a unit in junior high school technology classes for learning measurement control, and uses teaching materials that have an autonomous cleaning robot as a theme. It is aimed at quantitatively evaluating the degree of accomplishment of a task by evaluating the extent to which the robot ran in a field, as seen in the room from a still picture taken multiple times.

关键词： programming learning junior high school technology education achievement evaluation

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Structural neuroplasticity in computer programming beginners

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CEREBRAL CORTEX 2023年第9期33卷 5375-5381页

作者： Hongo, Takeshi Yakou, Takao Yoshinaga, Kenji Kano, Toshiharu Miyazaki, Michiko Hanakawa, Takashi Otsuma Womens Univ Fac Social Informat Studies Chiyoda Ku 12 Sanbancho Tokyo 1028357 Japan Tokyo Denki Univ Dept Mech Engn Adachi Ku 5 Senjyu Asahi Cho Tokyo 120855 Japan Kyoto Univ Dept Integrated Neuroanat & Neuroimaging Grad Sch Med Sakyo Ku Yoshida Konoe Cho Kyoto 6068501 Japan Natl Ctr Neurol & Psychiat Integrat Brain Imaging Ctr Dept Adv Neuroimaging 4-4 Ogawahigashi Cho Kodaira Tokyo 1878501 Japan Kyoto Seika Univ Dept Media Creat Sakyo Ku 137 Kino Cho Kyoto 6068588 Japan

We examined the structural neuroplastic changes associated with the learning of computer programming in university students with no previous programming experience. They participated in a 15-week course (26 lessons) on the "Processing" computer programming language. We have conducted a longitudinal analysis of gray matter volume (GMV) in the magnetic resonance images obtained before and after learning computer programming. Significant neuroplastic changes appeared in the following 8 sites: the left frontal pole;the right frontal pole;the right medial frontal gyrus;the left cuneus;the left lateral cerebellum (posterior lobule and tuber);the medial cerebellum (uvula and tonsil);the right pallidum;and the left pallidum. The amount of change in the GMV of the right frontal pole correlated positively with the final product score. Furthermore, the amount of change in the GMV of the right medial frontal gyrus and the bilateral pallidum correlated positively with the test scores. Thus, the right frontal pole was presumably associated with the function of persistent attempts to accomplish tasks (goal achievement-related function). The right medial frontal gyrus and the bilateral pallidum were presumably related to deduction and reward functions, respectively. Therefore, multiple brain regions appear to be involved in programming learning through different functions.

关键词： brain gray matter magnetic resonance imaging neural basis programming learning

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Clustering source code from automated assessment of programming assignments

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INTERNATIONAL JOURNAL OF DATA SCIENCE AND ANALYTICS 2024年 1-12页

作者： Paiva, Jose Carlos Leal, Jose Paulo Figueira, Alvaro INESC TEC CRACS Rua Campo Alegre P-4169007 Porto Portugal FCUP DCC Rua Campo Alegre P-4169007 Porto Portugal

Clustering of source code is a technique that can help improve feedback in automated program assessment. Grouping code submissions that contain similar mistakes can, for instance, facilitate the identification of students' difficulties to provide targeted feedback. Moreover, solutions with similar functionality but possibly different coding styles or progress levels can allow personalized feedback to students stuck at some point based on a more developed source code or even detect potential cases of plagiarism. However, existing clustering approaches for source code are mostly inadequate for automated feedback generation or assessment systems in programming education. They either give too much emphasis to syntactical program features, rely on expensive computations over pairs of programs, or require previously collected data. This paper introduces an online approach and implemented tool-AsanasCluster-to cluster source code submissions to programming assignments. The proposed approach relies on program attributes extracted from semantic graph representations of source code, including control and data flow features. The obtained feature vector values are fed into an incremental k-means model. Such a model aims to determine the closest cluster of solutions, as they enter the system, timely, considering clustering is an intermediate step for feedback generation in automated assessment. We have conducted a twofold evaluation of the tool to assess (1) its runtime performance and (2) its precision in separating different algorithmic strategies. To this end, we have applied our clustering approach on a public dataset of real submissions from undergraduate students to programming assignments, measuring the runtimes for the distinct tasks involved: building a model, identifying the closest cluster to a new observation, and recalculating partitions. As for the precision, we partition two groups of programs collected from GitHub. One group contains implementations of two search

关键词： programming learning Automated assessment programming assignments Clustering Semantic graph

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