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Developing Computer Science learning System with Hybrid Instructional Method

INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION 2016年第2期32卷 995-1006页

作者： Hung, Yu-Hsin Chang, Ray-I Lin, Chun-Fu Natl Taiwan Univ Dept Engn Sci & Ocean Engn 1 Roosevelt RdSec 4 Taipei 10764 Taiwan

Technology has flourished, and diverse teaching techniques have emerged such as eBooks, massive open online courses, and gamification. Accordingly, technologies continue to provide a revolutionary improvement on traditional learning environments. The pedagogic trend is becoming "student-centered''. Problem-based learning (PBL) is the use of problems to motivate learners to apply research concepts and thinking strategies. Gamification provides the learners to actively learn through gamified mechanisms. This study focuses on PBL and gamification to enhance students' engagement in learning computer science. We developed a computer science learning system (CSLS) comprising three subjects: database management, programming, and data structure. Each subject has problem-solving mini games for students to accomplish tasks using relevant concepts. Results reveal that learners have a 95% probability of obtaining above-average user satisfaction, which suggests that the CSLS can be a good vehicle for cultivating the relevant computer science concepts. Participants' technology acceptance and their cognitive load when using the system are also determined in the experiment, with the aim of examining learners' perception while using the CSLS. Further, gamification has indicated a positive effect on students' learning performance and cognition for learning computer science.

关键词： gamification problem-based learning programming learning computer science education

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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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Knowledge Graph and Personalized Answer Sequences for programming Knowledge Tracing

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APPLIED SCIENCES-BASEL 2024年第17期14卷

作者： Pan, Jianguo Dong, Zhengyang Yan, Lijun Cai, Xia Shanghai Normal Univ Coll Informat Mech & Elect Engn Shanghai 200234 Peoples R China

Knowledge tracing is a significant research area in educational data mining, aiming to predict future performance based on students' historical learning data. In the field of programming, several challenges are faced in knowledge tracing, including inaccurate exercise representation and limited student information. These issues can lead to biased models and inaccurate predictions of students' knowledge states. To effectively address these issues, we propose a novel programming knowledge tracing model named GPPKT (Knowledge Graph and Personalized Answer Sequences for programming Knowledge Tracing), which enhances performance by using knowledge graphs and personalized answer sequences. Specifically, we establish the associations between well-defined knowledge concepts and exercises, incorporating student learning abilities and latent representations generated from personalized answer sequences using Variational Autoencoders (VAE) in the model. This deep knowledge tracing model employs Long Short-Term Memory (LSTM) networks and attention mechanisms to integrate the embedding vectors, such as exercises and student information. Extensive experiments are conducted on two real-world programming datasets. The results indicate that GPPKT outperforms state-of-the-art methods, achieving an AUC of 0.8840 and an accuracy of 0.8472 on the Luogu dataset, and an AUC of 0.7770 and an accuracy of 0.8799 on the Codeforces dataset. This demonstrates the superiority of the proposed model, with an average improvement of 9.03% in AUC and 2.02% in accuracy across both datasets.

关键词： knowledge graph programming learning variational autoencoder knowledge tracing LSTM

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One mobile application for the development of programming skills of secondary school students

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Procedia Computer Science 2017年 120卷 502-508页

作者： M.A. Salahli E. Yildirim T. Gasimzadeh F. Alasgarova A. Guliyev Department of Computer and Instructional Technologies Education Çanakkale Onsekiz Mart University Turkey Kirklareli University Department of Information Technology Turkey Azerbaijan State Oil and Industry University Department of Information Measure Calculation Technique Department of Computer Aided Control Systems 20 Azadlig ave.Az1010 Baku Azerbaijan

The aim of this study is to develop a mobile application for the Scratch programming language in order to develop programming skills of the students from secondary schools. The mobile application has been developed to solve two problems related to teaching Scratch programming language. The first problem related to educational aspects of the Scratch programming commonly used in secondary schools. The second problem is that Scratch does not have mobile applications for its learning. The structure of the application is described. The results of using the application in the learning process have been analyzed. Analyse shows that there is a significant difference between the problem solving skills of the students who have used this application in the learning process and the skills of the students who have not used it.

关键词： Scratch programming learning problem solving mobile 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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Pencil Code improves learners' computational thinking and computer learning attitude

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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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Time Prediction Model of Personalized Affective Support Based on the programming Process

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计算机教育 2020年第12期 114-121页

作者： Hongyan Xu Tao Lin Yu Chen Jian Wang Doudou Feng College of Computer Science Sichuan UniversityChengdu510065China College of Tianfu Southwestern University of Finance and EconomicsMianyang621000China Sichuan Minzu College Chengdu510065China

In online programming education,if teachers can determine any difficulties their students are experiencing and provide support,it would significantly improve the outcome of their *** paper describes an attempt to build a time prediction model on the demand for personalized affective support based on a modified version of the Synthetic Minority Over-sampling *** designed and conducted a data collection experiment based on the specific features of the affective ***,the modified oversampling algorithm can ascertain the time for providing such support for learners,which solves the problem of a class imbalance *** addition,we obtained a sorting algorithm of the time prediction regarding the demand for personalized affective support in programming learning and constructed a time prediction model on the demand for affective ***,we conducted experiments on both public data and our own collected data to verify the effectiveness of the constructed *** results show that the model is able to judge whether learners need affective support during the writing code process.

关键词： Time Prediction programming learning Affective support Personalized

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Fostering programming Practice through Games

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INFORMATION 2020年第11期11卷 1-20页

作者： Paiva, Jose Carlos Leal, Jose Paulo Queiros, Ricardo Inst Syst & Comp INESC Porto LA Ctr Res Adv Comp Syst CRACS P-4169007 Porto Portugal Univ Porto Dept Comp Sci Fac Sci P-4169007 Porto Portugal Polytech Porto Unidade Invest Media Artes & Design UniMAD Escola Super Media Artes & Design ESMAD P-4480876 Vila Do Conde Portugal

Loss of motivation is one of the most prominent concerns in programming education as it negatively impacts time dedicated to practice, which is crucial for novice programmers. Of the distinct techniques introduced in the literature to engage students, gamification, is likely the most widely explored and fruitful. Game elements that intrinsically motivate students, such as graphical feedback and game-thinking, reveal more reliable long-term positive effects, but those involve significant development effort. This paper proposes a game-based assessment environment for programming challenges, built on top of a specialized framework, in which students develop a program to control the player, henceforth called Software Agent (SA). During the coding phase, students can resort to the graphical feedback demonstrating how the game unfolds to improve their programs and complete the proposed tasks. This environment also promotes competition through competitive evaluation and tournaments among SAs, optionally organized at the end by the teacher. Moreover, the validation of the effectiveness of Asura in increasing undergraduate students' motivation and, consequently, the practice of programming is reported.

关键词： gamification automatic assessment programming learning games graphical feedback tournament

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Investigation and analysis of the current situation of programming education in primary and secondary schools

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HELIYON 2023年第4期9卷 e15530页

作者： Ou, Qizhong Liang, Weijie He, Zhenni Liu, Xiao Yang, Renxing Wu, Xiaojun Nanning Normal Univ Sch Comp & Informat Engn Nanning Peoples R China

With the rapid development of the era of artificial intelligence, the application ability of pro-gramming is also highlighted. As one of the necessary abilities of social talents in the future, primary and secondary schools pay more and more attention to this, and programming education is also in full swing. Therefore, based on previous studies, this paper further clarifies the current situation when the current situation of programming education in primary and secondary schools is ambiguous. This paper is aimed at a wide range of primary and secondary school teachers. With 1500 teachers who participated in the online training class for programming teachers as the object in Chinese primary, middle and high school stages, mainly from the three levels of schools, teachers, and students. The questionnaire with good reliability and validity test was used as the research method, the survey data were statistically described and analyzed, and differences were analyzed using Microsoft Excel2019, SPSS26.0 and so on, it investigates and analyzes the current situation of programming education in primary and secondary schools. Results indicate that the overall quality of programming education offerings in elementary and secondary schools is subpar, and the construction of programming education curriculum in schools requires improvement. Nevertheless, schools prioritize improving students' comprehensive abilities, and teachers hold a positive attitude towards programming education and teaching. Although stu-dents demonstrate a strong interest in learning, their foundation is weak, resulting in poor learning outcomes. Consequently, the author provides specific recommendations regarding pro-gramming education's working mechanism, curriculum standard system, teacher training, and educational resources sharing to better develop programming education in primary and sec-ondary schools.

关键词： programming education in primary and secondary schools programming education for students programming learning Investigation and current situation Primary and secondary education

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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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