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Exploring medical students' intention to use of ChatGPT from a programming course: a grounded theory study in China

BMC MEDICAL EDUCATION 2025年第1期25卷 1-12页

作者： Wang, Chen Xiao, Changqi Zhang, Xuejiao Zhu, Yingying Chen, Xueqing Li, Yilin Qi, Huiying Peking Univ Sch Hlth Humanities Dept Hlth Informat & Management Beijing 100191 Peoples R China Peking Univ Sch Nursing Beijing 100191 Peoples R China Capital Med Univ Sch Basic Med Sci Beijing 100069 Peoples R China

BackgroundIn interdisciplinary general education courses, medical students face the daunting challenge of learning programming due to academic pressure, cognitive biases, and differences in thinking patterns. ChatGPT provides an effective way for people to acquire knowledge, improve learning efficiency, and *** explore whether medical students can be assisted in learning programming with the help of ChatGPT, it is necessary to investigate their experience and perception of using ChatGPT, and to study which factors influence their willingness to use *** on the grounded theory research paradigm, this paper constructs a research model of the influencing factors of ChatGPT usage willingness for medical students in programming courses through the analysis of interview data from 30 undergraduate medical students. It analyzes and discusses the cognition and influencing factors of medical students' willingness to use ChatGPT in programming *** willingness to use ChatGPT in programming learning is divided into three types based on the students' subjective degree of use: active use, neutral use, and negative use. It is also found that individual factors, technical factors, information factors, and environmental factors are four important dimensions affecting the willingness to use *** on the analysis of influencing factors, strategies and suggestions such as preventing risks and focusing on ethical education, cultivating critical thinking and establishing a case library, and personalized teaching to enhance core literacy in programming are proposed.

关键词： ChatGPT Use intention Medical students programming course Grounded theory

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Applying web-mediated co-curricular learning and phenomenon-based learning to improve students' programming skills and self-efficacy in an online programming course

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UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2023年第2期22卷 555-568页

作者： Tsai, Chia-Wen Lee, Lan-Yu Tang, Hui-Wen Lin, Chih-Hsien Hsu, Lynne Cheng Ming Chuan Univ Dept Informat Management 5 De Ming Rd Guishan Township Taoyuan County Taiwan Ming Chuan Univ Int Business & Trade Program 250 Zhong Shan N Rd Sec 5 Taipei Taiwan Ming Chuan Univ Inst Gen Educ 5 De Ming Rd Guishan Township Taoyuan County Taiwan Ming Chuan Univ Int Acad Publicat Res Ctr 250 Zhong Shan N Rd Sec 5 Taipei Taiwan

Aiming to develop practical programming skills and self-efficacy of students in an online learning environment, two teaching approaches were integrated using co-curricular learning (CCL) and phenomenon-based learning (PhBL);their effects on first-year university students' learning were investigated. The researchers conducted a quasi-experiment to investigate the effects of web-mediated CCL and PhBL using a 2 (CCL vs. non-CCL) x 2 (PhBL vs. non-PhBL) factorial pretest/posttest experimental design. The experimental groups comprised the first class (G1) which simultaneously received the web-mediated CCL and PhBL intervention, the second class (G2) which only received the web-mediated CCL intervention, and the third class (G3) which only received the web-mediated PhBL intervention, while the control group (G4) received a traditional teaching approach (non-CCL and non-PhBL). The study results showed that students who received web-mediated CCL had significant increase in their programming skills. In addition, students who received web-mediated PhBL exhibited significantly better development of self-efficacy at the end of the semester. Thus, it is expected that the design of integrating CCL and PhBL in an online programming course could provide references for educators and teachers conducting online, flipped, or hybrid courses.

关键词： Web-mediated co-curricular learning Web-mediated phenomenon-based learning programming course programming skills Self-efficacy Cloud classroom

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Automatic Assessment of Learning Outcomes as a New Paradigm in Teaching a programming course: Engineering in Society 5.0

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IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA 2022年第4期17卷 379-385页

作者： Hidalgo-Suarez, Carlos G. Buchelt, Victor A. Ordonez, Hugo Univ Valle Dept Comp Sci Cali 760032 Colombia Univ Cauca Dept Comp Sci Popayan 760007 Colombia

programming education goes through the transition from the content model to the learning outcomes model and the integration of technology, where automatic assessment tools allow students to support them in practice;This makes learning inclusive by proposing a transversal approach so that the necessary programming skills are achieved. In this sense, this paper presents a strategy that evaluates the source code and analyzes it using software metrics to identify students' learning results in a programming course. A strategy was developed that integrates an automatic source code evaluation tool, which allowed us to identify How an evaluation-based approach supports the learning process, time, and impact in a computer programming course? The results show that the strategy helps the transition from a programming course to a learning outcomes model and reduces the evaluation time without affecting students' grades, compared to the traditional way. Finally, it is essential to highlight that the development of strategies that integrate tools that support the teaching-learning and evaluation process in programming courses has a positive impact on academic training and decision-making, seeking to improve students' weaknesses through the analysis of the outcomes obtained.

关键词： Code metrics automatic assessment code programming course education educational technology

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Utilising Blended Learning for Large Classes to Deliver an Introductory programming course 23

Utilising Blended Learning for Large Classes to Deliver an I...

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23rd European Conference on e-Learning

作者： Karunarathne, Buddhika Nanayakkara, Vishaka Univ Moratuwa Moratuwa Sri Lanka

ISBN: (纸本)9781917204217;9781917204224

Higher education institutions are constantly pushed to increase the student intake and produce industry-ready graduates. The pressure generally arises from the governing bodies, originating from socio-political factors. It is particularly evident in the field of Information Communication Technology (ICT) where there is a growing need for quality graduates. Undergraduate programmes in the field of ICT generally offer introductory computer programming courses that are mandatory at early stages of the degree programme. Consequently, the number of students registering for such courses can increase drastically. The students are coming from diversified backgrounds. While some students may have prior experience in computer programming, a larger majority may not have any prior knowledge or experience. Increased class size meets the constraint of the limited availability of physical classroom space and would require the class to be separated into smaller groups for face-to-face activities. Large classes are also challenged with the increased man-power requirement in terms of lecturers, instructors, and teaching assistants. Maintaining student engagement and interactivity becomes increasingly difficult in a large class. Grading of assessments becomes time-consuming and needs and requires increased manpower. Based on the observations and learning from an ongoing introductory programming course, this study evaluates the procedure for overcoming the challenges faced by the teaching staff, especially with a class size exceeding 1000. To cover the theoretical components, recorded video lectures are provided. The class is divided into groups consisting of approximately 100 students and live, online, interactive group discussions are conducted. The live, online smaller group discussions allow students to clarify doubts regarding the content. This also allows the distribution of the limited teaching and assistant staff. Students who need further assistance are encouraged to meet the

关键词： Blended learning Large class programming course Auto-grading

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Novel Teaching Strategies for Lab-Centric courses:Case Study of programming course 9

Novel Teaching Strategies for Lab-Centric Courses:Case Study...

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IEEE Tenth International Conference on Technology for Education (T4E)

作者： Sakhapara, Avani Pawade, Dipti KJ Somaiya Coll Engn Dept IT Mumbai India

ISBN: (纸本)9781728111438

It is observed that learning a programming course has been challenging and difficult for the learners. For a programming course, the learners need to learn the syntax and semantics of the programming language, but more importantly the learners need to develop problem-solving skills along with critical thinking. In this paper, a case study of teaching object-oriented programming course as lab-centric course is discussed. Novel teaching strategies, namely Predict-Observe-Explain-Improvise (POE-I) and BuddyHandholding-Explore-SelfEvaluation-Discussion-Improvement-Test (BESDIT) are designed for the lab-centric courses and its benefits are studied. Case study of the application of these novel strategies for the labcentric programming course is presented and its impact is discussed.

关键词： teaching strategies programming course handson learning lab-centric competitive programming platform

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Integration of Flipped Classroom and Problem Based Learning Model and its Implementation in University programming course 14

Integration of Flipped Classroom and Problem Based Learning ...

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14th International Conference on Computer Science and Education (ICCSE)

作者： Wang, Gang Zhao, Hong Guo, Yun Li, Min Nankai Univ Coll Comp Sci Tianjin Peoples R China

ISBN: (纸本)9781728118468

In this paper we report an experiment of implementing a flipped classroom combined with problem based learning approach in teaching a university programming course. We give the method of how to make the pre-recorded lecture videos and how to design a problem-based in-class activities. The results of the experiment show that our teaching approach, compared with traditional teaching approach, is more effective. Students in experiment class get higher scores in the final exam. And our teaching approach also have a positive impact on students' learning, engagement, performance, collaboration and retention.

关键词： flipped classroom programming course problem based learning effective assessment

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Transitioning to a Large-Scale Distributed programming course 32

Transitioning to a Large-Scale Distributed Programming Cours...

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32nd IEEE Conference on Software Engineering Education and Training (CSEE and T)

作者： Schmiedmayer, Paul Reimer, Lara Marie Jovanovic, Marko Henze, Dominic Jonas, Stephan Tech Univ Munich Dept Informat Munich Germany

ISBN: (纸本)9781728168074

The COVID-19 pandemic has challenged our day-today life, businesses, and educational institutions by changing the way we interact with each other in a very short space of time. In the context of teaching, lecturers had to rapidly develop concepts and teaching materials that enable distributed virtual and safe learning experiences. In this paper, we describe the challenges of reorganizing a two-week programming course that we have taught for more than ten years in a classroom setting using face-to-face communication. The course teaches students the basics of developing a software system using the Swift programming language and is a prerequisite for a single semester capstone course. We show how we reworked the course into a distributed format using online sessions and real-time feedback for about 80 students. We describe the remote supervision approaches we used to support students and the process of rethinking the course infrastructure by enabling remote access as well as by offering a semi-automated merge management and code review system. Based on this experience, we provide instructors with insights on how to set up and conduct a distributed software engineering course when face-to-face teaching is impossible.

关键词： Software Engineering Education programming course Online Learning Code Review Swift

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Interest-driven and innovation-oriented practice for programming course 45

Interest-driven and innovation-oriented practice for program...

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45th Annual Frontiers in Education Conference (FIE)

作者： Zhao, Lingling Su, Xiaohong Wang, Tiantian Yuan, Yongfeng Harbin Inst Technol Sch Comp Sci & Technol Harbin 150006 Peoples R China

ISBN: (纸本)9781479984541

In order to maximize the motivation of students in the programming practice, this paper offers an analysis on the core factors of practice case motivating students put in effort in programming practice, namely, "interest", "usability", and "hierarchy". Furthermore, we present typical practice cases which are carefully designed according to the motivating factors and give a description on the implementation and experience of our programming practice course at Harbin Institute of Technology. The designed programming practice can not only train the students' practical programming skills but also enhance their self-regulated learning skills, creativity and self-efficacy.

关键词： programming practice interest-driven usability programming course

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Teaching Strategy of programming course Guided by Neuroeducation 14

Teaching Strategy of Programming Course Guided by Neuroeduca...

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14th International Conference on Computer Science and Education (ICCSE)

作者： Zhang, Jianwei South China Univ Technol Sch Comp Sci & Engn Guangzhou Peoples R China

ISBN: (纸本)9781728118468

For a long time, pedagogy has been a social practice based on direct experiences, and many traditional teaching methods have formed. These methods were not supported by a scientific theoretical system and could not meet the fast-changing social needs. Neuroeducation is an empirical science, and an interdisciplinary subject that applies the latest theoretical advances in human brain and psychology to pedagogy. This paper explores the connection between neuroeducation and the teaching practice through the study of the latest theoretical achievements in neuroscience, cognitive neurology and psychology. Guided by theory of neuroeducation, the course content, the teaching strategy and new learning methods are proposed to improve the teaching quality of computer programming courses, while improving students' computational thinking ability.

关键词： neuroeducation programming course teaching strategy computational thinking

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Comparative Student Experiences on Electronic Examining in a programming course - Case C 19

Comparative Student Experiences on Electronic Examining in a...

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19th Koli Calling Conference on Computing Education Research (Koli Calling)

作者： Rytkonen, Anni Virtakoivu, Venla Aalto Univ Helsinki Finland

ISBN: (纸本)9781450377157

courses in C programming at two Finnish universities were assessed with electronic exams. In the study setting, two types of electronic exams were used: lecture hall exams and exam studio exams. Student experiences were collected with surveys and interviews, and system data was used for exam statistics. The results were compared between exam types and between universities. The results show that electronic exams are perceived by the students as more realistic and natural in programming exams than traditional pen and paper exams. Thus, electronic exams support the development of working life skills above pen and paper exams. Students in the lecture hall exam described challenges not relevant in the exam studio exam, and on the other hand, students in the exam studio exam described benefits not available in the lecture hall exam. Based on the study, electronic exams are strongly recommended for programming courses using exams for summative assessment. In addition, programming environments are recommended for added authenticity in reflection toworking-life skills, and exam studios are recommended because of the added values they provide compared to lecture hall exams.

关键词： electronic examining student assessment programming course programming in C C programming lecture hall exam exam studio exam

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