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3rd Conference on United Kingdom and Ireland Computing Education Research (UKICER)

作者： Alkhalifa, Amal Khalifa Devlin, Marie Princess Nourah Bint Abdulrahman Univ Community Serv & Continuing Educ Riyadh Saudi Arabia Newcastle Univ Sch Comp Newcastle Upon Tyne Tyne & Wear England

ISBN: (纸本)9781450385688

Peer assessment is a common form of shared learning in which students provide feedback on each other's work. Despite the crucial role that students play in peer assessment, programming students' perspectives on such practices are relatively under-researched. Therefore, the first objective of this study was to explore the perspectives of programming students toward peer assessment in programming courses. The second was to discuss the students' expectations and critical issues during development of the peer assessment system. The third was to evaluate a peer assessment prototype based on programming students' perspectives. Iterative focus group discussions were conducted with 87 programming students from computing school, which were conducted in the academic years 2019/02, 2019/09, and 2020/09. Thematic analysis was chosen as the data analysis method. The participants reported favourable impressions of peer assessment as a learning tool. They asserted that the clear rubric, self-assessment, and visual feedback of their peer assessments caught their attention. This research also indicates that students must be rewarded for their peer assessment efforts. Students are concerned mainly about the credibility of the assessors giving feedback on their work, but they suggested methods for matching reviewers and authors to reduce such concern. The output was a Peer Programmer prototype website that contains a group of requirements that could be considered in developing a peer assessment system for programming students.

关键词： Peer assessment Peer feedback Peer review code programming course programming students

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Design and Development of a Personalized Recommender System of Student Question-Generation Exercises for programming courses 31

Design and Development of a Personalized Recommender System ...

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31st International Conference on Computers in Education (ICCE)

作者： Lai, Chih-Hung Tho, Pham-Duc Natl Dong Hwa Univ Dept Comp Sci & Informat Engn Hualien Taiwan Vietnam Natl Univ lnt Sch Hanoi Vietnam

ISBN: (纸本)9786269689026

Computer programming courses often face the challenge of high dropout rates, prompting educators to seek effective solutions to improve student engagement and retention. Student Question-Generation (SQG) have been explored as potential remedy to this issue, enabling advancements in computer science education. However, the majority of existing SQG support systems lack personalized features to enhance student learning. In response to this gap, the study introduces a personal recommender system of SQG exercise tailored for programming courses. The system leverages individual student preferences and SQG exercise complexities to personalize learning experiences within SQG activities. This paper presents the design of the system and its user interface and delves into motivations and technical bases underlying its development.

关键词： programming course Student Generated Question Recommender System collaborative filtering

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Cocode: Co-learner Screen Sharing for Social Translucence in Online programming courses

Cocode: Co-learner Screen Sharing for Social Translucence in...

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ACM CHI Conference on Human Factors in Computing Systems (CHI)

作者： Byun, Jeongmin Park, Jungkook Oh, Alice Korea Adv Inst Sci & Technol Daejeon South Korea

ISBN: (纸本)9781450368193

Online courses are popular among learners of programming, but many learners have trouble completing the courses. A common approach to increase learner engagement is to provide co-learner presence via chat and forums. In this work, we present Cocode, an online learning system where learners can share their presence without any explicit action;their normal learning activities would signal co-learner presence. Cocode is a web application for online programming courses that shows other learners' code editors and running screens in the programming environment to the learners while working on exercises. Results from our between-subject studies show that learners with Cocode are more engaged and work on more programming exercises compared to the learners using the system without social features.

关键词： Education programming course online course social translucence

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Towards Using Continuous Integration Tools to Teach programming courses

Towards Using Continuous Integration Tools to Teach Programm...

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International Conference on Computational Science and Computational Intelligence (CSCI)

作者： Kral, Erik Capek, Petr Tomas Bata Univ Zlin Fac Appl Informat Nad Stranemi 4511 Zlin 76005 Czech Republic

ISBN: (纸本)9781467397957

This work proposes a study focused on Continuous Integration (CI) tools in teaching programming courses as well as for automatically grading student assignments. There are many automatic grading tools for students' programming assignments which share most of their functionalities with CI tools. We would like to provide a methodology on how to implement this tool in teaching programming languages. We will evaluate and compare common CI tools and run experiments with students in programming courses.

关键词： Continuous Integration Software Engineering Education programming course Student's programming Assignments

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Early prediction of student performance in CS1 programming courses

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PEERJ COMPUTER SCIENCE 2023年 9卷 e1655页

作者： Llanos, Jose Bucheli, Victor A. Restrepo-Calle, Felipe Univ Valle Colombia Sch Syst Engn & Comp Cali Valle Del Cauca Colombia Univ Nacl Colombia Dept Syst & Ind Engn Bogota DC Colombia

There is a high failure rate and low academic performance observed in programming courses. To address these issues, it is crucial to predict student performance at an early stage. This allows teachers to provide timely support and interventions to help students achieve their learning objectives. The prediction of student performance has gained significant attention, with researchers focusing on machine learning features and algorithms to improve predictions. This article proposes a model for predicting student performance in a 16-week CS1 programming course, specifically in weeks 3, 5, and 7. The model utilizes three key factors: grades, delivery time, and the number of attempts made by students in programming labs and an exam. Eight classification algorithms were employed to train and evaluate the model, with performance assessed using metrics such as accuracy, recall, F1 score, and AUC. In week 3, the gradient boosting classifier (GBC) achieved the best results with an F1 score of 86%, followed closely by the random forest classifier (RFC) with 83%. These findings demonstrate the potential of the proposed model in accurately predicting student performance.

关键词： Model prediction Early prediction Student performance Predicting student performance programming course

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Integrating Social Network Analysis with Cooperative Learning in programming courses: A Case Study

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INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION 2023年第2期39卷 397-408页

作者： Chang, Wen-Chih Natl Pingtung Univ Int Master Program Informat Technol & Applicat 51 Minsheng E Rd Pingtung City 900392 Pingtung County Taiwan

Cooperative learning is an effective method of learning and is crucial for learning programming. In cooperative learning, group members cooperate with each other and teach each other. For classroom clustering methods, students are allowed to choose their own groups, or they are grouped by teachers based on experience. This study proposed a social networking analysis clustering method with an experimental group and a control group taking a freshmen programming course. A significant improvement in learning effectiveness was observed. Female students were more likely to select other female students for cooperative learning. Female students in the experimental group showed better social performance than female students in the control group. Judging from the cooperation and interaction of the overall students in the first semester and the second semester, roommates were a preferred choice as teammates.

关键词： social network analysis cooperative learning programming course

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Applying Online Content-Based Knowledge Awareness and Team Learning to Develop Students' programming Skills, Reduce their Anxiety, and Regulate Cognitive Load in a Cloud Classroom

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UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2022年第2期21卷 557-572页

作者： Cheng, Yih-Ping Shen, Pei-Di Hung, Min-Ling Tsai, Chia-Wen Lin, Chih-Hsien Hsu, Lynne Cheng Ming Chuan Univ Dept Informat Management 5 De Ming Rd Taoyuan 333 Taiwan Ming Chuan Univ Inst Gen Educ 250 Zhong Shan N Rd Sec 5 Taipei Taiwan Ming Chuan Univ Teacher Educ Ctr 5 De Ming Rd Taoyuan 333 Taiwan Ming Chuan Univ Int Acad Publicat Res Ctr 5F130Jihe Rd Taipei 111 Taiwan

As Information and Communication Technology (ICT) infrastructure has rapidly become commonplace in most countries worldwide, the development of ICT-related competence is now considered to be a key goal in Taiwan's curriculum. Nowadays, society expects undergraduates to develop essential computer abilities before entering the workplace. In addition to possessing computing skills, students are also required to have problem-solving ability and teamwork competency. To equip students to meet these expectations, the researchers integrated two teaching approaches, using content-based knowledge awareness (CoKA) and team learning (TL) to enhance students' programming skills in an online computing course, and to reduce students' anxiety and regulate cognitive load in the cloud classroom involved in this study. In this research, the authors conducted a quasi-experiment to examine the influences of CoKA and TL. Therefore, the design for the experiment was a 2 (CoKA vs. non-CoKA) x 2 (TL vs. non-TL) factorial pretest/posttest design. There were 184 participants, who were neither information nor computer majors, from four classes, enrolled in a required course titled 'programming Design'. The first class (G1) simultaneously received the online CoKA and TL intervention, the second class (G2) received only the online CoKA intervention, and the third class (G3) received only the online TL intervention;these served as the experimental groups, while the last class (G4), which received a traditional teaching approach, served as the control group. According to the results, students who received online TL had significant increase in their computing skills, and significant decrease in their level of anxiety and cognitive load. However, the expected effects of CoKA on developing students' skills in designing mobile applications, reducing anxiety level and regulating cognitive load were not found. The design of integrating CoKA and TL in an online course could be a reference for educators w

关键词： Online content-based knowledge awareness Online team learning Cloud classroom programming course programming skills

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A diagnosis system of programming styles using program patterns

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IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS 2000年第4期E83D卷 722-728页

作者： Sekimoto, R Kaijiri, K Shinshu Univ Fac Engn Nagano 3808553 Japan

programming styles play an important role to promote maintainability of programs. The authors aim at developing a system for assisting a task that programmers rewrite progams in order to improve their readability, understandability and maintainability. This system detects program fragments which infringe programming styles in a C program and makes diagnosis on the programming style. This system has the following features: 1) It can detect various patterns, for example, context dependent patterns and dispersed patterns extending two or more functions. It is difficult to detect these patterns by character based pattern matching;and 2) Each style guideline is defined as program patterns. This system uses them as search data, so it becomes easy to add or change style guidelines which are to be checked. The authors validated that inspection of various style guidelines is possible through this system. Moreover, to evaluate the effectiveness of this system, they made experiments of inspecting a program for some style guidelines on 86 novice programmers. This result indicates that the system is effective in assisting a work that novice programmers check and/or correct programming styles.

关键词： programming style program pattern program recognition programming course

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Integrating online partial pair programming and socially shared metacognitive regulation for the improvement of students' learning

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UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2024年 1-17页

作者： Tsai, Chia-Wen Lin, Michael Yu-Ching Cheng, Yih-Ping Lee, Lynne Lin, Chih-Hsien Lin, Jian-Wei Hung, Min-Ling Chen, Wen-Yu Ming Chuan Univ Dept Informat Management 5 Deming Rd Taoyuan 333 Taiwan Ming Chuan Univ Informat Technol & Management Program 250 Zhong Shan N Rd Sec 5 Taipei Taiwan Ming Chuan Univ Dept Informat Management 250 Zhong Shan N Rd Sec 5 Taipei 250 Taiwan Ming Chuan Univ Int Business & Trade Program 250 Zhong Shan N Rd Sec 5 Taipei 250 Taiwan Ming Chuan Univ Int Acad Publicat Res Ctr 250 Zhong Shan N Rd Sec 5 Taipei 250 Taiwan Shih Chien Univ Dept Informat Technol & Management 70Dazhi St Taipei City 104 Taiwan Ming Chuan Univ Teacher Educ Ctr 5 Ming Rd Taipei 333 Taiwan Natl Pingtung Univ Dept Leisure Management 51 Minsheng E Rd Pingtung 90003 Taiwan

Many universities around the world were forced to lock down and students had to continue their learning in online environments in response to the COVID-19 pandemic. Teachers thus had to adopt effective and appropriate online teaching pedagogy integrated with related educational technologies to help their students achieve satisfactory learning outcomes in these courses. In addition, the world-wide problems of high failure level and dropout rates in programming courses challenge both teachers and students. Aiming to develop students' practical programming skills, commitment to learning, and reduce learning disengagement, the researchers behind this study adopted two teaching approaches, integrating online partial pair programming (PPP) and socially shared metacognitive regulation (SSMR), to explore their effects on students' learning performance in an online programming course. A quasi-experiment was implemented to explore the effects of online PPP and SSMR. The participants comprised three classes of students, all from non-information or non-computer departments taking a compulsory course titled 'programming Design'. The experimental groups included the first class (G1) simultaneously receiving the online PPP and SSMR intervention and the second class (G2) receiving only the online SSMR intervention. The third class (G3) received a traditional teaching method (non-PPP and non-SSMR) delivered online and served as the control group. Both quantitative and qualitative data were collected and analyzed. Experimental results show that the SSMR group (G2) demonstrated significantly better development of programming skills and commitment to learning than the control group (G3). However, the expected effects of online PPP on improving students' learning were not found. The implications of designing pedagogies with PPP and SSMR in an online programming course for decision-makers in governments and universities, researchers, and teachers implementing online courses, particularly

关键词： Online partial pair programming Online socially shared metacognitive regulation programming course programming skills Commitment to learning Learning disengagement Cloud classroom

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Implementation of the gradual release of responsibility informed curriculum and pedagogy for teaching programming: Action research based on a course for sport science students

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JOURNAL OF HOSPITALITY LEISURE SPORT & TOURISM EDUCATION 2022年 30卷

作者： Chuang, Kuo Liang Kee, Ying Hwa Chen, Hsiu Hui Natl Taitung Univ Bachelor Program Athlet Performance Taitung Taiwan Nanyang Technol Univ Natl Inst Educ Motivat Educ Res Lab Singapore Singapore Natl Taitung Univ Dept Phys Educ Taitung Taiwan Minist Educ Beijing Peoples R China

Non-computer science students typically find it challenging to learn programming and lack the motivation to learn it. We conducted a piece of action research to examine the impact of adopting the Gradual Release of Responsibility (GROR) approach as we taught programming to thirty-three sport science students in a Taiwanese university over two semesters. Learning self-efficacy, engagement, and burnout were assessed before and after the course. The results showed significant interaction effect between time (pre vs post) and groups (proactive vs apathetic) factors (F (1, 31) = 4.49, p = .042, eta(2)(p) = 0.13) for self-efficacy. Implications of the findings were discussed.

关键词： programming course Sport science student Learning motivation

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