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IEEE Frontiers in Education Conference (FIE)

作者： Holanda, Maristela von Borries, George da Silva, Dilma Dorea, Camilo Oliveira, Roberta B. Ishikawa, Edison Univ Brasilia Dept Comp Sci Brasilia DF Brazil Univ Brasilia Dept Stat Brasilia DF Brazil Texas A&M Univ Dept Comp Sci & Engn College Stn TX USA

ISBN: (纸本)9781728189611

Research Full Paper Most top universities in Brazil are public government institutions and tuition free. However, until recently, access to these institutions has been limited by extremely difficult entrance exams. The high standards at public universities are in contrast to the k-12 educational system, where public schools fail to prepare students for the exams, with only some of the private schools offering adequate preparation. In 2012, the Higher Education System in Brazil changed: the Quota Law was implemented for all 59 federal public government universities. This law reserves 50% of the enrollments for the public high-school students with the best grades in the entrance exams. Also, from this 50% allocation of places for students from the public high-school system, half are allocated to students from low-income families (up to one and a half times the minimum monthly salary), black and indigenous students. In this context, this paper addresses the research question: "How does the intellectual sense of belonging and self-efficacy of the quota students compare to that the non-quota students' taking Introduction to Computer Science courses?" We devised a questionnaire for students enrolled in the first programming course of different majors at a top-10 Brazilian university. This paper presents an analysis of the responses that indicates some differences in self-efficacy perceptions between the students admitted through the quota system and the ones admitted exclusively by their placement in entrance exams.

关键词： Computer Science Education programming course Sense of belonging self-efficacy

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Improving Integrity in CS1 course Using Formative Assessment and Version Control Tools

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Higher Education for the Future 2022年第1期9卷 30-44页

作者： Lakshminarayanan, Srinivasan Rao, N.J. Jain (Deemed to be University) Bangalore Karnataka India Indian Institute of Science Bangalore Karnataka India

There are many grey areas in the interpretation of academic integrity in the course on Introduction to programming, commonly known as CS1. Copying, for example, is a method of learning, a method of cheating and a reuse method in professional practice. Many institutions in India publish the code in the lab course manual. The students are expected to practice the programs in the manual and write them in the final examination without looking at the reference code. Many institutions apportion some marks for copying the program from the manual to record books. The system thus, inherently encourages copying. The student listens to the program’s explanation in the lecture, practices the same program in the lab, writes the same program in the record book and again studies the same program for the final examination conducted at the end of the semester. This process facilitates students, to some extent, to understand the concepts. However, a significant disadvantage of this system is that most students do not acquire the ability to write programs for authentic tasks. In the context of very rigid laboratory protocols that exist in CS1 courses across most of the Institutes in India, an additional lab protocol that focuses on students’ integrity can potentially improve the quality of learning. This article presents a method of using technology tools to improve integrity without disturbing the existing system. © 2021 The Kerala State Higher Education Council.

关键词： CS1 integrity programming course

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Using Build and Runtime Information for Student Adaptive Support

Using Build and Runtime Information for Student Adaptive Sup...

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International Conference on Computational Science and Computational Intelligence (CSIC)

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

ISBN: (纸本)9781509055104

This paper proposes a study focused on Automatic Adaptive Support materials for students in the tuition of programming courses. The support materials, based on real-time build and runtime statistics, include suggestions for successful solutions to similar errors and tasks. A methodology and an extension for a selected Integrated Development Environment is proposed and experiments will be run with students in programming courses to evaluate this tool.

关键词： Software Engineering Education programming course Student's Support

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Improving Student Peer Code Review Using Gamification 21

Improving Student Peer Code Review Using Gamification

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23rd Australasian Computing Education Conference (ACE)

作者： Indriasari, Theresia Devi Luxton-Reilly, Andrew Denny, Paul Univ Auckland Sch Comp Sci Auckland New Zealand Univ Atma Jaya Yogyakarta Dept Informat Yogyakarta Diy Indonesia

ISBN: (纸本)9781450389761

Peer code review has been shown to have several benefits for students, including the development of both technical skills and soft skills. However, a lack of motivation has been identified as one of the barriers to successful peer code review in programming courses. Low motivation may result in students avoiding or delaying their peer review tasks, reducing the potential benefits. In this study, gamification is used to overcome this barrier. We focus on motivating two behaviors: increasing the number of reviews submitted by students, and encouraging students to submit those reviews early. We conduct a randomized controlled study (N = 178) that compares the behavior of a control group engaged in peer code review using an online tool, with a gamification group that uses a modified version of the tool that includes targeted game elements. The results show a statistically significant difference in the number of submitted reviews between the control and gamification groups. Furthermore, the majority of students in the gamification group report that the game elements motivate them. Based on our findings, the game elements and game mechanics seem to be a promising method to motivate students in online peer code review activities.

关键词： gamification peer review code review peer code review higher education programming course CS1 computing education

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MOOCs in Secondary Education - Experiments and Observations from German Classrooms 10

MOOCs in Secondary Education - Experiments and Observations ...

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10th IEEE Global Engineering Education Conference (EDUCON)

作者： Staubitz, Thomas Teusner, Ralf Meinel, Christoph Univ Potsdam Hasso Plattner Inst Potsdam Germany

ISBN: (纸本)9781538695067

Computer science education in German schools is often less than optimal. It is only mandatory in a few of the federal states and there is a lack of qualified teachers. As a MOOC (Massive Open Online course) provider with a German background, we developed the idea to implement a MOOC addressing pupils in secondary schools to fill this gap. The course targeted high school pupils and enabled them to learn the Python programming language. In 2014, we successfully conducted the first iteration of this MOOC with more than 7000 participants. However, the share of pupils in the course was not quite satisfactory. So we conducted several workshops with teachers to find out why they had not used the course to the extent that we had imagined. The paper at hand explores and discusses the steps we have taken in the following years as a result of these workshops.

关键词： MOOC Secondary Education School Teamwork K-12 programming course Java Python

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Amelioration of Teaching Strategies by Exploring Code Quality and Submission Behavior

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IEEE ACCESS 2019年 7卷 152744-152754页

作者： Bai, Yu Wang, Tao Wang, Huaimin Natl Univ Def Technol Sci & Technol Parallel & Distributed Lab Changsha 410073 Hunan Peoples R China Natl Univ Def Technol Key Lab Software Engn Complex Syst Changsha 410073 Hunan Peoples R China Natl Univ Def Technol Changsha Peoples R China

Online learning platforms provide an opportunity to better understand students weaknesses by tracking both their learning behavior and knowledge. This information can then be used to assist teachers in making instructional decisions and to further guide those who are at risk of failure. In this paper, we tracked student learning data from a C programming course over a whole semester of their freshman year via the Trustie platform. A total of 17,854 code submissions were collected. We then used CppCheck, SonarQube and Trustie to capture the quality characteristics and submission characteristics of the code, including lineOfCode, cyclomaticComplexity, codeSmell, syntacticError, averageScore, submission, and logicError, and analyzed the impact of code quality on the assignment work results. Several factors were discovered that we believe can help teachers to develop more effective teaching strategies.

关键词： programming Computer languages Databases Syntactics Data collection Complexity theory Education Engineering students code quality programming course teaching strategy

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Scalable Autograder and LMS Integration

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Procedia Technology 2013年 11卷 388-395页

作者： Karol Danutama Inggriani Liem School of Electrical Engineering and Informatics Institut Teknologi Bandung Bandung 40132 Indonesia

Autograder has been proven to be an effective and efficient judge in programming contests. The result can be delivered immediately. As an example, in International Olympiad in Informatics and ACM Inter-Collegiate programming Contest, the autograder is used for judging complex programs for large numbers of contestants. Having experience with autograder in contests, we aim to use it in large programming course so that the student can have immediate result and feedback. In a large class, we have to manage hundreds of students where each student submits many small exercises regularly. Manual grading will be time consuming. However, the nature of a course is different from contest. In this research, we integrate an autograder and an existing Learning Management System (LMS) with the objective of taking the benefits from both applications. A dispatcher is designed and implemented to bridge the LMS and the autograder. LMS is used by the teachers to manage classes, scores, questions and other administrative tasks. Autograder enriches LMS functionality in order to grade programs automatically. Other than automatic grading functionality, the system must be robust, scalable and secure, that come from a large course size with an abundant amount of program submissions. The system is tested with various testing methodologies to prove the requirements are satisfied.

关键词： programming course large course size automatic grading LMS Dispatcher

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Learning and the Reflective Journal in Computer Science 02

Learning and the Reflective Journal in Computer Science

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Australasian Computer Science Conference

作者： Susan E. George School of Computer and Information Science University of South Australia Mawson Lakes Campus South Australia 5095

ISBN: (纸本)0909925828

This paper describes the use of the reflective journal in a computer programming course at the University of South Australia. We describe rationale for the journal relating it to the contribution it can make to generic skills of lifelong learning, problem-solving, communication and awareness of personal learning strategies. We also relate it to the Personal Software Process (PSP) used by industry to encourage software engineers to improve productivity by 'review', with collation of software productivity metrics and awareness of personal and team level practice. We introduce the detail how students were asked to use the journal and evaluate its influence on learning. We present a selection of student reflections on the journal and summarise attainment comparing attainment in the journal with other more traditional items of assessment. We conclude that there is a place for the reflective journal in programming courses -a number of students reported benefits to their learning along a number of dimensions - and this was supported with evidence both in their journal itself and by their absolute attainment. We also note that the reflective journal is not universally accepted (or even recognised as a 'valid' learning activity by some). However, we recommend further use and development of such reflective techniques in computer science to stimulate good software practice and deep learning.

关键词： reflective journal assessment methods computer science education programming course learning journals Learning computer science education evaluation method computer science Programmed instruction South Australia Students computer programs Awareness computer software

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The Project-Based Learning Approach on the Blended Teaching to Improve the Computational Thinking Ability

The Project-Based Learning Approach on the Blended Teaching ...

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第17届国际计算机科学与教育大会（ICCSE 2022)

作者： Yuan Fang Xiuyan Zhao Weizhen Wang School of Engineering Practice and Innovation Entrepreneurship Education School of Engineering Practice Innovation Entrepreneurship Education Human Factors and Intelligent Fashion Design Research Center

Computational thinking ability is the core problem faced by college computer programming courses. Facing the main teaching problems in the era of blended teaching, this paper puts forward a six-point blended teaching model based on project-based learning. According to the sixpoint of the model, teachers design teaching content and implement the teaching process. By comparing the forms of computational thinking ability before and after the implementation of project-based learning, the effectiveness of the proposed teaching model in improving computational thinking ability is confirmed.

关键词： computational thinking PBL blended learning programming course

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A computer science course program for small colleges

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Communications of the ACM 1973年第3期16卷 139-147页

作者： Austing, Richard H. Engel, Gerald L. Computer Science Center University of Maryland College Park MD. 20742 United States Hampden-Sydney College Hampden-Sydney VA 23368 Australia

The ACM Subcommittee on Small College Programs of the Committee on Curriculum in Computer Science (C3S) was appointed in 1969 to consider the unique problems of small colleges and universities, and to make recommendat... 详细信息

The ACM Subcommittee on Small College Programs of the Committee on Curriculum in Computer Science (C₃S) was appointed in 1969 to consider the unique problems of small colleges and universities, and to make recommendations regarding computer science programs at such schools. This report, authorized by both the subcommittee and C₃S, supplies a set of recommendations for courses and necessary resources. Implementation problems are discussed, specifically within the constraints of limited faculty and for the purposes of satisfying a wide variety of objectives. Detailed descriptions of four courses are given;suggestions are made for more advanced work;and an extensive library list is included. © 1973, ACM. All rights reserved.

关键词： bibliographies computer organization course computer science education course proposals file organization course programming course small colleges social implications course

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