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An Empirical Investigation on the Benefits of Gamification in programming courses

ACM TRANSACTIONS ON COMPUTING EDUCATION 2019年第1期19卷 1–22页

作者： Marin, B. Frez, J. Cruz-Lemus, J. Genero, M. Univ Diego Portales Escuela Informat Fac Ingn & Ciencias Ejercito 441 Santiago Chile Univ Castilla La Mancha Dept Informat Syst & Technol Paseo Univ 4 E-13071 Ciudad Real Spain

Context: programming courses are compulsory for most engineering degrees, but students' performance on these courses is often not as good as expected. programming is difficult for students to learn, given that it includes a lot of new, complex, and abstract topics. All of this has led experts to the conclusion that new teaching techniques are required if students are to be motivated and engaged in learning on programming courses. Gamification has come to be an effective technique in education in general, and is especially useful in programming courses. This motivated us to develop an open source gamified platform, called UDPiler, for use in a programming course. Objective: The main goal of this article is to obtain empirical evidence on the improvement of students' learning performance when using UDPiler in comparison to a non-gamified compiler. Method: A quasi-experiment was performed with two groups of first-year engineering students at Diego Portales University in Chile, using a non-gamified compiler and a gamified platform, respectively. Results: The results reveal that the students obtained better marks when the gamified platform was used to learn C programming. In addition, there is statistical significance in favor of there being a positive effect on the learning performance of those students who used the gamified platform. Conclusions: The results allow us to conclude that gamification is an encouraging approach with which to teach C programming, a finding that is aligned with previous empirical studies concerning gamification on programming courses, carried out in academic contexts. Nonetheless, we are aware that further validation is also required to corroborate and strengthen the findings obtained and to investigate whether the kind of gamified elements (mechanics, dynamics, and aesthetics) used have any influence on students' performance, among other issues that deserve further investigation and that are explained throughout this article.

关键词： Gamification undergraduate education quasi-experiment programming courses

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Investigating the impact of adopting Python and C languages for introductory engineering programming courses

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2023年第1期31卷 47-62页

作者： Balreira, Dennis G. da Silveira, Thiago L. T. Wickboldt, Juliano A. Univ Fed Rio Grande do Sul Inst Informat Dept Appl Informat BR-91509900 Porto Alegre RS Brazil

programming is one of the most fundamental initial skills for engineering students. Institutions that offer engineering courses have the challenge of deciding how to deliver this subject since it requires unique thinking from students. This paper addresses the impact of adopting C and Python programming languages in introductory programming courses for engineering students. A case study was conducted in the university's introductory programming course, analyzing student data. This approach divides the students into two groups according to the programming language: C and Python. Data were gathered and analyzed about their learning experiences through questionnaires, assignment scores, and students' questions posted in the class online forums. The experiment was repeated in two consecutive semesters. The main results favor Python regarding learning confidence, motivation, and general programming design decisions while favoring C for the easiness of learning data structures. This study may be helpful for institutions considering designing a new introductory programming course or redesigning existing ones.

关键词： education engineering programming courses programming languages teaching

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The Anchored Instruction for programming courses: Cases, Tasks and Knowledge Transfer

The Anchored Instruction for Programming Courses: Cases, Tas...

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4th International Conference on Computer Science and Education

作者： Liu, Qi Wang, Xiaorong Guangxi Univ Technol Dept Comp Engn Liuzhou Peoples R China

ISBN: (纸本)9781424435197

programming-is the nucleus foundation course in computer subjects, and also is considered generally as a hard learning and teaching course. With the introduction of Anchored Instruction in the course teaching, the study environment focusing on some true cases has been created. Tasks with different degree of difficulties have been assigned to students for leading study. Cultivation of knowledge transfer ability for students has been highlighted in teaching process. Lecturer can mobilize the students' interests and enthusiasm in learning, reduce their difficulty of the curricula entry, stimulate learning motivation and guide self-study. Practice h as proved that the approach can quickly improve the students' practical programming capability to solve problems by Using computer, which has significantly teaching effectiveness.

关键词： programming courses Anchored Instruction Leading Cases Study with Tasks Knowledge Transfer

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Improving Educational Outcomes: Developing and Assessing Grading System (ProGrader) for programming courses

Improving Educational Outcomes: Developing and Assessing Gra...

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Human Interface and the Management of Information (HIMI) part of International Conference on Human-Computer Interaction (HCII)

作者： Nala, Fatema Sreeramareddy, Lakshmidevi Mallapuram, Sriharsha Moulema, Paul Salem State Univ Salem MA 01970 USA Plymouth State Univ Plymouth MA 03264 USA Western New England Univ Springfield MA 01119 USA

ISBN: (纸本)9783031351280;9783031351297

The proliferation of Massive Open Online courses (MOOCs) [1] has led to an increased interest in automated grading for programming assignments. Educational institutions now employ a variety of techniques and systems to grade programming assignments automatically, in order to make the grading process more efficient and improve students' learning experience. This paper introduces ProGrader system, an innovative automated grading tool to evaluate student progress in programming courses. The paper presents an in-depth design and implementation of the various components and standout features that make up the ProGrader system. These features include the usability of the system, the grading criteria of students' submission, available automated instructor's feedbacks, supported programming languages, integration with other tools, scalability, and user-friendly interface design. Furthermore, the paper also discusses the incorporation of learning activities based on the Felder-Silverman model [2] to identify student learning styles and learning objectives. ProGrader is among the first grading tools that utilizes test-driven development methodologies and technologies. A pilot study involving 3 assignments and 45 students has been conducted to evaluate the system's usability and effectiveness. The present study was conducted with the approval of the Institutional Review Board (IRB) at Salem State University. The course activities using Java programming language were designed based on the Felder-Silverman model [2], which aimed to identify the students' learning styles and connect them with specific learning objectives. The ProGrader tool was utilized in the study, providing students with a playground page where they could think, write and test their answers based on given instructions. The tool also provided automated feedback on how to correct mistakes and discouraged plagiarism by requiring students to write the code line by line before proceeding to the final submission. Stu

关键词： Usability Evaluation Assessment eLearning Online Grader Online Education programming courses Online Computing Classes

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Gamification in STEM programming courses: State of the art 11

Gamification in STEM programming courses: State of the art

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IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Venter, Marisa Cent Univ Technol Fac Engn & Informat Technol Bloemfontein South Africa

ISBN: (数字)9781728109305

ISBN: (纸本)9781728109305

Computer programming courses are an essential facet of STEM education, confronted by many pressing challenges. Higher education (HE) students struggle to master programming principles resulting in unsatisfactory pass rates, student retention and low levels of student engagement. Gamification in programming courses has been recognized as a prospective technique that could improve student participation as well as impact learning in a positive way. There is currently a shortage of review studies published in the last two years (2018-2019) that focus specifically on the gamification of programming courses in HE. The aim of this paper is to bridge this gap and to provide a comprehensive review of literature concerning studies that focused on the usage of gamification systems in the teaching of programming courses in HE from 2014 until 2019. Results indicate that the most popular gamification elements that were used in the reviewed studies were leaderboards, followed by points, badges and levels. Additionally, in terms of the tools or instruments that were used to implement gamification solutions, it was discovered that the development of a new gamification platform and the usage of existing gamification tools were the most wide-spread method for gamification implementation. Lastly, from the studies that were reviewed, it was evident that gamification of HE programming courses had a very positive impact on student engagement, student programming knowledge and student motivation. This review paper fills a void in existing literature and could therefore serve as a valuable resource for academe that consider gamifying HE programming courses.

关键词： gamification programming courses higher education review state of the art

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The application of mixed teaching mode in programming courses 14

The application of mixed teaching mode in programming course...

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

作者： Lv, Na Zhao, Xiuyang Tian, Jinglan Zhang, Qianqian Xu, Meihui Fan, Xue Univ Jinan Sch Informat Sci & Engn Jinan 250022 Peoples R China

ISBN: (纸本)9781728118468

In the traditional teaching mode, the beginners generally feel that the concepts in the programming courses are abstract and the programming ability is difficult to improve. Analyzing the teaching contents and the key difficulties in the teaching activities, we put forward the mixed teaching mode which combines the MOOC teaching mode and the traditional classroom teaching mode. This teaching mode can make full use of the existing online resources to build courses, and focus on arousing the learners' autonomous learning motivation and the mutual cooperation ability within study groups. The teaching practice shows that this mixed teaching mode can better improve the learning interest and practical programming ability of the students compared with the traditional teaching mode.

关键词： Mixed Teaching Mode programming courses Task Driven Multiple Evaluation

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Building a Virtualized Environment for programming courses 8th

Building a Virtualized Environment for Programming Courses

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World Conference on Information Systems and Technologies (WorldCIST)

作者： Polvinen, Tuisku Ylikanno, Timo Makelainen, Ari Rauti, Sampsa Makela, Jari-Matti Tammi, Jani Univ Turku Turku Finland

ISBN: (纸本)9783030456900;9783030456917

Despite computer programming courses today often having hundreds of participants, it is important that the students complete practical programming exercises and have a possibility to participate in hands-on programming sessions, where they can get help from their peers and teaching assistants. However, heterogeneous devices used by students pose a great challenge. When installing and using development tools, both platform specific issues and the limitations of students' personal skill cause issues and lots of extra work for teachers. To address these challenges, we built a virtualized environment that provides the same homogeneous environment for all the students, reducing the time used for configuration and assisting students and allowing time to be used teaching the actual contents of the course. The current study provides an experience report on our course virtualization project, highlighting the drawbacks and benefits of our solution. Our preliminary findings indicate that vast majority of students are using the environment and have found it an effective and usable way to complete the practical coursework.

关键词： Virtualization programming courses CS education

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A Consolidated Catalogue of Question Types for programming courses 52nd

A Consolidated Catalogue of Question Types for Programming C...

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52nd Annual Conference of the Southern-African-Computer-Lecturers-Association (SACLA) - Teach the Future - CS, IS, and IT Education in a Changing World

作者： Thomas, Anitta Univ South Africa Sch Comp Sci Campus Florida Pk South Africa

ISBN: (纸本)9783031485350;9783031485367

Formulating questions, whether for assessments or to create exercises, is an essential component of teaching programming. The development of well-constructed questions requires considerable effort. In this research, a consolidated catalogue of question types was developed to assist programming instructors with the formulation of questions. Existing classifications of question types in both programming and computing were consulted in developing the catalogue. The catalogue was constructed using a systematised literature review by referring to the literature and unifying different categories of question types described in the literature. The catalogue consists of fourteen base types of questions, with the possibility of variations within most base types. The catalogue is primarily intended to assist instructors in designing and formulating more diverse types of questions in programming courses. Additionally, the author envisages that this catalogue can serve as a starting point for discussions on how to map current educational taxonomies to question types, the different skills related to these questions, appropriate formats (for instance, multiple choice vs open format questions) and the appropriate qualification levels at which these questions can be presented.

关键词： Question types programming courses programming assessments classification of questions

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A Meta-Analysis of Pair-programming in Computer programming courses: Implications for Educational Practice

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2017年第4期17卷 16-16页

作者： Umapathy, Karthikeyan Ritzhaupt, Albert D. Univ North Florida Sch Comp 1 UNF Dr15-3214 Mathews Bldg Jacksonville FL 32224 USA Univ Florida 2423 Norman HallPOB 117048 Gainesville FL 32611 USA

Several experiments on the effects of pair programming versus solo programming in the context of education have been reported in the research literature. We present a meta-analysis of these studies that accounted for 18 manuscripts with 28 independent effect sizes in the domains of programming assignments, exams, passing rates, and affective measures. In total, our sample accounts for N = 3,308 students either using pair programming as a treatment variable or using traditional solo programming in the context of a computing course. Our findings suggest positive results in favor of pair programming in three of four domains with exception to affective measures. We provide a comprehensive review of our results and discuss our findings.

关键词： programming courses meta-analysis effect sizes exams assignments affective measures passing rates

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Research on Teaching Reform of programming courses Based on Large Class Flipped Classroom

Research on Teaching Reform of Programming Courses Based on ...

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2017 World Conference on Management Science and Human Social Development

作者： Zhuo Li Qi-xian Geng College of Computer Science and Technology Beihua University College of Mechanical Engineering Beihua University

Facing the existing problems in the traditional teaching form in large classes of program courses teaching, the "Internet plus" technology and flipped classroom teaching mode are combined together. Aiming at the difficulties and key problems in large class flipped classroom teaching, flipped classroom teaching design mode based on "Internet plus" concept in large classes is put forward. It provides a new idea for the implementation of flipped classroom in programming courses of large class, and can provide reference for improving the quality of large class teaching in ordinary universities.

关键词： flipped classroom programming courses large class system teaching reform research

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