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Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems

作者： Shuai Ma Junling Wang Yuanhao Zhang Xiaojuan Ma April Yi Wang Aalto University Espoo Finland ETH Zürich Zürich Switzerland The Hong Kong University of Science and Technology Hong Kong China

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A programming learning system for beginners - A completion strategy approach

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IEEE TRANSACTIONS ON EDUCATION 2000年第2期43卷 211-220页

作者： Chang, KE Chiao, BC Chen, SW Hsiao, RS Natl Taiwan Normal Univ Dept Informat & Comp Educ Taipei Taiwan Natl Taipei Univ Technol Dept Elect Engn Taipei Taiwan

The purpose of this research is to develop a programming learning system for beginners using the completion strategy. The completion strategy uses well-designed programs to let students engage in completing, modifying, and extending their programs, The completion strategy is a paradigm of learning by examples with learning enforcement. In this paper, learning theories of the completion strategy are investigated, A template technique is employed to realize the strategy, An educational experiment was made to show the learning impact of the proposed system, The experimental result shows that the completion strategy is benefit to the programming learning for beginners.

关键词： completion strategy programming learning template technique

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Difficulties of programming learning from the Point of View of Students and Instructors

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IEEE LATIN AMERICA TRANSACTIONS 2017年第11期15卷 2191-2199页

作者： Bosse, Y. Gerosa, M. A. Univ Fed Mato Grosso do Sul Ponta Pora Brazil Univ Sao Paulo Sao Paulo Brazil

Computer programming courses are mandatory for many majors. However, the high rate of failures shows that students have difficulties in assimilating the topics. The objective of this research is to understand these difficulties. Analyzing diaries filled out by students and interviews with instructors, we identified difficulties related to language and understanding and some strategies used to mitigate them. The analysis and understanding of the difficulties may support the creation of teaching strategies and tools to facilitate the teaching and learning of computer programming.

关键词： Difficulties barriers programming learning novices introduction to programming computational thinking

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Development of an unfolding model of procedures for programming learning of novice programmers

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2021年第6期29卷 1911-1930页

作者： Kim, Youngmin Lee, Minjeong Chung Ang Univ Da Vinci Coll Gen Educ Seoul 06974 South Korea

This study reduces the difficulties experienced by novice computer programmers when establishing a procedure for problem-solving in a computing environment. It also provides guidelines to detail the work process. For this purpose, we developed an "unfolding model of procedures" consisting of the recognition of input and output, decomposition of operation, and expansion of branching based on its condition in work. To identify the effect of applying the unfolding model of procedures on the programming learning curve, we conducted an experiment with 110 college freshers randomly assigned to an experimental group and a control group. The unfolding model was applied to the experimental group;however, both groups received introductory programming classes for 5 weeks. The experimental group showed a trend of significant improvement in deriving the input and output processes and expanded their judgment on conditions. The evaluation of flowcharts for the same task conveyed that the experimental group was more competent than the control group, and further analysis by sex revealed no difference between the sexes in the achievement of learning within either group. The experimental group showed an advantage over the control group irrespective of sex. In conclusion, we expect that the unfolding model of procedures developed in this study could be used as a tool for novice programmers to derive work procedures completely and systematically when interpreting human work in a computing environment at the early stages of learning to program.

关键词： computer programming education novice programmer programming beginner programming learning unfolding model of procedures

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Integrating programming learning Analytics Across Physical and Digital Space

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IEEE TRANSACTIONS ON EMERGING TOPICS IN COMPUTING 2020年第1期8卷 206-217页

作者： Hsiao, I-Han Huang, Po-Kai Murphy, Hannah Arizona State Univ Tempe AZ 85281 USA

In this work, we study students' learning effectiveness through their use of a homegrown innovative educational technology, Web programming Grading Assistant (WPGA), which facilitates grading and feedback delivery of paper-based assessments. We designed a lab study and a classroom study from a lower-division blended-instruction computer science course. We evaluated a partial credit assignment algorithm. We tracked and modeled students' learning behaviors through their use of WPGA. Results showed that students demonstrated an effort and desire to review assessments regardless of if they were graded for academic performance or for attendance. Diligent students achieved higher exam scores on average and were found to review their exams and the correct questions frequently. Additionally, student cohorts exhibited similar initial reviewing patterns, but different in-depth reviewing and reflecting strategies. Ultimately, the work contributes to multidimensional learning analytics aggregation across the physical and cybersphere.

关键词： Reflection Educational technology programming profession Technological innovation Tools Timing learning analytics programming learning orchestration technology blended instruction classes behavior modeling multimodal analytics

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Utilising behavioural analytics in a blended programming learning environment

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NEW REVIEW OF HYPERMEDIA AND MULTIMEDIA 2019年第3期25卷 89-111页

作者： Paredes, Yancy Vance Huang, Po-Kai Hsiao, I-Han Arizona State Univ Sch Comp Informat & Decis Syst Engn Tempe AZ 85287 USA

In this work, we study students' behaviours from a blended programming learning environment that integrates learning analytics across physical and digital learning spaces. We designed a classroom study and collected data from a computer science class. Students' reviewing and reflecting behaviours, based on the use of a home-grown educational technology were tracked and modelled. Moreover, students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances were analysed. Results showed that high- and low-level students had distinct reviewing strategies. High-level students were more vigilant in reviewing. When they reviewed persistently, they achieved higher academic performances. Overall, students put extra emphasis on reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance. In addition, all students paid more attention to reviewing quizzes and exams toward the end of the semester.

关键词： Multimodal learning analytics reviewing behaviour programming learning formal assessment

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Recommender Systems and Scratch: An Integrated Approach for Enhancing Computer programming learning

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IEEE TRANSACTIONS ON learning TECHNOLOGIES 2020年第2期13卷 387-403页

作者： Cardenas-Cobo, Jesennia Puris, Amilkar Novoa-Hernandez, Pavel Galindo, Jose Angel Benavides, David State Univ Milagro Milagro 091050 Ecuador Tech State Univ Quevedo Quevedo Ecuador State Univ Milagro EC-120503 Milagro Ecuador Univ Seville Dept Comp Languages & Syst Seville 41012 Spain

learning computer programming is a challenging process. Among the current approaches for overcoming this challenge, visual programming languages (VPLs), such as Scratch, have shown very promising results for beginners. Interestingly, some higher education institutions have started to use VPLs to introduce basic programming concepts, mainly in CS1 courses. However, an important issue regarding Scratchs usage in higher education environments is that students may feel unmotivated being confronted by programming exercises that do not fulfill their individual expectations. To try and overcome this barrier, we propose CARAMBA, a Scratch extension including an exercise recommender system. Based on features, such as taste and complexity, CARAMBA is able to personalize student learning with Scratch by suitably suggesting exercises for students. An in-depth evaluation was conducted about the effects of our proposal on both the learning of basic concepts of CS1 and the overall performance of students. We adopted an equivalent pretest-posttest design with 88 college students at an Ecuadorian university. Results confirm that recommending exercises in Scratch had a positive effect on students programming learning abilities in terms of pass rates. In totality, the pass rate achieved by our proposal was over 52%, which is 8% higher than the rate achieved during a previous experience using only Scratch (without recommendation) and 21% higher than the historical results of traditional teaching (without Scratch). Furthermore, we analyzed the degree of exploitation of CARAMBA by students to portray two facts: students actually used CARAMBA and there was a significant, positive correlation between the utilization of CARAMBA and the scores obtained by the students.

关键词： programming profession Education Recommender systems Computer languages Proposals Tools Scratch recommender systems visual programming languages programming learning

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Using game concepts to improve programming learning: A multi-level meta-analysis

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2023年第4期31卷 1098-1110页

作者： Costa, Joana M. Inst Univ Lisboa ISCTE IUL ISTAR Lisbon Portugal

Gamification has been widely used in education due to its application to different contexts. The vast number of possibilities allows the creation of learning strategies that lead to students' success. Despite the high acceptance of gamification among several authors in educational contexts, there are many dispersed studies with high differences in their results. Although gamification impacts motivation, interest, and engagement, its effect on students' learning outcomes needs to be clarified. This study aims to investigate the effects of gamification on programming learning and the impact of the most used game concepts on knowledge acquisition. A multi-level meta-analysis was conducted on studies above K-12 to understand the effects of gamification in programming learning. From 15 combined effect sizes, it was analyzed the effect of points, badges, levels, avatars, leaderboards, and the number of elements used. The results showed that gamification leads to a significant increase in the results (Cohen's d = 0.4) but essentially due to the use of levels (p < .05). Using badges, points, avatars, and leaderboards showed no significant effect on programming learning, suggesting that these elements may be more beneficial to motivating or engaging the students. Gamification can be efficient in programming learning, but it is recommended the use of levels.

关键词： game concepts gamification multilevel meta-analysis programming learning

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Educational Data Mining to Support programming learning Using Problem-Solving Data

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IEEE ACCESS 2022年 10卷 26186-26202页

作者： Rahman, Md Mostafizer Watanobe, Yutaka Matsumoto, Taku Kiran, Rage Uday Nakamura, Keita Univ Aizu Grad Dept Comp Sci & Engn Aizu Wakamatsu Fukushima 9658580 Japan Dhaka Univ Engn & Technol Dept Comp Sci & Engn Gazipur 1707 Bangladesh

Computer programming has attracted a lot of attention in the development of information and communication technologies in the real world. Meeting the growing demand for highly skilled programmers in the ICT industry is one of the major challenges. In this point, online judge (OJ) systems enhance programming learning and practice opportunities in addition to classroom-based learning. Consequently, OJ systems have created a large number of problem-solving data (solution codes, logs, and scores) archives that can be valuable raw materials for programming education research. In this paper, we propose an educational data mining framework to support programming learning using unsupervised algorithms. The framework includes the following sequence of steps: (i) problem-solving data collection (logs and scores are collected from the OJ) and preprocessing;(ii) MK-means clustering algorithm is used for data clustering in Euclidean space;(iii) statistical features are extracted from each cluster;(iv) frequent pattern (FP)-growth algorithm is applied to each cluster to mine data patterns and association rules;(v) a set of suggestions are provided on the basis of the extracted features, data patterns, and rules. Different parameters are adjusted to achieve the best results for clustering and association rule mining algorithms. For the experiment, approximately 70,000 real-world problem-solving data from 537 students of a programming course (Algorithm and Data Structures) were used. In addition, synthetic data have leveraged for experiments to demonstrate the performance of MK-means algorithm. The experimental results show that the proposed framework effectively extracts useful features, patterns, and rules from problem-solving data. Moreover, these extracted features, patterns, and rules highlight the weaknesses and the scope of possible improvements in programming learning.

关键词： Educational data mining programming learning problem-solving data clustering pattern mining rule mining

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Changes in functional brain activity patterns associated with computer programming learning in novices

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BRAIN STRUCTURE & FUNCTION 2023年第7期228卷 1691-1701页

作者： Hishikawa, Kenji Yoshinaga, Kenji Togo, Hiroki Hongo, Takeshi Hanakawa, Takashi Natl Ctr Neurol & Psychiat NCNP Integrat Brain Imaging Ctr Dept Adv Neuroimaging Tokyo Japan Tokyo Med & Dent Univ Grad Sch Med & Dent Sci Dept NCNP Brain Physiol & Pathol Med & Dent Sci Doctoral ProgramTrack Med & Dent S Tokyo Japan Kyoto Univ Integrated Neuroanat & Neuroimaging Grad Sch Med Kyoto Japan Otsuma Womens Univ Fac Social Informat Studies Tokyo Japan

BackgroundComputer programming, the process of designing, writing, and testing executable computer code, is an essential skill in numerous fields. A description of the neural structures engaged and modified during programming skill acquisition could help improve training programs and provide clues to the neural substrates underlying the acquisition of related *** female university students without prior computer programing experience were examined by functional magnetic resonance imaging (fMRI) during the early and late stages of a 5-month 'Computer Processing' course. Brain regions involved in task performance and learning were identified by comparing responses to programming and control tasks during the early and late *** accuracy of performing a programming task was significantly improved during the late stage. Various regions of the frontal, temporal, parietal, and occipital cortex as well as several subcortical structures (caudate nuclei and cerebellum) were activated during programming tasks. Brain activity in the right inferior frontal gyrus was greater during the late stage and significantly correlated with improved task performance. Although the left inferior frontal gyrus was also highly active during the programming task, there were no learning-induced changes in activity or a significant correlation between activity and improved task *** programming learning among novices induces functional neuroplasticity within the right inferior frontal gyrus but not the left inferior gyrus (Broca's area).

关键词： Code comprehension Functional magnetic resonance imaging Program comprehension The neuroscience of programming programming learning

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