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检索条件"主题词=Programming learning"

共 179 条记录，以下是121-130 订阅

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Towards Scaffolding Problem-Solving Implementation Process in Undergraduate programming Course

Towards Scaffolding Problem-Solving Implementation Process i...

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13th IEEE Annual International Conference on Advanced learning Technologies (ICALT)

作者： Hu, Li-Ling Tseng, Shian-Shyong Lee, Tsung-Ju Asia Univ Dept Comp Sci & Informat Engn Taichung Taiwan Asia Univ Dept Appl Informat & Multimedia Taichung Taiwan NCTU Dept Comp Sci Hsinchu Taiwan

ISBN: (纸本)9780769550091

Computer programming learning is an important and challenging process for novice students. Previous approaches often address the learning problem of creating algorithm and familiarizing syntax. However, students still need the extra programming knowledge of selecting proper data structure to implement the program. In this paper, the scaffolding approach is used to assist students in comprehending the problem-solving strategy to find suitable data structure. In the experiment, 55 students participated in the two groups' pretest and posttest evaluation. The experimental results showed that the experimental group achieves higher learning achievement than the control group. The results suggest that computer-assisted scaffolding can be exploited as effective and motivational learning guidance for students.

关键词： problem-solving learning computer-assisted scaffolding programming learning computer adaptive testing

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Creating a protocol for collaborative mobile applications for kids between 4 and 6 years old 15

Creating a protocol for collaborative mobile applications fo...

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3rd International Conference on Technological Ecosystems for Enhancing Multiculturality

作者： Ramirez-Benavides, Kryscia Garcia, Franklin Guerrero, Luis A. Univ Costa Rica San Jose Costa Rica

ISBN: (纸本)9781450334426

One of the basic requirements in education is to prepare students for participation in an information society in which knowledge will be the most important resource for development. Computer-Supported Collaborative learning is one of the most promising approaches to enhance the learning process with the help of information and communication technology. At the same time, advances in technology and mobile devices in the last decade have increased the number of educational institutions adopting mobile tools in the learning process. This paper describes the design and implementation of a protocol for a collaborative mobile application. TITIBOTS Colab is a programming environment for kids between 4 and 6 years old. During the implementation of TITIBOTS Colab, while creating a working version of the protocol, our team found that all messages defined in the design worked properly in order to provide the communication rules for the client and server applications.

关键词： Protocol architecture Early childhood education Collaborative work Mobile devices programming learning Robotics

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One mobile application for the development of programming skills of secondary school students 9

One mobile application for the development of programming sk...

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9th International Conference on Theory and Application of Soft Computing, Computing with Words and Perception (ICSCCW)

作者： Salahli, M. A. Yildirim, E. Gasimzadeh, T. Alasgarova, F. Guliyev, A. Canakkale Onsekiz Mart Univ Dept Comp & Instruct Technol Educ Canakkale Turkey Kirklareli Univ Dept Informat Technol Kirklareli Turkey Azerbaijan State Oil & Ind Univ Dept Informat Measure Calculat Tech Dept Comp Aided Control Syst 20 Azadlig Ave AZ-1010 Baku Azerbaijan Azerbaijan Tourism & Management Univ Dept Informat Technol & Nat Sci Koroglu Rehimov Str 822-23 AZ-1072 Baku Azerbaijan

The aim of this study is to develop a mobile application for the Scratch programming language in order to develop programming skills of the students from secondary schools. The mobile application has been developed to solve two problems related to teaching Scratch programming language. The first problem related to educational aspects of the Scratch programming commonly used in secondary schools. The second problem is that Scratch does not have mobile applications for its learning. The structure of the application is described. The results of using the application in the learning process have been analyzed. Analyse shows that there is a significant difference between the problem solving skills of the students who have used this application in the learning process and the skills of the students who have not used it. (c) 2018 The Authors. Published by Elsevier B.V.

关键词： Scratch programming learning problem solving mobile learning

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Analyzing the programming Process with Tangible Tools Using Co-occurrence Matrix 19th

Analyzing the Programming Process with Tangible Tools Using ...

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19th International Conference on Computers Helping People with Special Needs (ICCHP)

作者： Takida, Issei Motoyoshi, Tatsuo Fuse, Yotaro Myagmardulam, Bilguunmaa Takagi, Noboru Sawai, Kei Masuta, Hiroyuki Toyama Prefectural Univ Dept Intelligent Robot Engn Toyama 9390398 Japan

ISBN: (纸本)9783031628450;9783031628467

We developed a programing education tool "P-CUBE3", which uses blocks with tangible information as its language. P-CUBE3 can control audio output by placing HIRAGANA (Japanese character) blocks on a "program mat", and also implements an operation history acquisition system that can record the type of block, its position, and operation time. We conducted a hands-on programming lesson for visually impaired and sighted people, and analyzed the operation history data when they worked on a task program in the lesson. Participants in the lesson were classified into four groups according to whether they had programming experience or not and whether they had visual impairment or not. We classified the programming process into several patterns, and analyzed the relationship between the patterns using a co-occurrence matrix. We report on the characteristics of the programming process for the visually impaired and sighted.

关键词： tangible user interface programming learning programming process co-occurrence matrix visually impaired

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Comparing the Collaborative and Independent Viewing of Program Visualizations

Comparing the Collaborative and Independent Viewing of Progr...

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41st Annual Frontiers in Education Conference (FIE)

作者： Rajala, Teemu Kaila, Erkki Holvitie, Johannes Haavisto, Riku Laakso, Mikko-Jussi Salakoski, Tapio Univ Turku Dept Informat Technol Doctoral Programme Multidisciplinary Res Learning SF-20500 Turku Finland Univ Turku Turku Ctr Comp Sci Turku Finland

ISBN: (纸本)9781612844695

In this paper, we report a study on the differences of using a program visualization tool collaboratively or independently. We conducted a study, where students were divided randomly into two groups: the treatment group used a visualization tool called ViLLE in collaboration with another student, while the control group used the tool alone. During the study, we recorded screen captures and students' conversations. Our previous results confirmed that the treatment group outperformed the control group in the post-test in questions related to functions and in total score. Thus, we now annotated and tagged students' actions in answering the exercises, trying to find out an explanation for the difference in learning results. The results show, that the students working in collaboration spent more time answering the difficult exercises than the students working alone, and moreover, spent more time in higher level of engagement, both relatively and absolutely measured. Furthermore, we found out that the students working in pairs discussed the most when in the higher level of engagement and that almost all discussion was related to the exercise they were doing.

关键词： Collaboration engagement taxonomy programming learning program visualization

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learning (through) Recursion: A Multidimensional Analysis of the Competences Achieved by CS1 Students

Learning (through) Recursion: A Multidimensional Analysis of...

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15th Innovation and Technology in Computer Science Education Conference

作者： Mirolo, Claudio Univ Udine Dept Math & Comp Sci I-33100 Udine Italy

ISBN: (纸本)9781605588209

In this paper I will discuss an investigation intended to address the learning of recursion in a multidimensional perspective, where the dimensions correspond to different types of competence relevant to programming. One such dimension is the understanding of the computation model, that I have assessed under the methodology proposed by Gotschi et al. (2003). Moreover, I have tried to analyze and correlate other learning dimensions, such as the ability to establish relations in the problem domain, to deal with recursive structures, as well as to develop basic abstraction skills. One of my objectives is indeed to gain a better understanding of the major sources of difficulties that students face. In essence, my investigation lends further support to previous related findings on mental models. However, a consistent model of recursive computations, although implied by the ability to use recursion in problem-solving, does not seem to be sufficient for the achievement of higher-level skills.

关键词： programming learning recursion mental models

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Innovation and Active learning for Training Mobile App Developers 42

Innovation and Active Learning for Training Mobile App Devel...

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42nd ACM/IEEE International Conference on Software Engineering - Companion Proceedings (ICSE-Companion) / 42nd ACM/IEEE International Conference on Software Engineering - Software Engineering in Practice (ICSE-SEIP)

作者： Binder, Fabio Vinicius Albuquerque, Regina Reinehr, Sheila Malucelli, Andreia PUCPR PPGIa Curitiba Parana Brazil

ISBN: (纸本)9781450371247

The mobile market is growing every year, creating a demand for mission-critical and innovative enterprises, and personal applications. This demand implies the need for skills training necessary for students to enter the professional development market. The Innovation, Development and Teaching in Complex Software Environments approach (IDEAS) was developed for the training of mobile developers to meet this need, through an innovative process for student selection, training through the active methodology Challenge Based learning, software production, and startups creation. The approach was created through action-research applied during two cycles of a real project in a university environment, where 398 students applied for the first cycle, of which 110 were selected, and 900 applied for the second cycle, of which 100 were selected. We undertook evaluations with students and teachers through periodic reflections, questionnaires, and interviews at the end of each cycle. Some of the positive results included the prominence of 125 professional-looking apps that were finalized and published, report of dropout reduction and disapproval in the programming courses and experience in entrepreneurship and pre-acceleration startup program.

关键词： Active learning Challenge Based learning Mobile Development programming learning programming Teaching

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Using Second Life in programming's Communities of Practice

Using Second Life in Programming's Communities of Practice

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14th International Workshop of Groupware

作者： Esteves, Micaela Antunes, Ricardo Fonseca, Benjamim Morgado, Leonel Martins, Paulo Polytech Inst Leiria Ap 4163 P-2411901 Leiria Portugal UTAD CITAB P-5001801 Vila Real Portugal UTAD GECAD P-5001801 Vila Real Portugal

ISBN: (纸本)9783540928300

This paper presents a novel approach to teaching and learning computer programming, using the three-dimensional virtual world Second Life (R) to develop a programming community of practice. Our students have developed their programming projects as part of this community as an alternative way of learning. The learning of programming is a difficult process, with many students experiencing difficulties which result in high levels of failure in introductory programming courses. In this paper, we describe and analyse how this approach spurred students' motivation and interest in learning programming. We also present observations on the difficulties felt by both students and teachers in the development of projects and activities, and discuss the approaches taken to overcome those difficulties.

关键词： Communities of practice Collaboration programming learning Virtual worlds Second Life

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Predictors of Performance in programming: The Moderating Role of eXtreme Apprenticeship, Sex and Educational Background 8th

Predictors of Performance in Programming: The Moderating Rol...

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8th International Conference in Methodologies and Intelligent Systems for Technology Enhanced learning (MIS4TEL)

作者： Solitro, Ugo Brondino, Margherita Vicentini, Giada Raccanello, Daniela Burro, Roberto Pasini, Margherita Univ Verona Dept Comp Sci Verona Italy Univ Verona Dept Human Sci Verona Italy

ISBN: (纸本)9783319988726;9783319988719

Digital literacy and computer skills are considered a fundamental part of citizen education in Europe. University courses in general assume that the first year students possess adequate computational background and abilities. But unfortunately this is not always the case: freshmen experience troubles in analysing and solving problems with computation tools, in particular by means of programming activities. Therefore, it is an imperative task to find strategies that can mitigate initial difficulties and balance background deficiencies. In this work, we consider the effect of the eXtreme Apprenticeship teaching methodology and analyse the role of sex and background.

关键词： Computational thinking Algorithmic thinking Problem solving Computing education eXtreme Apprenticeship programming learning Moderation Academic performance

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A Stumble Detection Method for programming with Multi-modal Information 1

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20th International Conference on Advances in Mobile Computing and Multimedia Intelligence (MoMM)

作者： Oka, Hiroki Ohnishi, Ayumi Terada, Tsutomu Tsukamoto, Masahiko Kobe Univ Kobe Hyogo Japan

ISBN: (数字)9783031204364

ISBN: (纸本)9783031204357;9783031204364

Various stumbles occur when learning programming, which leads to lower learning efficiency and motivation. If such stumbles could be detected automatically, teachers could monitor learners' progress and support passive students. Stumbles in learning programming can be classified into several types, which could be divided into those that are evident from the source code the learner wrote and those that are expressed in their psychological state. These stumbles could be detected by combining biometric data with code-related metrics. In this study, we propose a method to detect stumbles in learning programming by combining the learner's heart rate information with code-related metrics. We compared the accuracy of models using only code-related metrics, using only heart rate information, and using a combination of both. The results showed that the code-related model and the multimodal model had the highest accuracy and the multimodal model can detect the most variety of stumbles.

关键词： programming learning Stumble Multi-modal Sensing Machine learning

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