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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Costantini, Umberto Lonati, Violetta Morpurgo, Anna Univ Milan Milan Italy

ISBN: (纸本)9781450367936

Program-writing skills are often assessed with computer-based practical exams where students are required to design, write and test small programs according to specifications written in natural language. The evaluation of such tasks is usually based on the correctness of outputs (possibly with the support of automatic tools) and the quality of code. In this paper, we propose to evaluate program-writing assignments by using Soloway's notion of plans [34]. We illustrate this idea by defining a marking scheme for some typical program-writing tasks and apply this approach to evaluate the programs written during the final examination of an introductory programming course. We then compare the resulting marks with the marks originally assigned by the instructors of the course. Findings show that the use of plans in the marking process is feasible and requires an effort similar to the one required by a traditional evaluation process, and the focus on plans when examining the source code of students gives useful insights about their difficulties.

关键词： programming learning assessment programming plans

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programming Lecture Support System Linked to a Lecture Towards Non-kanji Countries 4

Programming Lecture Support System Linked to a Lecture Towar...

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2015 IIAI 4th International Congress on Advanced Applied Informatics (IIAI-AAI)

作者： Kobayashi, Nobuyuki Sakane, Kohei Kitagawa, Fumio Shiina, Hiromitsu Sanyo Gakuen Univ Fac Human Sci Okayama Japan Okayama Univ Sci Grad Sch Informat Okayama Japan Okayama Univ Sci Fac Informat Okayama Japan

ISBN: (纸本)9781479999583

For students from countries which do not use kanji, learning the Japanese language, particularly the memorization of kanji, is quite difficult. Moreover, it is believed that an inability to read kanji makes it difficult to comprehend lectures. Therefore, in an effort to improve the level of comprehension of the kanji used in lectures and the content of the lectures themselves, we developed a learning system for kanji and programming. The system we developed is linked with the lectures, and is comprised of kanji furigana system, which obtains kanji data from the materials (slides) used in lectures for exchange students and provides materials with furigana created from the obtained kanji data, kanji learning system and kanji check system, which measure the learning state for kanji, and a programming procedure testing system based on the sequencing of Japanese sentences. The kanji check system ascertains the learning state through questions involving choosing the correct readings for words, the ratio of furigana supplied for kanji by kanji furigana system is determined for each lecture based on a furigana rate curve created by logistic function kanji furigana system and it is frequently updated based on the results of the kanji check system, thereby providing a learning experience more closely matching the learner's level.

关键词： Kanji learning Logistic curve learning curve programming learning Foreign students

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A Study on Student Performance in First Year CS Courses

A Study on Student Performance in First Year CS Courses

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15th Innovation and Technology in Computer Science Education Conference

作者： Gomes, Anabela Mendes, Antonio Jose Univ Coimbra P-3030 Coimbra Portugal

ISBN: (纸本)9781605588209

Novice students often find it difficult to learn programming. Consequently this leads to high failure and high dropout rates. We must ask ourselves if these problems are caused by specific programming issues or if there are other courses that struggle with the same problem. This paper presents a study that involved Computer Science freshmen. The study tried to evaluate the connection of academic results between the first programming course and other first year courses. Subsequently the idea was to encourage teachers to dialogue about teaching and learning strategies concerning courses where the students' results are related, in order to share problems and solutions. Students were also submitted to a learning style test, in order to identify the influence of its dimensions in the obtained results.

关键词： programming learning learning styles learning difficulties

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Would ChatGPT-facilitated programming mode impact college students' programming behaviors, performances, and perceptions? An empirical study

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INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION 2024年第1期21卷 1-22页

作者： Sun, Dan Boudouaia, Azzeddine Zhu, Chengcong Li, Yan Hangzhou Normal Univ Chinese Educ Modernizat Res Inst Yu Hang Tang Rd 2318 Hangzhou 310058 Peoples R China Zhejiang Univ Coll Educ Yu Hang Tang Rd 866 Hangzhou 310058 Zhejiang Peoples R China Xiaoshan High Sch Gongxiu Rd 538 Hangzhou 311201 Peoples R China

ChatGPT, an AI-based chatbot with automatic code generation abilities, has shown its promise in improving the quality of programming education by providing learners with opportunities to better understand the principles of programming. However, limited empirical studies have explored the impact of ChatGPT on learners' programming processes. This study employed a quasi-experimental design to explore the possible impact of ChatGPT-facilitated programming mode on college students' programming behaviors, performances, and perceptions. 82 college students were randomly divided into two classes. One class employed ChatGPT-facilitated programming (CFP) practice and the other class utilized self-directed programming (SDP) mode. Mixed methods were utilized to collect multidimensional data. Data analysis uncovered some intriguing results. Firstly, students in the CFP mode had more frequent behaviors of debugging and receiving error messages, as well as pasting console messages on the website and reading feedback. At the same time, students in the CFP mode had more frequent behaviors of copying and pasting codes from ChatGPT and debugging, as well as pasting codes to ChatGPT and reading feedback from ChatGPT. Secondly, CFP practice would improve college students' programming performance, while the results indicated that there was no statistically significant difference between the students in CFP mode and the SDP mode. Thirdly, student interviews revealed three highly concerned themes from students' user experience about ChatGPT: the services offered by ChatGPT, the stages of ChatGPT usage, and experience with ChatGPT. Finally, college students' perceptions toward ChatGPT significantly changed after CFP practice, including its perceived usefulness, perceived ease of use, and intention to use. Based on these findings, the study proposes implications for future instructional design and the development of AI-powered tools like ChatGPT.

关键词： ChatGPT programming learning Behavioral analysis Perception College student

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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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Exploring the role of visual programming activities in computational thinking 1

Exploring the role of visual programming activities in compu...

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1st International Cognitive Cities Conference (IC3)

作者： Lin, Chia-Ching Lin, En-Ting Tzeng, Huei-Lin Chao, Po-Yao Natl Kaohsiung Normal Univ Inst Sci Educ & Environm Educ Kaohsiung Taiwan Yuan Ze Univ Dept Informat Commun Jhongli Taiwan

ISBN: (纸本)9781538650592

This study explored the role of visual programming activities in computational thinking. A group of 158 freshmen majoring in information science and communication in Northern Taiwan were engaged in this study. A visual programming platform, computational thinking questionnaire and a programming examination were employed to collect the log data of programming activities, self-responses to computational thinking and the score of programming examination for later analyses. The results reveal that visual programming activities would be critical to the evolution of multiple computational thinking perspectives.

关键词： computational thinking visual programming programming learning problem solving

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Interpretation of computational thinking evaluation results for enrollment prediction 19

Interpretation of computational thinking evaluation results ...

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7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM)

作者： Rojas-Lopez, Arturo Garcia-Penalvo, Francisco J. Technol Univ Puebla Informat Technol Div Puebla Mexico Univ Salamanca Res Inst Educ Sci GRIAL Res Grp Salamanca Spain

ISBN: (纸本)9781450371919

During two generations (2016 and 2017) the computational thinking evaluation has been carried out in order to establish learning scenarios for new students, such interventions have been made in the programming methodology course, it belonging to the career of Information Technology at the Technological University of Puebla in Mexico. The results have led a personalized education for students, recognizing previous skills as well as trying to correct those missing, so that it acquires the competences respective, credit the course and improve the retention percentage of the first quarter. In this sense, when detecting possible skill gaps, is it possible to predict what will be the impact to maintain or decrease enrollment during and the end of quarter? The present work aims to answer the question by the results interpretation obtained from the computational thinking evaluation to 242 new students, generation 2018. Initially, it was stablished which would be the student's situation during and the end of four months from September to December based on the correct assessment reagents;three categories were determined: 1. Sure desertion, 2. Safe permanence, 3. Variable permanence. Later, 50 students who enrolled the next quarter (January-April 2019) were revised if they had been predicted properly;using a survey, the familiarity of key concepts of the subject programming methodology was obtained with the aim of determining a correspondence with the evaluation of computational thinking skills, as well as the established situation, consequently, establishing the validity of predicting the enrollment.

关键词： Computational thinking Problem solving Higher education programming teaching programming learning

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Development of a learning Support System for Source Code Reading Comprehension

Development of a Learning Support System for Source Code Rea...

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16th International Conference on Human-Computer Interaction (HCI)

作者： Arai, Tatsuya Kanamori, Haruki Tomoto, Takahito Kometani, Yusuke Akakura, Takako Tokyo Univ Sci Grad Sch Engn Shinjuku Ku 1-3 Kagurazaka Tokyo 1628601 Japan Tokyo Univ Sci Fac Engn Shinjuku Ku Tokyo 1628601 Japan

ISBN: (纸本)9783319078632;9783319078625

In this paper, we describe the development of a support system that facilitates the process of learning computer programming through the reading of computer program source code. Reading code consists of two steps: reading comprehension and meaning deduction. In this study, we developed a tool that supports the comprehension of a program's reading. The tool is equipped with an error visualization function that illustrates a learner's mistakes and makes them aware of their errors. We conducted experiments using the learning support tool and confirmed that the system is effective.

关键词： programming learning Problem Posing Reading Program ICT

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FGPE AuthorKit - A Tool for Authoring Gamified programming Educational Content 20

FGPE AuthorKit - A Tool for Authoring Gamified Programming E...

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25th Conference on Innovation and Technology in Computer Science Education

作者： Paiva, Jose Carlos Queiros, Ricardo Leal, Jose Paulo Swacha, Jakub CRACS INESC Porto LA Porto Portugal DCC FCUP Porto Portugal UniMAD ESMAD P Porto Porto Portugal Univ Szczecin Szczecin Poland

ISBN: (纸本)9781450368742

We present FGPE AuthorKit, a tool to author programming exercises featuring gamification elements that provide additional motivation for the students to intensify their learning effort. The tool allows the (1) creation of exercises and their associated metadata, (2) selection and parameterization of adequate gamification techniques for a specific exercise or their collection, (3) design of the content structure and sequencing rules, and (4) importing and exporting the content in the formats of choice.

关键词： authoring programming exercises gamification programming learning automatic assessment

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Empowering Production Workers to Program Robots: A No-Code, Skill-Based Approach 7th

Empowering Production Workers to Program Robots: A No-Code,...

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7th International Conference on Computer-Human Interaction Research and Applications, CHIRA 2023

作者： Blanc, Charly Boudry, Lionel Sonderegger, Andreas Nembrini, Julien Dégallier-Rochat, Sarah HuCE Institute Bern University of Applied Sciences Quellgasse 21 Bienne2502 Switzerland Human-IST Institute University of Fribourg Boulevard de Pérolles 90 Fribourg1700 Switzerland Institute for New Work Bern University of Applied Sciences Bern Switzerland

ISBN: (纸本)9783031494246

The current market requires automated production systems to be reprogrammed by the shop floor workers to meet dynamic production needs. This requires new interfaces allowing the workers to acquire the needed skills for efficient and safe programming. In this article, an intuitive interface is introduced to foster both upskilling and empowerment through guided tutorials. A no-code approach to programming based on the notion of robotic skills enables interactions that are based on the worker’s competencies. A preliminary study with students (N = 58) using between-group testing was performed to evaluate the usability of the interface and skill acquisition through the tutorials. The effect of a basic understanding of robots’ behavior on users’ performance was evaluated: a demonstration with a real robot was presented to half of the participants before the study. Our results indicate that the proposed approach enabled most novice users to achieve simple programming tasks. The demonstration with the robot had a positive impact on performance suggesting the need for real robot interaction to improve learning. In summary, the combination of a no-code, skill-based approach with problem-based tutorials and demonstrations with real robots can help non-expert users develop the competencies and confidence to autonomously program a robot. Further tests with intended target users are planned in the future. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

关键词： Empowerment Human computer interaction programming learning Robotics Upskilling

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