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...
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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.
learning engagements in programming learning activities are critical to developing students' higher-order thinking skills. This study aimed to investigate the relationship between K-12 students' learning engag...
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learning engagements in programming learning activities are critical to developing students' higher-order thinking skills. This study aimed to investigate the relationship between K-12 students' learning engagement levels (i.e., cognitive engagement, emotional engagement, and behavioral engagement) and higher-order thinking skills (i.e., computational thinking, problem solving, creative thinking, and critical thinking) in programming learning, and the moderating effects of behavioral engagement and emotional engagement on this relationship. A total of 714 K-12 students in China's Zhejiang Province participated in this study and completed an online questionnaire, which included the learning engagement scale and the high-order thinking tendency scale. Cross-sectional survey data were analyzed using Pearson's correlation coefficient and hierarchical multiple regression as a way to examine the relationship between the variables. The results showed that cognitive engagement, emotional engagement, and behavioral engagement were all key factors in developing those students' higher-order thinking for programming learning activities in K-12 students during associated activities. Furthermore, when the students' emotional engagements were elevated, the positive relationships between cognitive engagement, computational thinking, and creative thinking were closer. Inversely, when students' behavioral engagement was high, the positive relationship between cognitive engagement and critical thinking, and the positive relationship between emotional engagement and problem-solving and critical thinking became looser. These results can help deepen educators' understanding of the relationship between learning engagement and higher-order thinking skills to facilitate their search for effective strategies to improve programming instruction. Additionally, it can provide a more precise research direction for the broader development of programming education.
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 collect...
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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.
This paper presents an approach for the application of clustering algorithms to uncover computer programming learning profiles by using evidence extracted from source code metrics. A system for automatic assessment of...
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ISBN:
(纸本)9781728134857
This paper presents an approach for the application of clustering algorithms to uncover computer programming learning profiles by using evidence extracted from source code metrics. A system for automatic assessment of programming activities featuring capture of source code metrics was developed, in order to build a dataset containing metrics extracted from programs developed by beginners in a computing course. The dataset was submitted to three clustering algorithms. The results were promising when clustering students according to these indicators using the K-means algorithm.
With the diversification of generative artificial intelligence (AI) applications, the interest in their use in every segment and field of society in recent years has been increasing rapidly. One of these areas is prog...
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With the diversification of generative artificial intelligence (AI) applications, the interest in their use in every segment and field of society in recent years has been increasing rapidly. One of these areas is programming learning and program writing processes. One of the generative AI tools used for this purpose is ChatGPT. The use of ChatGPT in program writing processes has become widespread, and this tool has a certain potential in the programming process. However, when the literature is examined, research results related to using ChatGPT for this purpose have yet to be found. The existing literature has a gap that requires exploration. This study aims to analyze the students' perspectives on using ChatGPT in the field of programming and programming learning. The study encompassed a cohort of 41 undergraduate students enrolled in a public university's Computer Technology and Information Systems department. The research was carried out within the scope of the Object-Oriented programming II course for eight weeks. Throughout the research process, students were given project assignments related to the course every week, and they were asked to use ChatGPT while solving them. The research data was collected using a form consisting of open-ended questions and analyzed through content analysis. The research findings revealed both the advantages and disadvantages of ChatGPT usage, as perceived by the students. The students stated that the main benefits of using ChatGPT in programming learning are providing fast and mostly correct answers to questions, improving thinking skills, facilitating debugging, and increasing self-confidence. On the other hand, the main limitations of using ChatGPT in programming education were getting students used to laziness, being unable to answer some questions, or giving incomplete/incorrect answers, causing professional anxiety in students. Based on the results of the research, it can be said that it would be useful to integrate generati
In this study, we propose a digital game that fosters programming-thinking skills. The ability to learn concepts such as conditional branching, iteration, problem-solving, and event analysis through programming is ref...
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ISBN:
(纸本)9781665436878
In this study, we propose a digital game that fosters programming-thinking skills. The ability to learn concepts such as conditional branching, iteration, problem-solving, and event analysis through programming is referred to as programming-thinking skills. These skills can be developed through existing programming learning games. However, there are some issues. Many programming-learning games are like puzzles. They are also games that allow one to program with codes such as "move forward." The skills that can be developed in these games are limited. To solve this problem, we proposed a game that can effectively develop programming-thinking skills through reading and programming of programs. In this study, we present the design of our game and the results of our preliminary research, as well as discuss its usefulness in fostering programming-thinking skills.
learningprogramming is a difficult course because the students need to remember the various type of program's syntax, create complicated commands, and solve the errors that difficult to understand. Therefore usin...
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ISBN:
(纸本)9781912764419
learningprogramming is a difficult course because the students need to remember the various type of program's syntax, create complicated commands, and solve the errors that difficult to understand. Therefore using modern technology such as online learning, social media and educational games may support students to learn to programme. In this study, computer programming games, which are educational computer games simulating the compiler working with the scenarios of daily human life, were employed in the new approach called a blended learning digital game. The approach was designed by integrating traditional lecture-based learning model and the educational computer game. Quasi-experimental research was conducted to examine the effectiveness of the proposed approach by comparing to the traditional lecture-based learning approach. This research examined the learning achievement of male and female students who learn in different environments. This was based on the blended learning digital game approach and the traditional lecture-based learning approach. An analysis of 94 university students shows that using the game as a cognitive tool in part of the traditional lecture-based learning had significantly positive of C programming language achievement. While the new approach can support the students to learn C programming in both genders, it also supports the notion that students can achieve C programming language performance through the game, mainly when using the traditional lecture-based learning environment.
programming has recently become taught more widely. As teachers often need to correspond with a large number of students, they have difficulty grasping individual student learning situations. Therefore, we previously ...
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ISBN:
(纸本)9781728124643
programming has recently become taught more widely. As teachers often need to correspond with a large number of students, they have difficulty grasping individual student learning situations. Therefore, we previously developed a method to estimate the learning situations of students from the source code editing history that reflects their trial-and-error processes. However, this method burdens the teachers by requiring them to prepare a large amount of training data. In this paper, we present Everest: an exercise environment for programming to reduce the burden of training data creation. In Everest, training data is created through student reflection. As a result, introducing Everest can reduce the data creation burden on teachers.
In some colleges and universities, programming has become one of the compulsory subjects for undergraduates. However, the programming language has strict logic and grammar, which has an impact on learners' engagem...
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ISBN:
(纸本)9781538696033
In some colleges and universities, programming has become one of the compulsory subjects for undergraduates. However, the programming language has strict logic and grammar, which has an impact on learners' engagement, thereby affecting the learning effect. In this study, 100 freshmen who enrolled the programming design courses at a university in Beijing were selected as the research object, and the influencing factors of programming learning engagement were studied from the perspective of self-regulation. The study found that there were significant differences in motivational regulation between different genders, different professional categories, and whether they have studied programming;there was a significant positive correlation between motivational regulation, task value and programming learning engagement. Regression analysis showed that motivational regulation and task value had a good positive predictive effect on learning engagement.
In programming learning, students have individual difficulties, and teachers need to grasp those difficulties and provide appropriate support for the students. However, since it is a heavy burden for teachers, a metho...
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ISBN:
(纸本)9781538671283
In programming learning, students have individual difficulties, and teachers need to grasp those difficulties and provide appropriate support for the students. However, since it is a heavy burden for teachers, a method to automatically estimate the learning situations of students is required. In this research, we developed a method that adopts the development of a machine learning model as an approach to achieve this purpose. This machine learning model outputs the estimated learning situation when the source code editing history of new students is input. As a result of evaluating the developed method, it was possible to estimate the correct learning situations with high accuracy of 98%. The applicability of this learning situation estimation method in practical lessons was shown.
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