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IEEE Global Engineering Education Conference (EDUCON)

作者： Figas, P. Bartel, A. Hagel, G. Kempten Univ Appl Sci Fac Comp Sci Kempten Germany

ISBN: (纸本)9781479919086

The task-based language learning (TBLL) approach is used in the context of foreign language pedagogy. Since a programming language is also a language by definition, this emerges the question whether the approach can also be used for learning programming. The paper presents fundamentals of the TBLL approach and illustrates how it can be adopted for learning an object-oriented programming language. It gives suggestions for concrete specifications of a task-based programming learning (TBPL) and shows their effects on an exemplary programming task.

关键词： task-based learning language learning programming learning

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Using Augmented Reality in programming learning: A systematic mapping study

Using Augmented Reality in programming learning: A systemati...

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IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Gomez Rios, Monica Paredes-Velasco, Maximiliano Univ Politecn Salesiana Guayaquil Ecuador Univ Rey Juan Carlos Mostoles Spain

ISBN: (纸本)9781728184784

Coding skills have become the new language of communication for the tech world. At an educational level, applying the concepts and logic of programming is a complex task for the student. The investigation of this problem was carried out with the intention of knowing if there are tools that could help the student understand programming by using augmented reality technology. For this purpose, a systematic mapping study was carried out to identify, filter and classify the information through a query applied in different ways of research. As a result, 34 articles were selected and classified. The main results show that: a) programming learning is not limited in terms of the student's age;b) Augmented reality has potential advantages in programming learning;c) Due to the extensive content of the programming, applications focused on specific topics were found according to the level of studies;d) The software used in the development of AR applications, mostly uses Unity with Vuforia;and, e) Augmented reality contributes to different learning techniques and styles that improve the way information is perceived and visualized. In conclusion, augmented reality technology has proven to have positive consequences in the programming learning process, providing a starting point for the development of a tool that contributes to the programming learning based on the characteristics found and analyzed in this document.

关键词： Augmented Reality programming learning learning based on gamification collaborative learning computational thinking

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Sequential Pattern Mining System for Analysis of programming learning History

Sequential Pattern Mining System for Analysis of Programming...

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IEEE International Conference on Data Science and Data Intensive Systems

作者： Nakamura, Shoichi Nozaki, Kaname Nakayama, Hiroki Morimoto, Yasuhiko Miyadera, Youzou Fukushima Univ Dept Comp Sci & Math 1 Kanayagawa Fukushima Fukushima 9601296 Japan Tokyo Gakugei Univ Fac Educ Koganei Tokyo 1848501 Japan

ISBN: (纸本)9781509002146

The overall goal of this research is to establish the methodology for analyzing learning history data of programming exercise in accordance with learning processes. To achieve this goal, we developed a theoretical method of sequential pattern mining specialized for learning histories in programming exercise. On the basis of this method, we designed a system for analyzing the programming learning history data. This system consists of functions that are responsible for collection of learning histories, generation of sequence from the collected learning histories, extraction of noteworthy patterns from a set of sequences, and acquisition of findings from the extracted patterns. This paper mainly describes the functions of the system and their implementation along with an overview of the sequential pattern mining method.

关键词： programming learning sequential pattern mining learning history educational data mining education support

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Design and Evaluation of Question-generated programming learning system 6

Design and Evaluation of Question-generated programming lear...

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6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI)

作者： Lai, Chih-Hung Pham-Duc Tho Liang, Jing-San Natl Dong Hwa Univ Dept Comp Sci & Informat Engn Hualien Taiwan Taipei Municipal Sanxing Elementary Sch 99Sect 2Keelung Rd Taipei Taiwan

ISBN: (纸本)9781538606216

In recent years, Computer programming has become a critical subject, and it is a basic literacy in the digital age. However, learning programming skills is not an easy task as supported by many studies. On the other hand, many studies have concluded that student question generation has a positive effect on students' learning, but few studies have geared toward supporting its use in programming classes. Therefore, this study aimed to develop a programming learning system named Peer Interaction programming learning System based on a question generation strategy. The system was built by adding and intergrading learning assistance functions by system initiative into existing open-source Q&A system. The usability of the system was examined for an undergraduate computer science course: Introduction to Computer programming (n = 33). In this paper, we reported the design of the system and its user interface, identified several related systems, discussed our motivation and underlying teaching philosophy.

关键词： programming learning student question generation peer interaction peer assessment

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A multinational case study on using diverse feedback types applied to introductory programming learning 42nd

A multinational case study on using diverse feedback types a...

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Frontiers in Education Conference (FIE)

作者： Campos, Dirson S. Mendes, Antonio J. Marcelino, Maria J. Ferreira, Deller J. Alves, Lenice M. Univ Coimbra Ctr Informat & Syst Coimbra Portugal Univ Fed Goias Inst Informat Goiania Go Brazil

ISBN: (纸本)9781467313513

Building written feedback, pedagogically sound, standardized and flexible enough to accommodate students who may be in different stages and learning curves is a complex and laborious task In this paper, we describe a multinational case study involving diverse types of pedagogical feedback provided to Portuguese and Brazilian novice programming students. programming errors, especially logical ones, can be used as a consistent metric for assessing learning. The research done looks for an innovative form to define content of several types of feedback It also aims to create an efficient method for the discovery and mapping of students' logical programming errors. The results obtained so far using this approach are presented and analyzed.

关键词： feedback programming learning logical errors software testing pedagogical rubric

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Work-in-progress: A workflow for programming learning on remote version control repositories 13

Work-in-progress: A workflow for programming learning on rem...

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13th IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Del Aguila, Isabel M. Canadas, Joaquin Garcia, Jose R. Univ Almeria Dept Informat Almeria Spain

ISBN: (纸本)9781665444347

This paper shows how a teaching innovation project is being developed using GitHub to support laboratory and autonomous programming assignments/tasks as part of the Industrial Engineering course at the University of Almeria. A Github organization has been created where not only assignment instructions are given but also where students can collaborate by engaging in real-time teamwork activities focused on problem based learning while working in a professional programming environment. The students' work can be easily controlled and monitored using the commit tracking system, thus facilitating the assessment of large groups.

关键词： programming learning teamwork remote collaboration

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The Effect of Flipped Classroom Integrated with the POEWSQ learning Model on programming learning

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APPLIED SCIENCES-BASEL 2024年第22期14卷 10468页

作者： Kuo, Yu-Chen Zhuo, Mei-Jun Soochow Univ Dept Comp Sci & Informat Management Taipei 100006 Taiwan

Flipped classrooms are student-centered and encourage students to engage in self-directed learning actively. The WSQ (Watch-Summary-Question) is an effective learning model for guiding students' self-directed learning. However, for students who do not know how to take notes or have low self-efficacy, the WSQ learning model may become a mere formality, leading to passive learning. The POE (Prediction-Observation-Explanation) is an inquiry-based learning model that inspires students to learn through active inquiry. By integrating the WSQ with the POE, this study proposes the POEWSQ learning model. Through POE activities, students make predictions about the content before learning, actively explore it, and then engage in WSQ activities to deepen their understanding. This study develops a multimedia learning system for the POEWSQ learning model to guide students in learning programming. Students predict the content, draw a flowchart (Prediction), then watch the instructional video (Watch/Observation), and complete guided notes (Summary). Next, students explain the differences between the flowcharts (Explanation), complete the unit test (Assessment), and, finally, ask a question (Question). The results showed that learners using the flipped classroom integrated with the POEWSQ learning model have significantly higher learning effectiveness, motivation, self-efficacy, reflective ability, and attitudes toward programmed learning than those with the WSQ learning model.

关键词： flipped classroom WSQ learning model POE learning model programming learning flowchart

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System for Detecting Learner Stuck in programming learning

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SENSORS 2023年第12期23卷 5739-5739页

作者： Oka, Hiroki Ohnishi, Ayumi Terada, Tsutomu Tsukamoto, Masahiko Kobe Univ Grad Sch Engn 1-1 Rokkodaicho Nada Kobe Hyogo 6578501 Japan

Getting stuck is an inevitable part of learning programming. Long-term stuck decreases the learner's motivation and learning efficiency. The current approach to supporting learning in lectures involves teachers finding students who are getting stuck, reviewing their source code, and solving the problems. However, it is difficult for teachers to grasp every learner's stuck situation and to distinguish stuck or deep thinking only by their source code. Teachers should advise learners only when there is no progress and they are psychologically stuck. This paper proposes a method for detecting when learners get stuck during programming by using multi-modal data, considering both their source code and psychological state measured by a heart rate sensor. The evaluation results of the proposed method show that it can detect more stuck situations than the method that uses only a single indicator. Furthermore, we implemented a system that aggregates the stuck situation detected by the proposed method and presents them to a teacher. In evaluations during the actual programming lecture, participants rated the notification timing of application as suitable and commented that the application was useful. The questionnaire survey showed that the application can detect situations where learners cannot find solutions to exercise problems or express them in programming.

关键词： programming learning stuck multi-modal sensing heart rate information machine learning

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Control Performance Assessment Method as Assessment of programming learning Achievement

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JOURNAL OF ROBOTICS NETWORKING AND ARTIFICIAL LIFE 2018年第3期5卷 180-183页

作者： Ohnishi, Yoshihiro Ehime Univ Fac Educ Matsuyama Ehime 7908577 Japan

It is an important problem how to estimate the learning achievement of the programming learning. However, the quantitative evaluation method according to learning achievement is difficult. On the other hand, "work" of a control program influences the control performance of the plant by the petrochemical industry, and to have an influence on the operation cost. Improvement of a program and am planning for productivity improvement are suggested by evaluating the control performance quantitatively. This research considers the using control performance assessment method for the achievement value of the programming learning. (C) 2018 The Author. Published by Atlantis Press SARL. This is an open access article under the CC BY-NC license.

关键词： programming learning control performance assessment minimum variance learning achievement

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RoBlock - Web App for programming learning

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN learning 2016年第12期11卷 45-53页

作者： Feijoo Garcia, P. G. De la Rosa, F. Univ El Bosque Program Syst Engn Bogota Colombia Univ Los Andes Dept Syst & Comp Engn Bogota Colombia

One of the major challenges related to teaching programming and algorithmics to amateur students is the time spent to explain a language's syntax. Also, students who undertake computer programming may find problems that hinder their understanding of concepts and the development of their problem-solving and programming skills. This paper presents the results of an experimental approach that evaluated the interaction of a group of Colombian students with a Web solution within the context of Mobile Robotics to learn programming and algorithmics. The designed Web App is oriented towards autodidactic learning by using Visual Blocks programming through five interactive modules that include concepts to be learned by students such as the following: variables, sensors, conditionals, cycles, and functions. The solution is designed to present virtual scenarios for Mobile Robotics. This proposal was evaluated with middle school students from the Colombian education system and was compared to the results obtained using Scratch as a reference tool.

关键词： programming learning programming teaching student-centered learning E-Robotics visual programming language

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