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Impact of preprogramming course curriculum on learning in the first programming course

IEEE TRANSACTIONS ON EDUCATION 2006年第1期49卷 11-15页

作者： Faux, R Wartburg Coll Waverly IA 50677 USA

This paper reports the results of research that measured the value of integrating problem solving, algorithm development, pseudocode, and diagramming techniques into introductory computer science courses. The hypothesis was that the introduction of these topics prior to the introduction of a programming language would reduce the learning curve requirements and increase the success rate for beginning programmers. Posttest programming scores for like tests exhibited some difference within the sample, with the treatment group performing better than the control group. Members of the treatment group reported a better experience in the introductory course and saw more applicability for that course than members of the control group. In addition, treatment group members utilized pseudocode more consistently and applied the idea of drawing pictures to aid in writing code during their posttest, experience. The combined results indicated that learners, in general, found that the introductory course contained useful content and that they could successfully apply processes learned in that course as part of a programming strategy.

关键词： breadth-also approach breadth-first approach CS0 CS1 depth-first approach diagramming introductory computer science problem solving programming learning pseudocode

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Source Code Error Understanding Using BERT for Multi-Label Classification

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IEEE ACCESS 2025年 13卷 3802-3822页

作者： Amin, Md Faizul Ibne Watanobe, Yutaka Rahman, Md Mostafizer Shirafuji, Atsushi Univ Aizu Grad Dept Comp & Informat Syst Aizu Wakamatsu Fukushima 9658580 Japan Tulane Univ Dept Comp Sci New Orleans LA 70118 USA

programming is an essential skill in computer science and across a wide range of engineering disciplines. However, errors, often referred to as 'bugs' in code, can be challenging to identify and rectify for both students learning to program and experienced professionals. Understanding, identifying, and effectively addressing these errors are critical aspects of programming education and software development. To aid in understanding and classifying these errors, we propose a multi-label error classification approach for source code using fine-tuned BERT models (BERT_Uncased and BERT_Cased). The models achieved average classification accuracies of 90.58% and 90.80%, exact match accuracies of 48.28% and 49.13%, and weighted F1 scores of 0.796 and 0.799, respectively. Precision, Recall, Hamming Loss, and ROC-AUC metrics further evaluate the effectiveness of our models. Additionally, we employed several combinations of large language models (CodeT5, CodeBERT) with machine learning classifiers (Decision Tree, Random Forest, Ensemble learning, ML-KNN), demonstrating the superiority of our proposed approach. These findings highlight the potential of multi-label error classification to advance programming education, software engineering, and related research fields.

关键词： programming programming profession Codes Multi label classification Accuracy Education Transformers Measurement Computer bugs Data models Multi-label classification BERT CodeT5 CodeBERT decision tree random forest ML-KNN ensemble learning data analysis educational big data error classification learning analytics programming learning software engineering

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Applying the Block-Based programming Language ALICE for Developing programming Competencies in University Students

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IEEE ACCESS 2025年 13卷 21471-21485页

作者： Vinueza-Morales, Mariuxi Cardenas-Cobo, Jesennia Cabezas-Quinto, Jessica Vidal-Silva, Cristian Univ Estatal Milagro Fac Ciencias Ingn Milagro 091050 Ecuador Univ Talca Escuela Ingn Desarrollo Videojuegos & Real Virtual Fac Ingn Talca 3460000 Chile

The information society is part of modern life, and algorithmic thinking and programming are relevant to everybody, regardless of educational background. Today's world needs professionals with computing competencies. Higher education programming classes usually use text-based programming languages to develop programming competencies, usually without success for all students. Traditional programming languages consider syntax barriers that complicate their adoption and usefulness for students. Block-based programming languages such as SCRATCH and ALICE permit the development of programming competencies without text coding and syntax restrictions to solve that issue. There are different research works on SCRATCH experiences, but not many experiences on how to use ALICE overall in higher education. This article aims to evaluate the effectiveness of the ALICE programming language in enhancing programming learning outcomes for university students and addressing the limited number of empirical studies of ALICE in higher education contexts. The research involved a literature review to provide a theoretical foundation, followed by an experimental phase that involved two groups: the control group, which followed the traditional programming instruction method with a text-based programming language, and the experimental group, which used the block-based ALICE environment. The experimental group achieved better results with an average score of 80, while the control group scored 65 points on a 100-point scale. The results obtained highlight the effectiveness of the ALICE environment in supporting the programming learning process for first-level Software Engineering university students.

关键词： programming programming profession Education Computer languages Java Syntactics Problem-solving programming environments Object oriented programming Surveys programming competencies programming teaching programming learning block-based programming language ALICE

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Analysis of learning Behaviors and Outcomes for Students with Different Knowledge Levels: A Case Study of Intelligent Tutoring System for Coding and learning (ITS-CAL)

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APPLIED SCIENCES-BASEL 2025年第4期15卷 1922-1922页

作者： Lai, Chien-Hung Lin, Cheng-Yueh Chung Yuan Christian Univ Dept Informat & Comp Engn Taoyuan City 320314 Taiwan

With the rapid development of generative AI technology, programming learning aids have become essential resources for enhancing students' programming capabilities. This study developed an intelligent tutoring system, ITS-CAL, powered by a large language model (LLM) to provide students with immediate and hierarchical learning feedback, particularly in scenarios with limited class time and large student populations. The system helps students overcome challenges encountered during the learning process. A mixed-method approach, combining quantitative and qualitative analyses, was employed to investigate the usage patterns of the system's three primary functions-Hint, Debug, and User-defined Question-and their impact on learning outcomes among students with varying knowledge levels. The results indicated that students with high knowledge levels tended to use the Hint and User-defined Question functions moderately, while those with lower knowledge levels heavily relied on the Hint function but did not achieve significant improvements in learning outcomes. Overall, students who used ITS-CAL in moderation achieved the highest pass rate (72.22%), whereas excessive reliance on ITS-CAL appeared to diminish independent problem-solving abilities. Additionally, students generally provided positive feedback on the system's convenience and its role as a learning aid. However, they highlighted areas for improvement, particularly in the Debug function and the quality of Hint content. This study contributes to the field by demonstrating the application potential of LLMs in programming education and offering valuable empirical insights for designing future programming learning assistance systems.

关键词： programming learning intelligent tutoring system large language model generative AI

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learning by Reviewing Paper-Based programming Assessments 13th

Learning by Reviewing Paper-Based Programming Assessments

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13th European Conference on Technology Enhanced learning (EC-TEL)

作者： Paredes, Yancy Vance Azcona, David Hsiao, I-Han Smeaton, Alan Arizona State Univ Tempe AZ 85281 USA Dublin City Univ Dublin 9 Ireland

ISBN: (纸本)9783319985725;9783319985718

This paper presents a retrospective analysis of students' use of self-regulated learning strategies while using an educational technology that connects physical and digital learning spaces. A classroom study was carried out in a Data Structures & Algorithms course offered by the School of Computer Science. Students' reviewing behaviors were logged and the associated learning impacts were analyzed by monitoring their progress throughout the course. The study confirmed that students who had an improvement in their performance spent more time and effort reviewing formal assessments, particularly their mistakes. These students also demonstrated consistency in their reviewing behavior throughout the semester. In contrast, students who fell behind in class ineffectively reviewed their graded assessments by focusing mostly on what they already knew instead of their knowledge misconceptions.

关键词： programming learning Reviewing behavior Educational technology Educational data mining Behavioral analytics

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learning Dynamic System Oriented Model Based programming

Learning Dynamic System Oriented Model Based Programming

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IEEE International Symposium on IT in Medicine and Education

作者： Wang, Jinling Duan, Huichuan Shandong Normal Univ Sch Informat Sci & Engn Jinan 250014 Peoples R China

ISBN: (纸本)9781424439294

As Dynamic System Oriented Model Based programming (DSO-MBP) platforms, such as Simulink, becomes more and more popular, more and more students desire to learn such kind of programming. However, college students in computer science or related disciplines cultivated with traditional text-based programming, such as structured, procedural and OOP, find it frustrating to learn DSO-MBP. Our experience exhibited that it is the distinct programming paradigm of DSO-MBP that causes the trouble. This paper. reports our understanding on elements of DSO-MBP paradigm, including model based, block supported, GUI interfaced, Subsystem organized, time-variant signal driven, new parameter passing, call-back functioning, and more accessible look and feel. We point out their differences and similarities with respect to traditional programming paradigm elements. We hope our contribution can help newcomers easily switch from traditional programming paradigms to the DSO-MBP paradigm and learn DSO-MBP effectively.

关键词： model based programming programming paradigm programming learning dynamic system Simulink

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Towards a Framework to Scaffold Problem-solving Skills in learning Computer programming 13

Towards a Framework to Scaffold Problem-solving Skills in Le...

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13th International Conference on Computer Supported Education (CSEDU)

作者： Sambe, Gorgoumack Drame, Khadim Basse, Adrien Univ Assane SECK Ziguinchor Senegal Univ Alioune DIOP Bambey Senegal

ISBN: (纸本)9789897585029

Developing problem solving skills through learning programming has become a real challenge. Problem-solving skills are fundamental to learning computer programming and can be developed during learning. Teachers focus more on the syntax of the languages than on the development of problem solving skills. We present a conceptual framework to promote problem-solving skills in learning computer programming. This framework is based on an IDE which integrates two components. The first one is an explicit guidance to support the acquisition of skills related to different stages of a problem-solving method. It consists in explicitly following the steps of the process with activities that develop related skills. The second one is a semantic feedback system to develop problem-solving skills.

关键词： programming learning Problem Solving Skills Explicit Guidance Semantic Analysis

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learning Scenarios for the Subject Methodology of programming From Evaluating the Computational Thinking of New Students

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IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA 2018年第1期13卷 30-36页

作者： Rojas-Lopez, Arturo Jose Garcia-Penalvo, Francisco Univ Tecnol Puebla Puebla 72300 Mexico Univ Salamanca Inst Ciencias Educ Grp Invest GRIAL E-37008 Salamanca Spain

Computational thinking is a cognitive process that allows generating solutions to problems through the use of skills, such as abstraction, decomposition, and algorithmic design. This paper presents the proposal to evaluate computational thinking of new students to relate knowledge indicated in the subject methodology of programming and to offer an initial environment of learning. This paper describes the exercises selected to evaluate the previously mentioned skills, and correspondence between the different contents of the course;using a qualitative methodology, the experiences of 65 students were evaluated. The results obtained favored activity carried out, and they also indicated improvements for future generations.

关键词： Computational thinking computer programming course higher education new students programming learning

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learning Analytics to Guide Serious Game Development: A Case Study Using Articoding

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COMPUTERS 2025年第4期14卷 122-122页

作者： Calvo-Morata, Antonio Alonso-Fernandez, Cristina Santilario-Berthilier, Julio Martinez-Ortiz, Ivan Fernandez-Manjon, Baltasar Univ Complutense Madrid Dept Software Engn & Artificial Intelligence Madrid 28040 Spain

Serious games are powerful interactive environments that provide more authentic experiences for learning or training different skills. However, developing effective serious games is complex, and a more systematic approach is needed to create better evidence-based games. learning analytics-based on the analysis of collected in-game user interactions-can support game development and the players' learning process, providing assessment information to teachers, students, and other stakeholders. However, empirical studies applying and demonstrating the use of learning analytics in the context of serious games in real environments remain scarce. In this paper, we study the application of learning analytics throughout the whole lifecycle of a serious game, in order to assess the game's design and players' learning using a serious game that introduces basic programming concepts through a visual programming language. The game was played by N = 134 high school students in two 50-min sessions. During the game sessions, all player interactions were collected, including the time spent solving levels, their programming solutions, and the number of replays. We analyzed these interaction traces to gain insights that can facilitate teachers' use of serious games in their lessons and assessments, as well as guide developers in making possible improvements to the game. Among these insights, knowing which tasks students struggle with is critical for both teachers and game developers, and can also reveal game design issues. Among the results obtained through analysis of the interaction data, we found differences between boys and girls when playing. Girls play in a more reflexive way and, in terms of acceptance of the game, a higher percentage of girls had neutral opinions. We also found the most repeated errors, the level each player reached, and how long it took them to reach those levels. These data will help to make further improvements to the game's design, resulting in a more effect

关键词： computational thinking learning analytics programming learning serious games visual programming

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Instructional Application for programming and Algorithmic Self-learning A Didactic Approach with Mobile Robotics as Pedagogical Context 10

Instructional Application for Programming and Algorithmic Se...

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10th International Conference on Computer Supported Education (CSEDU)

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

ISBN: (纸本)9789897582912

One of the main challenges related to algorithmic and programming teaching with novice students, is to focus their process on acquiring concepts and developing problem solving skills in programming, without spending time overcoming syntax-oriented learning curves of specific languages. The application here explained is proposed as an instructional technology that, using the advantages of Visual Blocks programming, through virtual and remote mobile robotics' scenarios, seeks to give playful and friendly mechanisms for programming and algorithmic self-learning. This paper presents the pedagogical design and approach of the tool, evaluated through a User Experience approach with high school students in the Colombian educational context.

关键词： programming learning E-learning programming Teaching E-Robotics Instructional Technology Visual programming Language

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