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Applying web-mediated co-curricular learning and phenomenon-based learning to improve students' programming skills and self-efficacy in an online programming course

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UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2023年第2期22卷 555-568页

作者： Tsai, Chia-Wen Lee, Lan-Yu Tang, Hui-Wen Lin, Chih-Hsien Hsu, Lynne Cheng Ming Chuan Univ Dept Informat Management 5 De Ming Rd Guishan Township Taoyuan County Taiwan Ming Chuan Univ Int Business & Trade Program 250 Zhong Shan N Rd Sec 5 Taipei Taiwan Ming Chuan Univ Inst Gen Educ 5 De Ming Rd Guishan Township Taoyuan County Taiwan Ming Chuan Univ Int Acad Publicat Res Ctr 250 Zhong Shan N Rd Sec 5 Taipei Taiwan

Aiming to develop practical programming skills and self-efficacy of students in an online learning environment, two teaching approaches were integrated using co-curricular learning (CCL) and phenomenon-based learning (PhBL);their effects on first-year university students' learning were investigated. The researchers conducted a quasi-experiment to investigate the effects of web-mediated CCL and PhBL using a 2 (CCL vs. non-CCL) x 2 (PhBL vs. non-PhBL) factorial pretest/posttest experimental design. The experimental groups comprised the first class (G1) which simultaneously received the web-mediated CCL and PhBL intervention, the second class (G2) which only received the web-mediated CCL intervention, and the third class (G3) which only received the web-mediated PhBL intervention, while the control group (G4) received a traditional teaching approach (non-CCL and non-PhBL). The study results showed that students who received web-mediated CCL had significant increase in their programming skills. In addition, students who received web-mediated PhBL exhibited significantly better development of self-efficacy at the end of the semester. Thus, it is expected that the design of integrating CCL and PhBL in an online programming course could provide references for educators and teachers conducting online, flipped, or hybrid courses.

关键词： Web-mediated co-curricular learning Web-mediated phenomenon-based learning programming course programming skills Self-efficacy Cloud classroom

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Integrating online meta-cognitive learning strategy and team regulation to develop students' programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom

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UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2022年第1期23卷 395-410页

作者： Tsai, Chia-Wen Lee, Lan-Yu Cheng, Yih-Ping Lin, Chih-Hsien Hung, Min-Ling Lin, Jian-Wei Ming Chuan Univ Dept Informat Management 5 De Ming Rd Taoyuan 333 Taiwan Ming Chuan Univ Int Business & Trade Program 250 Zhong Shan N Rd Sec 5 Taipei Taiwan Ming Chuan Univ Dept Informat Management 250 Zhong Shan N Rd Sec 5 Taipei Taiwan Ming Chuan Univ Int Acad Publicat Res Ctr 250 Zhong Shan N Rd Sec 5 Taipei Taiwan Ming Chuan Univ Teacher Educ Ctr 5 De Ming Rd Taoyuan 333 Taiwan Shih Chien Univ Dept Informat Technol & Management 70 Dazhi St Taipei 104 Taiwan

With the development of technology and demand for online courses, there have been considerable quantities of online, blended, or flipped courses designed and provided. However, in the technology-enhanced learning environments, which are also full of social networking websites, shopping websites, and free online games, it is challenging to focus students' attention and help them achieve satisfactory learning performance. In addition, the instruction of programming courses constantly challenges both teachers and students, particularly in online learning environments. To overcome and solve these problems and to facilitate students' learning, the researchers in this study integrated two teaching approaches, using meta-cognitive learning strategy (MCLS) and team regulation (TR), to develop students' regular learning habits and further contribute to their programming skills, academic motivation, and refusal self-efficacy of Internet use, in a cloud classroom. In this research, a quasi-experiment was conducted to investigate the effects of MCLS and TR adopting the experimental design of a 2 (MCLS vs. non-MCLS)x2 (TR vs. non-TR) factorial pre-test/post-test. In this research, the participants consisted of four classes of university students from non-information or computer departments enrolled in programming design, a required course. The experimental groups comprised three of the classes, labelled as G1, G2, and G3. G1 concurrently received both the online MCLS and TR intervention, while G2 only received the online MCLS intervention, and G3 only received the online TR intervention. Serving as the control group, the fourth class (G4) received traditional teaching. This study investigated the effects of MCLS, TR, and their combination, on improving students' programming skills, academic motivation, and refusal self-efficacy of Internet use in an online computing course. According to the results, students who received online TR significantly enhanced their programming design

关键词： Online meta-cognitive learning strategy Online team regulation programming skills Academic motivation Refusal self-efficacy of Internet use

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Applying Online Content-Based Knowledge Awareness and Team Learning to Develop Students' programming skills, Reduce their Anxiety, and Regulate Cognitive Load in a Cloud Classroom

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UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2022年第2期21卷 557-572页

作者： Cheng, Yih-Ping Shen, Pei-Di Hung, Min-Ling Tsai, Chia-Wen Lin, Chih-Hsien Hsu, Lynne Cheng Ming Chuan Univ Dept Informat Management 5 De Ming Rd Taoyuan 333 Taiwan Ming Chuan Univ Inst Gen Educ 250 Zhong Shan N Rd Sec 5 Taipei Taiwan Ming Chuan Univ Teacher Educ Ctr 5 De Ming Rd Taoyuan 333 Taiwan Ming Chuan Univ Int Acad Publicat Res Ctr 5F130Jihe Rd Taipei 111 Taiwan

As Information and Communication Technology (ICT) infrastructure has rapidly become commonplace in most countries worldwide, the development of ICT-related competence is now considered to be a key goal in Taiwan's curriculum. Nowadays, society expects undergraduates to develop essential computer abilities before entering the workplace. In addition to possessing computing skills, students are also required to have problem-solving ability and teamwork competency. To equip students to meet these expectations, the researchers integrated two teaching approaches, using content-based knowledge awareness (CoKA) and team learning (TL) to enhance students' programming skills in an online computing course, and to reduce students' anxiety and regulate cognitive load in the cloud classroom involved in this study. In this research, the authors conducted a quasi-experiment to examine the influences of CoKA and TL. Therefore, the design for the experiment was a 2 (CoKA vs. non-CoKA) x 2 (TL vs. non-TL) factorial pretest/posttest design. There were 184 participants, who were neither information nor computer majors, from four classes, enrolled in a required course titled 'programming Design'. The first class (G1) simultaneously received the online CoKA and TL intervention, the second class (G2) received only the online CoKA intervention, and the third class (G3) received only the online TL intervention;these served as the experimental groups, while the last class (G4), which received a traditional teaching approach, served as the control group. According to the results, students who received online TL had significant increase in their computing skills, and significant decrease in their level of anxiety and cognitive load. However, the expected effects of CoKA on developing students' skills in designing mobile applications, reducing anxiety level and regulating cognitive load were not found. The design of integrating CoKA and TL in an online course could be a reference for educators w

关键词： Online content-based knowledge awareness Online team learning Cloud classroom programming course programming skills

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Recommendations to Improve programming skills of Students of Computer Science

Recommendations to Improve Programming Skills of Students of...

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SAI Computing Conference (SAI)

作者： Assiri, Fatmah Yousef King Abdulaziz Univ Fac Comp & Informat Technol Jeddah 21589 Saudi Arabia

ISBN: (纸本)9781467384605

Computer programming is one of the main skills that students gain when they graduate from computer science programs. However, students often have significant difficulties with their programming skills. This paper is based on a survey study that summarizes the primary reasons for students difficulties in this area. In addition, methodologies, such as seeing the software big picture and pair programming, are suggested by which students can improve their programming skills. These methods are adapted from software engineering subdisciplines.

关键词： programming skills Students difficulties Pair programming Game development Practical examples Practice

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An analysis of learners' programming skills through data mining

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EDUCATION AND INFORMATION TECHNOLOGIES 2022年第8期27卷 11615-11633页

作者： Zhang, Wei Zeng, Xinyao Wang, Jihan Ming, Daoyang Li, Panpan Cent China Normal Univ Fac Artificial Intelligence Educ 152 LuoYu St Wuhan 430079 Peoples R China

programming skills (PS) are indispensable abilities in the information age, but the current research on PS cultivation mainly focuses on the teaching methods and lacks the analysis of program features to explore the differences in learners' PS and guide programming learning. Therefore, the purpose of this study aims to explore horizontal differences and vertical changes in PS of learners aged 18 to 25 and facilitate the discovery of programming features and behaviors to guide the acquisition of PS through an experiment of statistical analysis and cluster analysis of 2,400 Python programs in four programming tasks. The research found the characteristics and main differences of PS reflected in the function call, interactive loop and several structures nesting. Simple programming task to medium-difficulty programming task is the most important link in programming learning. Furthermore, the research also showed that the difference in program structure is the core and foundation. The difference in type and quantity in simple structure, nested structure and mixed-use of structures is regular, which is an important factor to determine whether the program runs efficiently and whether the programming task can be solved. Finally, some heuristic ideas were put forward to help learners optimize programs and solve programming difficulties, which was of great guiding significance to PS learning.

关键词： programming skills Program features Program structure programming learning

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Developing programming skills by Using Interactive Learning Objects 09

Developing Programming Skills by Using Interactive Learning ...

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Annual Conference on Innovation and Technology in Computer Science Education

作者： Villalobos, Jorge A. Calderon, Nadya A. Jimenez, Camilo H. Univ Los Andes Dept Syst Engn Bogota Colombia

ISBN: (纸本)9781605583815

After several years of teaching programming using an active learning approach, we present our Interactive Learning Objects (ILOs) as one of the components that reinforce our pedagogical model, by supporting the generation of high-level programming skills. In this paper, we suggest a multi-dimension taxonomy for ILOs and present the experimentation developed to evaluate the impact of these objects within our CS courses.

关键词： Interactive Learning programming skills Visualization Computer programming Education

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Effectiveness of game development-based learning for acquiring programming skills in lower secondary education in Croatia

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EDUCATION AND INFORMATION TECHNOLOGIES 2021年第4期26卷 4433-4456页

作者： Holenko Dlab, Martina Hoic-Bozic, Natasa Univ Rijeka Dept Informat Radmile Matejcic 2 Rijeka Croatia

A European initiative CODING4GIRLS (C4G) promotes the acquisition of programming skills through a game development process with the aim of preparing young learners, especially girls, to enter computer science careers and raising awareness of the relationship between ICT and the real world. Using the C4G game development-based learning methodology, students develop serious games for which they need to learn specific programming concepts. This paper presents the results of a study with a mixed-gender group of both boys and girls (N = 773) carried out with the aim of examining the effectiveness of the C4G development-based learning approach in lower secondary education in Croatia. In-service and pre-service teachers organized learning activities for students based on the C4G learning scenarios, which include the development of games in the programming language Snap! with topics that are interesting for both boys and girls and which involve solving real-world problems. The results showed that students accepted the C4G methodology and were motivated to learn how to program by developing games for solving real-world problems. Teachers and experts consider this approach as a relevant and effective method for achieving learning objectives related to programming, applicable and suitable for lower secondary students (11-15 year olds).

关键词： CODING4GIRLS Digital games project Game development-based learning programming skills Lower secondary education Snap!

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A robotics-based approach to foster programming skills and computational thinking: Pilot experience in the classroom of early childhood education 18

A robotics-based approach to foster programming skills and c...

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6th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM)

作者： Caballero Gonzalez, Yen Air Garcia-Valcarcel Munoz-Repiso, Ana Univ Salamanca Educ Fac GITE USAL Res Grp Salamanca Spain

ISBN: (纸本)9781450365185

This document has the purpose to present some results obtained in the pilot experience, play and program with Bee-Bot. The activities were developed in the framework of the doctoral research project whose purpose is the design and integration of learning activities with robotics to foster programming skills and computational thinking in the classroom of early childhood. Teachers and students of the second cycle of early childhood education of a concerted school participated in the experience during 2016-2017 academic period. School is in Salamanca, Spain. The activity allowed students to solve programming challenges using the Bee-Bot floor robot. Instruments were used to collect data, such as: questionnaires, interviews, rubrics and field diary. In general terms, the results obtained were positive. The technical, pedagogical and social aspects proposed in this research have received the favorable acceptance of teachers and students. Therefore, the information generated allowed to strengthen the design, structure and evaluation of the robotics program would be used in later stages of the investigation.

关键词： Computational thinking programming skills robotics early childhood education

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The effect of PDCA cycle strategy on pupils' tangible programming skills and reflective thinking

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EDUCATION AND INFORMATION TECHNOLOGIES 2024年第5期29卷 6383-6405页

作者： Gong, Xin Yu, Shufan Xu, Jie Qiao, Ailing Han, Han Capital Normal Univ Coll Educ 105 West Third Ring North Rd Beijing 100048 Peoples R China Cent China Normal Univ Fac Artificial Intelligence Educ Sch Educ Informat Technol Wuhan 430079 Hubei Peoples R China Zhejiang Univ Coll Educ 866 Yuhangtang RdZijingang Campus Hangzhou 310058 Peoples R China Beijing Normal Univ Fac Educ 19 Xinjiekou Outer St Beijing 100875 Peoples R China

Tangible programming combines the advantages of object manipulation with programmable hardware, which plays an essential role in improving programming skills. As a tool for ensuring the quality of projects and improving learning outcomes, the PDCA cycle strategy is conducive to cultivating reflective thinking. However, there is still a lack of empirical research on the effect of introducing the PDCA cycle strategy into programming education. In this study, using a PDCA cycle strategy, in a four-pronged model of "(P)draw up a plan, (D)assemble and programming, (C)test and debug, display and reflect (A)," and its effects on students' programming skills and their reflective thinking were explored. There were 65 children between the ages of 7 and 8 years participated in this study. There were 31 students in each of the experimental group and the control group. A combination of qualitative and quantitative research methods was adopted in this research, and students' programming processes and results were observed and counted. The study results revealed that after attending the 'Magic Card Robot' course that applied the PDCA cycle strategy, the experimental group students outperformed their counterparts in programming skills (sequencing, repetitive and conditional structures). Meanwhile, the experimental group students' reflective thinking levels were higher than those of the control group students. These findings imply that tangible programming education using the PDCA cycle strategy in the course has potential.

关键词： Tangible programming programming skills Reflective thinking PDCA cycle strategy

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Identifying programming skills Impacted in Students with Cognitive Disabilities

Identifying Programming Skills Impacted in Students with Cog...

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IEEE Frontiers in Education Conference (FIE)

作者： Juvino de Araujo, Elaine Cristina Andrade, Wilkerson L. Souto Oliveira, Ana Liz Univ Fed Campina Grande Fed Inst Paraiba Campina Grande Paraiba Brazil Univ Fed Campina Grande Campina Grande Paraiba Brazil Univ Fed Paraiba Rio Tinto PB Brazil

ISBN: (数字)9781665462440

ISBN: (纸本)9781665462440

This Full Research Paper aims to identify and compare the skills involved in learning programming and the difficulties that students with cognitive disabilities may face, discussing the impacts generated by these skills for these students. Several studies talk about what skills a person needs to learn to program. However, we do not have enough to consider the needs of students with disabilities, especially cognitive impairments. Did we conduct a study to answer the following research questions: RQ1 - What skills are involved in programming teaching? RQ2 -Can cognitive impairments affect the skills needed to program? We lift the part the skills involved in learning programming and the cognitive skills impediments in the literature. Finally, we made a critical analysis impact on that audience. By crossreferencing this information, we can highlight that the skills needed to program impact students with cognitive impairments such as math, logic, and problem-solving. This impact does not necessarily mean that these students cannot learn to program. We believe adapting materials, exercises and assessments can foster learning for this audience.

关键词： teaching programming cognitive disabilities programming skills

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