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SAI Computing Conference

作者： Fatmah Yousef Assiri Faculty of Computing and Information Technology King Abdulaziz University

ISBN: (纸本)9781467384612

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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Evaluating Collaborative Practices in Acquiring programming skills: Findings of a Controlled Experiment 29

Evaluating Collaborative Practices in Acquiring Programming ...

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9th Brazilian Symposium on Software Components, Architectures and Reuse (SBCARS)

作者： Estacio, Bernardo Oliveira, Roberto Marczak, Sabrina Kalinowski, Marcos Garcia, Alessandro Prikladnicki, Rafael Lucena, Carlos Pontificia Univ Catolica Rio Grande do Sul Porto Alegre RS Brazil Pontificia Univ Catolica Rio de Janeiro Rio de Janeiro Brazil Univ Fed Fluminense Rio De Janeiro Brazil

ISBN: (纸本)9781467392723

[Context] Collaborative programming is achieved when two or more programmers develop software together. Pair programming and Coding Dojo Randori are two increasingly adopted practices for collaborative programming. While the former encourages the collaboration in pairs, the latter promotes collaboration in groups. However, there is no broad understanding about the impact of these practices on the acquisition of programming skills. [Goal] In this study, we empirically compare the influence of both collaborative practices on two essential aspects of skill acquisition: motivation and learning. [Method] We conducted a controlled experiment with novice programmers applying solo programming and both collaborative practices to three different programming exercises using a crossed design. [Results] Our results showed that, while both practices outperformed solo programming, they also presented complementary benefits on acquiring programming skills. For instance, the programmers inserted less code anomalies in Coding Dojo Randori sessions than in Pair programming sessions. On the other hand, the motivation was often considered to be stronger in the latter than in the former. [Conclusions] Our results suggest that the use of collaborative practices is particularly promising for acquiring programming skills, when programmers have little or no practical experience with software development.

关键词： Collaborative programming Pair programming Coding Dojo Randori programming skills Controlled Experiment

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LLM-Powered Low-Code/No-Code Data Analytics in Education and Workforce Development

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COMPUTER 2025年第3期58卷 49-59页

作者： Zhong, Chen Oruongo, John Kim, J. B. Joo Baek Univ Tampa Tampa FL 33606 USA

This study explores the large language model-powered low-code and no-code (LC/NC) data analytics methods and evaluates their advantages and risks. Then, we conducted an empirical study at a university to examine how L... 详细信息

关键词： Workforce Development Analytics In Education Business Analysis Techniques Natural Language programming Language Data Analysis Methods R programming Data Analysis Tools Data Analysis Techniques Analytical skills Digital Transformation Prior Experience Data Mining Software Development Technical skills Educational Tool Problem Solving skills Pass Rate programming skills Data Analysis Tasks Graduate Courses Undergraduate Participants Students Gain

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Integrating online partial pair programming and socially shared metacognitive regulation for the improvement of students' learning

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UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2024年 1-17页

作者： Tsai, Chia-Wen Lin, Michael Yu-Ching Cheng, Yih-Ping Lee, Lynne Lin, Chih-Hsien Lin, Jian-Wei Hung, Min-Ling Chen, Wen-Yu Ming Chuan Univ Dept Informat Management 5 Deming Rd Taoyuan 333 Taiwan Ming Chuan Univ Informat Technol & Management Program 250 Zhong Shan N Rd Sec 5 Taipei Taiwan Ming Chuan Univ Dept Informat Management 250 Zhong Shan N Rd Sec 5 Taipei 250 Taiwan Ming Chuan Univ Int Business & Trade Program 250 Zhong Shan N Rd Sec 5 Taipei 250 Taiwan Ming Chuan Univ Int Acad Publicat Res Ctr 250 Zhong Shan N Rd Sec 5 Taipei 250 Taiwan Shih Chien Univ Dept Informat Technol & Management 70Dazhi St Taipei City 104 Taiwan Ming Chuan Univ Teacher Educ Ctr 5 Ming Rd Taipei 333 Taiwan Natl Pingtung Univ Dept Leisure Management 51 Minsheng E Rd Pingtung 90003 Taiwan

Many universities around the world were forced to lock down and students had to continue their learning in online environments in response to the COVID-19 pandemic. Teachers thus had to adopt effective and appropriate online teaching pedagogy integrated with related educational technologies to help their students achieve satisfactory learning outcomes in these courses. In addition, the world-wide problems of high failure level and dropout rates in programming courses challenge both teachers and students. Aiming to develop students' practical programming skills, commitment to learning, and reduce learning disengagement, the researchers behind this study adopted two teaching approaches, integrating online partial pair programming (PPP) and socially shared metacognitive regulation (SSMR), to explore their effects on students' learning performance in an online programming course. A quasi-experiment was implemented to explore the effects of online PPP and SSMR. The participants comprised three classes of students, all from non-information or non-computer departments taking a compulsory course titled 'programming Design'. The experimental groups included the first class (G1) simultaneously receiving the online PPP and SSMR intervention and the second class (G2) receiving only the online SSMR intervention. The third class (G3) received a traditional teaching method (non-PPP and non-SSMR) delivered online and served as the control group. Both quantitative and qualitative data were collected and analyzed. Experimental results show that the SSMR group (G2) demonstrated significantly better development of programming skills and commitment to learning than the control group (G3). However, the expected effects of online PPP on improving students' learning were not found. The implications of designing pedagogies with PPP and SSMR in an online programming course for decision-makers in governments and universities, researchers, and teachers implementing online courses, particularly

关键词： Online partial pair programming Online socially shared metacognitive regulation programming course programming skills Commitment to learning Learning disengagement Cloud classroom

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An Educational Data Mining System For Predicting And Enhancing Tertiary Students' programming Skill

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COMPUTER JOURNAL 2023年第5期66卷 1083-1101页

作者： Abu Marjan, Md Uddin, Md Palash Afjal, Masud Ibn Hajee Mohammad Danesh Sci & Technol Univ Dinajpur Bangladesh

Educational Data Mining (EDM) has become a promising research field for improving the quality of students and the education system. Although EDM dates back to several years, there is still lack of works for measuring and enhancing the computer programming skills of tertiary students. As such, we, in this paper, propose an EDM system for evaluating and improving tertiary students' programming skills. The proposed EDM system comprises two key modules for (i) classification process and (ii) learning process,. The classification module predicts the current status of a student and the learning process module helps generate respective suggestions and feedback to enhance the student's quality. In particular, for the classification module, we prepare a real dataset related to this task and evaluate the dataset to investigate six key Machine Learning (ML) algorithms, Support Vector Machine (SVM), decision tree, artificial neural network, Random Forest (RF), k-nearest neighbor and naive Bayes classifier, using accuracy-related performance measure metrics and goodness of the fit. The experimental results manifest that RF and SVM can predict the students more accurately than the other models. In addition, critical factors analysis is accomplished to identify the critical features toward achieving high classification accuracy. At last, we design an improvement mechanism in the learning process module that helps the students enhance their programming skills.

关键词： educational data mining machine learning student quality improvement programming skills learning improvement mechanism

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programming Learning Panorama in Typical Higher Education in Mozambique - Challenges and Perspectives 26

Programming Learning Panorama in Typical Higher Education in...

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26th International Symposium on Computers in Education (SIIE)

作者： Nhadumbuque, Geraldo Carlos Gomes, Anabela Marcelino, Maria Jose Pedag Univ Dept Informat Engeneering Maputo Mozambique CISUC Univ Coimbra ISEC Polytech Inst Coimbra Coimbra Portugal CISUC Univ Coimbra Dept Informat Engn Coimbra Portugal

ISBN: (纸本)9798350376623;9798350376616

The acquisition of initial programming skills poses significant challenges for most higher education students. This phenomenon is widely observed globally, although most existing research focuses on populations in Europe and America, leaving notable gaps in understanding these challenges in African Contexts. This study addresses this gap by understanding the faced problems, barriers and adopted strategies by Mozambican lectures and students. The study was based on qualitative study using semi-structured interviews in the data collection process. Six lectures and 16 students from Mozambican universities were interviewed aiming to identify the most common challenges, difficulties, strategies, activities, tools, and assessment methods in an introductory programming course. The content analysis technique were applied for data analyses. The results indicate a series of difficulties related to problems in understanding programming learning aspects, learning and teaching strategies, barriers and use of different assessment methods.

关键词： Initial programming programming skills challenges difficulties

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Simplifying Multimedia programming for Novice Programmers: MediaLib and Its Learning Materials 29

Simplifying Multimedia Programming for Novice Programmers: M...

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29th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Wynn, Adam Wang, Jingyun Valente, Andrea Univ Durham Durham England Univ Southern Denmark Odense Denmark

ISBN: (纸本)9798400706035

Beginner programmers can develop an intuitive understanding of programming by leveraging the motivating field of multimedia to visually inspect outputs and experiment with different ways to solve problems. This paper presents MediaLib, a Python library designed to facilitate multimedia programming and lessen the cognitive load associated with programming for novice programmers. In addition, we designed an official MediaLib website which contains the library itself, two tutorials, and clear documentation. The tutorial clearly presents the learning objectives of each lesson and contains exercises related to MediaLib. We designed these exercises to help students gain knowledge incrementally, without requiring in-depth maths knowledge.

关键词： multimedia programming beginners Python programming skills computational thinking library teaching materials

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Leveraging Visual Rhetoric in Python programming: Enhancing Technical Communication Through Pedagogical Strategies and Design Principles 24

Leveraging Visual Rhetoric in Python Programming: Enhancing ...

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42nd ACM International Conference on Design of Communication (SIGDOC)

作者： Al-Hassan, Ma-aruf Iowa State Univ Ames IA 50011 USA

ISBN: (纸本)9798400705199

This study examined how the principles of visual rhetoric are incorporated into Python programming. It analyzes the effects of visual elements, such as syntax highlighting, indentation, and comments, on readability and comprehension of code. The findings suggest pedagogical strategies for TPC instructors to emphasize visual rhetoric principles when teaching Python programming, with the aim of improving the interaction between humans and computers.

关键词： Technical communication Python codes Visual rhetoric Pedagogy programming skills

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Impact of generative AI dialogic feedback on different stages of programming problem solving

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年第7期30卷 9689-9709页

作者： Gong, Xin Li, Zhixia Qiao, Ailing Capital Normal Univ Coll Educ 105 West Third Ring North Rd Beijing 100048 Peoples R China Xiaoyi Middle Sch 13 Juyi St Xiaoyi City 032300 Shanxi Peoples R China

Feedback is crucial during programming problem solving, but context often lacks critical and difference. Generative artificial intelligence dialogic feedback (GenAIDF) has the potential to enhance learners' experience through dialogue, but its effectiveness remains sufficiently underexplored in empirical research. This study employed a rigorous quasi-experimental design and collected multidimensional data through mixed methods to investigate the impact of GenAIDF at different stages of programming problem-solving on high school students' programming skills and critical thinking. One hundred seventy-two high school students from four distinct classes participated in this study. We established three experimental groups, introducing GenAIDF during the code writing (CAG, NCAG = 43), verification debugging (DAG, NDAG = 43), and both code writing and verification debugging (CDAG, NCDAG = 43) stages, and one control group, without GenAIDF introduced at any stage (NAG, NNAG = 43). The results indicated that, first, in terms of programming skills, the three experimental groups exhibited no significant difference in their programming knowledge, yet they significantly outperformed the control group. CAG excelled in programming project performance, while DAG excelled in structure. CDAG excelled in functions but had poor plagiarism scores. Second, regarding critical thinking skills, DAG performed best, followed by CAG, CDAG, and NAG, with significant differences observed among the four groups. Finally, student interviews revealed increased learning engagement, satisfaction, and critical thinking consciousness. Based on these findings, the study provides empirical recommendations for teachers on effectively utilizing GenAIDF in the future.

关键词： Dialogue feedback Generative artificial intelligence programming problem solving programming skills Critical thinking

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Importance of programming in Cybersecurity: Preliminary Findings from a Pilot Study Tailoring a Python Course for Targeted Educational Needs 15

Importance of Programming in Cybersecurity: Preliminary Find...

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15th IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Henttonen, Katja Rathod, Paresh Laurea Univ Appl Sci Business Informat Technol Espoo 02650 Finland Laurea Univ Appl Sci Cybersecur Themat RDI Espoo 02650 Finland

ISBN: (纸本)9798350394023;9798350394030

Many studies confirm the significance of programming skills in the ever-evolving cybersecurity field and its know-how plays a pivotal role in safeguarding critical systems and data. This paper presents a preliminary finding from a pilot study that explores the potential benefits of tailoring a basic Python programming course to cater specifically to the educational requirements of budding cybersecurity professionals. The primary objective is to explore the potential advantages of adapting a conventional programming course to incorporate cybersecurity-focused elements. The pilot implementation of a course went through a series of modifications embedding cybersecurity-centric motivational content, increased emphasis on code analysis skills, hands-on approach to encompass contemporary tools and cybersecurity challenges. The pilot was carried out over a single semester with 36 participants, and its impacts were assessed through the analysis of student feedback, performance metrics, educator observations, and empirical experiences. Preliminary findings indicate a noticeable rise in students' interest in the course, study motivation, and enhanced overall learning experiences. However, the study reveals to a lesser extent improvement in academic performance. These findings contribute to the ongoing dialogue regarding programming education in the cybersecurity domain, emphasizing the potential of tailoring programming courses to align with specific needs by incorporating cybersecurity-focused elements and emphasizing relevant skills, such as code analysis and hands-on experience with contemporary tools and challenges, programming courses can become more valuable and engaging for students seeking cybersecurity careers.

关键词： cybersecurity education programming skills programming teaching programming skills for cybersecurity basic Python for cybersecurity cybersecurity curricula

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