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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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Improvement and Evaluation of Serious Game "Friend Me" 25th

Improvement and Evaluation of Serious Game "Friend Me"

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25th International Conference on Interactive Collaborative Learning (ICL) / 51st IGIP International Conference on Engineering Pedagogy

作者： Skraparli, Georgina Akritidis, Marios Karavidas, Lampros Tsiatsos, Thrasyvoulos Aristotle Univ Thessaloniki Thessaloniki Greece

ISBN: (纸本)9783031268755;9783031268762

Friend Me is a 2D mobile serious game designed to help players obtain programming skills. This game has previously been evaluatedwith mostly positive results. Users requested some changes could be made to the game in order for it to be more effective. The purpose of this paper is to present the improved version of Friend Me based on users' comments and by adding new features thereon. Then, it was evaluated both by experts in the field of informatics regarding its usability and by users regarding the user experience and perceived learning. These evaluations yielded very positive results. One of the most significant outcomes concerns the learning goal. Many users believe the serious game can achieve its goal, which is to provide them with new knowledge in a fun way through it. Despite this, there were more suggestions for a future version, and it is critical to improve the way users can prevent and recover from making mistakes.

关键词： Serious game Evaluation programming skills

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A Summer Introductory programming Course with Diversity Awareness 53

A Summer Introductory Programming Course with Diversity Awar...

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53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023

作者： Jaramillo, Isabela Ortiz Garcés, Kelly Bermejo, Jaime Torres Malik, Ali Raza Duque, Alejandro Espinal Universidad de Los Andes Department of Systems and Computing Engineering Bogotá Colombia Stanford University Department of Computer Science CA United States Universidad Del Norte Department of Education Barranquilla Colombia

ISBN: (纸本)9798350336429

Considering the need to close the gap that exists in the IT sector, universities play a fundamental role in teaching women and men how to program. The Universidad de los Andes and the CSBridge association of Stanford University joined forces to teach High School students how to code in the Colombian context during the summer vacations of 2022. This document is a retrospective report of the experience and a collection of identified areas of improvement. These areas of improvement are meant for 1) students to have a better perspective towards programming and 2) to attract a greater number of women to the IT sector. Although this experience was based in the Colombian context, these proposals can be adapted to different contexts. © 2023 IEEE.

关键词： Gender IT gap programming skills Python

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Mining Hierarchies with Conviction: Constructing the CS1 Skill Hierarchy with Pairwise Comparisons over Skill Distributions 56

Mining Hierarchies with Conviction: Constructing the CS1 Ski...

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56th Annual SIGCSE Technical Symposium on Computer Science Education, SIGCSE TS 2025

作者： Newar, Dip Kiran Pradhan Fowler, Max Smith, David H. Poulsen, Seth Utah State University Utah United States University of Illinois Urbana-Champaign IL United States

ISBN: (纸本)9798400705328

Introductory programming courses teach multiple skills such as 1) explaining the purpose of code, 2) the ability to arrange lines of code in correct sequence, and 3) the ability to trace through the execution of a program, and 4) the ability to write code from scratch. Knowing if a programming skill is a prerequisite to another would assist instructors in organizing their materials such that students encounter and learn new topics using optimal skill sequences. In this study, we used the conviction measure from association rule mining to perform pair-wise comparisons of five skills: Write, Trace, Reverse trace, Sequence, and Explain code. We used the data from four exams with more than 600 participants in each exam from a public university in the United States, where students solved programming assignments of different skills for several programming topics. Our findings matched the previous finding that tracing is a prerequisite for students to learn to write code. But, contradicting the previous claims, our analysis suggested that writing code is a prerequisite skill to explaining code and that sequencing code is not a prerequisite to writing code. Our research can help instructors by systematically arranging the skills students exercise when encountering a new topic. © 2025 Copyright held by the owner/author(s).

关键词： Conviction CS1 programming skills Skill hierarchy

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Fostering Computational Thinking in Undergraduated Music Conservatory Students 14

Fostering Computational Thinking in Undergraduated Music Con...

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14th International Conference on Computer Supported Education (CSEDU)

作者： Mandanici, Marcella Mus Conservatory L Marenzio Ptta AB Michelangeli 1 I-25121 Brescia Italy

ISBN: (纸本)9789897585623

This paper presents and discusses the syllabus of a music technology course at undergraduate level in a Music Conservatory. The aim of the course is to introduce the students to computational thinking through the use of Pure Data, a free visual programming environment for music production. Starting from very basic notions in music technology and in the use of the program, the students are guided towards the knowledge of the fundamental steps of computational thinking in music production. Simple musical structures such as pattern repetition, transposition, polyphony and chords are implemented with the use of loops, abstractions, cycles, pattern storage systems and timing controls. While students become acquainted with these processes, also creative group activities are proposed with the aim of exploring the potentialities of the numeric control of sound events and musical form.

关键词： Computational Thinking Music Technology programming skills The "Four C's"

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Reevaluating the relationship between explaining, tracing, and writing skills in CS1 in a replication study

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COMPUTER SCIENCE EDUCATION 2022年第3期32卷 355-383页

作者： Fowler, Max Smith, David H. Hassan, Mohammed Poulsen, Seth West, Matthew Zilles, Craig Univ Illinois Coll Engn Dept Comp Sci Urbana IL 61801 USA Univ Illinois Coll Engn Dept Mech Sci & Engn Urbana IL 61801 USA

Background and Context: Lopez and Lister first presented evidence for a skill hierarchy of code reading, tracing, and writing for introductory programming students. Further support for this hierarchy could help computer science educators sequence course content to best build student programming skill. Objective: This study aims to replicate a slightly simplified hierarchy of skills in CS1 using a larger body of students (600+ vs. 38) in a non-major introductory Python course with computer-based exams. We also explore the validity of other possible hierarchies. Method: We collected student score data on 4 kinds of exam questions. Structural equation modeling was used to derive the hierarchy for each exam. Findings: We find multiple best-fitting structural models. The original hierarchy does not appear among the "best" candidates, but similar models do. We also determined that our methods provide us with correlations between skills and do not answer a more fundamental question: what is the ideal teaching order for these skills? Implications: This modeling work is valuable for understanding the possible correlations between fundamental code-related skills. However, analyzing student performance on these skills at a moment in time is not sufficient to determine teaching order. We present possible study designs for exploring this more actionable research question.

关键词： Introductory programming programming skills skill hierarchy replication structural equation modeling

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An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings

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JOURNAL OF COMPUTING IN HIGHER EDUCATION 2022年第2期34卷 489-516页

作者： Zheng, Lanqin Zhen, Yuanyi Niu, Jiayu Zhong, Lu Beijing Normal Univ Sch Educ Technol Fac Educ 19 XinJieKouWai St Beijing 100875 Peoples R China

programming skills have gained increasing attention in recent years because digital technologies have become an indispensable part of life. However, little is known about the roles of fade-in and fade-out scaffolding in online collaborative programming settings. To close this research gap, the present study aims to examine the roles of fade-in and fade-out scaffolding for novice programmers in online collaborative programming. A total of 90 undergraduate students participated in the exploratory study and were assigned to 15 fade-in groups and 15 fade-out groups. All of the participants completed the same programming task. The findings reveal that fade-in scaffolding can significantly improve collaborative knowledge building, programming skills, metacognitive behaviors, emotions, and collective efficacy. Goal setting, planning, monitoring and control, enacting strategies, and evaluation and reflection are identified as the crucial metacognitive behaviors. The main contribution of this exploratory study is to shed light on how to design and implement scaffolding for novice programmers.

关键词： Fade-in scaffolding Fade-out scaffolding Collaborative programming programming skills Metacognitive behaviors Emotion

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SOBIT-Begin, a programming course system for beginners 2021

SOBIT-Begin, a programming course system for beginners

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2021 5th International Conference on Education and E-Learning

作者： Manabu Koide Yongwoon Choi Soka University Japan Department of Science and Engineering Soka University Japan

ISBN: (纸本)9781450385749

The purpose of this study is developing a programming course system for a beginners’ class to improve potential abilities of their programming skills and to reduce hesitation that programming is complicated. In Japan, the demand for programming education for beginners will gradually increase since programming was officially added to a mandatory course in primary and secondary schools. We have developed a programming course system for beginners with a robot and Scratch, named SOBIT-Begin. The system consists of customized Scratch on a PC of a user, a ready-made robot, a router and a microcomputer, Raspberry Pi, to communicate between the user PC and the robot. This system employs a visual-based language, Scratch, to reduce potential hesitation. In addition, by setting the degrees of difficulty of a task for the users with a game style, the system is designed so that it can be widely applied to not only schools but also ordinary companies. In this paper, we will describe the configuration of SOBIT-Begin and the new game which is for upper level by reflecting the result of the course we held in the spring semester 2019.

关键词： Logical thinking skills Scratch programming skills

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Fast Trainable Capabilities in Software Engineering-Skill Development in Learning Factories

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计算机教育 2020年第12期 2-10页

作者： AndréUllrich Malte Teichmann Norbert Gronau Department of Business Informatics University of PotsdamPotsdam 14482Germany

The increasing demand for software engineers cannot completely be fulfilled by university education and conventional training approaches due to limited ***,an alternative approach is necessary where potential software engineers are being educated in software engineering skills using new *** suggest micro tasks combined with theoretical lessons to overcome existing skill deficits and acquire fast trainable *** paper addresses the gap between demand and supply of software engineers by introducing an actionoriented and scenario-based didactical approach,which enables non-computer scientists to ***,the learning content is provided in small tasks and embedded in learning factory ***,different requirements for software engineers from the market side and from an academic viewpoint are analyzed and synthesized into an integrated,yet condensed skills *** enables the development of training and education units that focus on the most important skills demanded on the *** achieve this objective,individual learning scenarios are *** course,proper basic skills in coding cannot be learned over night but software programming is also no sorcery.

关键词： learning factory programming skills software engineering training

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Examining the Compatibility of Students in Distributed Pair programming 18

Examining the Compatibility of Students in Distributed Pair ...

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18th European Conference on e-Learning (ECEL)

作者： Satratzemi, Maya Tsompanoudi, Despina Xinogalos, Stelios Karamitopoulos, Leonidas Univ Macedonia Sch Informat Sci Dept Appl Informat Thessaloniki Greece Alexander TEI Thessaloniki Dept Informat Technol Sindos Greece

ISBN: (纸本)9781912764419

Pair programming (PP) has a long history both in the software industry and education. More recently, specially designed environments have made the application of Distributed Pair programming (DPP) possible, which enables two programmers to work remotely. Through these collaborative activities, students produce better programs, improve their performance and programming skills, and increase their self-confidence. Student attitudes towards Distributed Pair programming and the factors that affect them, remain largely unexplored, while some of the existing studies have yielded mixed results. One important aspect is to understand the underlying factors that contribute to a successful pairing formation, i.e., factors that make pairs very compatible. This paper focuses on the examination of possible factors which we felt had the potential to affect the compatibility of student pairs who worked remotely. The present study was conducted in the context of a 3rd semester undergraduate "Object-Oriented programming" course. The OOP concepts were approached through hands-on exercises completed in the lab sessions. Students carried out projects in pairs using the educational DPP system SCEPPSys. The analyzed data were collected from a pre and post questionnaire distributed to students before and after the end of the course, respectively. Pair Compatibility was examined in relation to pair perceived skill level, pair actual skill level, and pair programming self-esteem. Besides this, we examined if students' perceptions on the factors they believe hinder collaboration differ on the basis of their compatibility. The findings indicated that the compatibility rating differed significantly based on the partner's perceived technical competence. Also, students that rated their partners as very compatible had more similar actual skill level with their partners than those students who rated their partners as notcompatible or satisfactorily compatible. We did not find any relationship betwee

关键词： distributed pair programming pair compatibility OOP course programming skills

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