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Metacognitive control during problem solving at early ages in programming tasks using a floor robot

ZDM-MATHEMATICS EDUCATION 2024年第6期56卷 1303-1317页

作者： Del Olmo-Munoz, Javier Diago, Pascual D. Arnau, David Arnau-Blasco, David Gonzalez-Calero, Jose Antonio Univ Castilla La Mancha Albacete Spain Univ Valencia Valencia Spain Pompeu Fabra Univ Barcelona Spain

This research, following a sequential mixed-methods design, delves into metacognitive control in problem solving among 5- to 6-year-olds, using two floor-robot environments. In an initial qualitative phase, 82 pupils participated in tasks in which they directed a floor robot to one of two targets, with the closer target requiring more cognitive effort due to the turns involved. The results of this phase revealed that younger students often rationalised their decisions based on reasons unrelated to the difficulty of the task, highlighting limitations in children's language and abstract thinking skills and leading to the need for a second quantitative study. In this subsequent stage, involving 117 students, a computerised floor-robot simulator was used. The simulator executed the students' planned movements and provided feedback on their validity. Each participant had three attempts per problem, with the option to change their target each time. The simulator stored the information pertaining to the chosen resolution path, design of the plan, and re-evaluation of decision making based on the results and feedback received. This study aims to describe the criteria upon which students base their metacognitive control processes in decision making within problem-solving programming tasks. Additionally, through a comparative analysis focusing on age and gender, this research aims to assess the relationship between metacognitive processes and success in problem-solving programming tasks.

关键词： Metacognitive control Problem-solving Floor robot programming tasks Early ages

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Developing Classification Criteria for programming tasks 09

Developing Classification Criteria for Programming Tasks

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Annual Conference on Innovation and Technology in Computer Science Education

作者： Skupas, Bronius Dagiene, Valentina Revilla, Miguel Inst Math & Informat LT-08663 Vilnius Lithuania

ISBN: (纸本)9781605583815

The Online Judge (http://***) is an on-line programming trainer created by University of Valladolid in 1995 with the aim of training users who participate in programming competitions. Currently this tool has over 64,000 users from many countries and more than 2,000 *** 2007 the project "Integrating On-line Judge into effective e-learning", funded by the European Commission under the Life Long Learning Programme (grant number 135221-LLP-1-2007-1-ES-KA3-KA3MP), was launched in order to satisfy the users' demand for greater pedagogic character and to facilitate the use of the Online Judge in courses of informatics in higher and secondary *** Online Judge has been maintaining a task database, which can be very useful for teaching algorithms at various levels. However it is not easy for teachers to find proper tasks which fit particular students. At the moment it is possible to weight task difficulty by the percentage of participants who provide correct solutions. It is impossible to find which topics or algorithms are required to solve *** attempt to classify the existing tasks by possible solution algorithms was started by the Online Judge members,using a Wiki (http://***/***/Categories). However the process is ad hoc and needs systematic revision and *** are providing several schemas for classification of the tasks: (1) Categories proposed by task authors, e.g. by providing comments on the best solution. (2) Categories proposed by the Online Judge administrators, e.g. length of source code or time required for solving the task. This type of classification can only be done by the administrators as other users do not have any access to the solutions and statistical data. (3) Categories proposed by participants ranking the difficulty of solved tasks. (4) Categories proposed by teachers who have used the tasks for several years in their courses, e.g. task topics and *** make an easier classifi

关键词： programming trainer the Online Judge programming tasks classification categories algorithms

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Using practical programming tasks to enhance combinatorial understanding

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TEACHING STATISTICS 2024年第2期46卷 113-120页

作者： Levy, Sigal Stukalin, Yelena Guttmann-Beck, Nili Acad Coll Tel Aviv Yaffo Stat Educ Unit Tel Aviv Israel Acad Coll Tel Aviv Yaffo Stat Educ Unit Tel Aviv Israel Acad Coll Tel Aviv Yaffo Tel Aviv Israel

Probability theory has extensive applications across various domains, such as statistics, computer science, and finance. In probability education, students are introduced to fundamental principles which may include mathematical topics such as combinatorics and symmetric sample spaces. Students pursuing degrees in computer science possess a robust foundation in programming, software engineering, and algorithmic thinking. Despite entering probability courses with a unique perspective and learning potential, these students encounter challenges in grasping combinatorial concepts. In this experiment, we challenged first-year postsecondary computer science students to program a simulation of a practical combinatorics problem. Students commented on whether and how this task helped them internalize the basic concepts of combinatorics. We aim to show how utilizing programming tasks may empower students with a deeper grasp of combinatorics.

关键词： combinatorial understanding programming tasks

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Measuring Concentration While programming with Low-Cost BCI Devices: Differences Between Debugging and Creativity tasks 9th

Measuring Concentration While Programming with Low-Cost BCI ...

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9th International Conference on Augmented Cognition (AC) Held as Part of 17th International Conference on Human-Computer Interaction (HCI International)

作者： Gonzalez, Victor M. Robbes, Romain Gongora, Gabriela Medina, Salvador Inst Tecnol Autonomo Mexico Dept Comp Sci Mexico City DF Mexico Univ Chile Comp Sci Dept DCC Santiago Chile

ISBN: (纸本)9783319208169;9783319208152

Computing devices have become a primary working tool for many professional roles, among them software programmers. In order to enable a more productive interaction between computers and humans for programming purposes it is important to acquire an awareness of human attention/concentration levels. In this work we report on a controlled experiment to determine if a low-cost BCI (Brain Computer Interface) device is capable of classifying whether a user is fully concentrated while programming, during three typical tasks: creativity (writing code), systematic (documenting the code) and debugging (improving or modifying the code to make it work). This study employs EEG (Electroencephalogram) signals, to measure an individual's concentration levels. The chosen BCI device is NeuroSky's Mindwave due to its availability in the market and low cost. The three tasks described are performed in a physical and digital form. A statistically significant difference between debugging and creativity tasks is revealed in our experiments, in both physical and digital tests. This is a good lead for following experiments to focus on these two areas. Systematic tasks might not bring good results due to their nature.

关键词： BCI EEG Concentration levels programming tasks Debugging Creativity Systematic

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Natural programming languages and environments

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COMMUNICATIONS OF THE ACM 2004年第9期47卷 47-52页

作者： Myers, BA Pane, JF Ko, A Carnegie Mellon Univ Sch Comp Sci Human Comp Interact Inst Pittsburgh PA 15213 USA RAND Corp Pittsburgh PA USA

Over the last six years, we have been working to create programming languagesand environments that are more natural, or closer to the way people think about their tasks. Ourgoal is to make it possible for people to express their ideas in the same way they think about *** achieve this, we have performed various studies about how people think about programming tasks,both when trying to create a new program and when trying to find and fix bugs in existing *** then use this knowledge to develop new tools for programming and debugging. Our user studies haveshown the resulting systems provide significant benefits to users.

关键词： .user studies programming environments programming tasks NATURAL programming

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Webtasks: Online programming Exercises Made Easy

WebTasks: Online Programming Exercises Made Easy

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13th Annual Conference on Innovation and Technology in Computer Science Education

作者： Roessling, Guido Hartte, Sebastian Tech Univ Darmstadt Dept Comp Sci D-64289 Darmstadt Germany

Providing appropriate programming tasks for beginning students of CS is challenging - and is further complicated by the need to provide meaningful feedback to solutions. We present the Webtasks system, a web-based pla... 详细信息

ISBN: (纸本)9781605580784

关键词： Testing programming tasks Online submission Java

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Mining Discriminative Sequential Patterns of Self-regulated Learners 20th

Mining Discriminative Sequential Patterns of Self-regulated ...

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20th International Conference on Intelligent Tutoring Systems (ITS)

作者： Boulahmel, Amine Djelil, Fahima Gilliot, Jean-Marie Leray, Philippe Smits, Gregory IMT Atlantique Lab STICC CNRS UMR 6285 F-29238 Brest France Nantes Univ CNRS UMR 6004 LS2N F-44000 Nantes France

ISBN: (纸本)9783031630309;9783031630316

This research explores the links between self-regulation behaviors and indicators of learning performance. A data mining approach coupled with appropriate qualitative measures is proposed to extract behavioral sequences that are representative of learning success. Applied on an online programming platform, obtained results allowed to highlight important self-regulation behaviors during the planning and engagement phases. It e.g. appears that successful self-regulated learners are those who analyze their tasks before working on them. This work brings methodological contributions in the field of self-regulation learning measurement and is a first step towards the design of intelligent tutoring systems.

关键词： Self-Regulated Learning Discriminative Sequential Patterns Mining Learning Performance programming tasks Learning Analytics

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Cellular Automata as Basis for programming Exercises in a MOOC on Testdriven Development

Cellular Automata as Basis for Programming Exercises in a MO...

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5th IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

作者： Staubitz, Thomas Teusner, Ralf Meinel, Christoph Prakash, Nishanth Univ Potsdam Hasso Plattner Inst Potsdam Germany Brown Univ Dept Comp Sci Providence RI 02912 USA

ISBN: (纸本)9781509055982

programming tasks are an important part of teaching computer programming as they foster students to develop essential programming skills and techniques through practice. The design of educational problems plays a crucial role in the extent to which the experiential knowledge is imparted to the learner both in terms of quality and quantity. Badly designed tasks have been known to put-off students from practicing programming. Hence, there is a need for carefully designed problems. Cellular Automata programming lends itself as a very suitable candidate among problems designed for programming practice. In this paper we describe how various types of problems can be designed using concepts from Cellular Automata and discuss the features which make them good practice problems with regard to instructional pedagogy. We also present a case study on a Cellular Automata programming exercise used in a MOOC on Test Driven Development using JUnit, and discuss the automated evaluation of code submissions and the feedback about the reception of this exercise by participants in this course.

关键词： programming tasks unit testing test driven development MOOC automated grading

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Connecting algorithmics to mathematics learning: a design study of the intermediate value theorem and the bisection algorithm

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EDUCATIONAL STUDIES IN MATHEMATICS 2023年第2期112卷 225-245页

作者： Lagrange, Jean-Baptiste Laval, Dominique Univ Paris Cite Lab Didact Andre Revuz LDAR Paris France CY Cergy Paris Univ INSPE Acad Versailles Versailles France

programming-based activities are becoming more widespread in curricula. Our theoretical and empirical investigation seeks to identify appropriate ways to connect computer programming and algorithmics to mathematical learning. We take the intermediate value theorem as our starting point, as it is covered by the French school curriculum, and because of its links with the bisection algorithm. We build upon the theory of mathematical working spaces, distinguishing between algorithmic and mathematical working spaces. Both working spaces are explored from the semiotic, instrumental, and discursive dimensions that support learning. Our two research questions focus on the suitable algorithmic and mathematical working spaces in which students develop an understanding of the intermediate value theorem, and the bisection algorithm. Our method starts at the reference level, with an epistemological and curricular analysis. Then, a series of tasks is designed for students working in adidacticity, and suitable working spaces are determined a priori. The tasks have been implemented in French classrooms with students aged 16-19. An analysis of their work supports an a posteriori examination of the working spaces. Our findings demonstrate that the students were able to make connections between algorithmics and mathematics in each of the three dimensions, semiotic, instrumental, and discursive, and point out the interplay between these dimensions.

关键词： Algorithmic and mathematical working spaces Mathematics-computer science connections Bisection algorithm Intermediate value theorem programming tasks Algorithmic thinking Adidacticity

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