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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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Impact of Constant Work on the Students' Academic Performance 7th

Impact of Constant Work on the Students' Academic Performanc...

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7th International Conference on Learning and Collaboration Technologies (LCT)

作者： Compan-Rosique, Patricia Molina-Carmona, Rafael Satorre-Cuerda, Rosana Univ Alicante Catedra Santander UA Transformac Digital San Vicente Del Raspeig Spain

ISBN: (纸本)9783030505127;9783030505134

Current teaching methodologies are based on concepts such as continuous work, constructivism, project-based learning, gamification, etc.;in short, more active methodologies on the part of the student in which they acquire a leading role and are more responsible for their own learning. Teachers always insist students on the importance of working continuously. In a subject of computer programming this is especially important. For this reason, in this subject we provide to students numerous materials in various formats (notes, videos, questionnaires) that we consider to be fundamental in the training of our students. From time to time, teachers consult the access that students make to these materials and they are not as frequent as they should be. This leads us to question whether students who work more continuously with the materials provided do better academically than students who do not. The objective of this work is to analyze if the activities carried out by the students (questionnaires, deliverables, downloads of materials), are related to the performance obtained in the subject. Data have been collected on student activity during the academic year. The data collected are very heterogeneous, in some cases it is a flag that indicates whether the material has been downloaded or not, while in other cases it is the result of more dynamic activities such as a questionnaire. It is necessary to carry out a standardisation process that allows us to work with the data as a whole. There are several analyses that can be carried out. A first study would be to consider the different activities that the student can carry out as input variables and the performance obtained in the subject as output variable and to establish whether there is a dependency relationship. The results of these analyses show that there are not as many relationships as expected but the continuous work is slightly related with the theory exam.

关键词： programming teaching Academic performance Continuous work

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Exploring intrinsic cognitive load in the programming process: a two dimensional approach based on element interactivity

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INTERACTIVE LEARNING ENVIRONMENTS 2024年第5期32卷 2045-2063页

作者： Cakiroglu, Unal Bilgi, Seval Trabzon Univ Fatih Fac Educ Comp Educ & Instruct Dept Trabzon Turkiye

The aim of this explanatory study is to identify the causes of intrinsic cognitive load in programming process. For this purpose, a method based on two dimensions;programming knowledge types (syntactic, semantic, and strategic) and programming constructs was proposed. The proposed method was tested with high school students enrolled in Computer Science course dealing with Python programming language. The results suggested that the difficulties determined by the proposed method were considerably useful to estimate the cognitive load experienced by the students. The results also confirmed that when the errors and the difficulties encountered in the programming process increased, the element interactivity in programming tasks increased in terms of syntactic, semantic and strategic knowledge as well. We hope that this study will contribute to the efforts for decreasing the cognitive load to facilitate programming learning process.

关键词： programming teaching intrinsic cognitive load element interactivity

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Interpretation of computational thinking evaluation results for enrollment prediction 19

Interpretation of computational thinking evaluation results ...

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7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM)

作者： Rojas-Lopez, Arturo Garcia-Penalvo, Francisco J. Technol Univ Puebla Informat Technol Div Puebla Mexico Univ Salamanca Res Inst Educ Sci GRIAL Res Grp Salamanca Spain

ISBN: (纸本)9781450371919

During two generations (2016 and 2017) the computational thinking evaluation has been carried out in order to establish learning scenarios for new students, such interventions have been made in the programming methodology course, it belonging to the career of Information Technology at the Technological University of Puebla in Mexico. The results have led a personalized education for students, recognizing previous skills as well as trying to correct those missing, so that it acquires the competences respective, credit the course and improve the retention percentage of the first quarter. In this sense, when detecting possible skill gaps, is it possible to predict what will be the impact to maintain or decrease enrollment during and the end of quarter? The present work aims to answer the question by the results interpretation obtained from the computational thinking evaluation to 242 new students, generation 2018. Initially, it was stablished which would be the student's situation during and the end of four months from September to December based on the correct assessment reagents;three categories were determined: 1. Sure desertion, 2. Safe permanence, 3. Variable permanence. Later, 50 students who enrolled the next quarter (January-April 2019) were revised if they had been predicted properly;using a survey, the familiarity of key concepts of the subject programming methodology was obtained with the aim of determining a correspondence with the evaluation of computational thinking skills, as well as the established situation, consequently, establishing the validity of predicting the enrollment.

关键词： Computational thinking Problem solving Higher education programming teaching programming Learning

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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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PictoMir - how and why do we teach textless programming for preschoolers, first graders and students of pedagogical universities 17

PictoMir - how and why do we teach textless programming for ...

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13th Central and Eastern European Software Engineering Conference in Russia (CEE-SECR)

作者： Besshaposhnikov, Nikita Kushnirenko, Anatoli Leonov, Alexander Russian Acad Sci Sci Res Inst Syst Dev Nakhimovsky Ave 35 B 1 Moscow 117218 Russia

ISBN: (纸本)9781450363969

The age reduction of acquaintance of children with programming is a worldwide trend. During long-term experiments, a freely distributed multiplatform educational and gaming system PictoMir was developed in the SRISA RAS, allowing preschoolers of the age 6+ to master a basic set of programming concepts: program, subroutine, repeater, feedback, command orders and command-questions, branching, repeaters, counters. In the 2016-2017 academic year, 902 children in 15 municipal kindergartens of Surgut successfully passed the annual cycle of "Algorithmic for Preschoolers", creating on the tablets programs for managing virtual robots and real robots-toys.

关键词： PiktoMir Mirera programming teaching algorithmics

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A study to build a new Visual programming system: Fixed or contextual menu? 49

A study to build a new Visual Programming system: Fixed or c...

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49th IEEE Frontiers in Education Conference (FIE)

作者： Felix, Igor Moreira Souza, Lucas Mendes Ferreira, Bernardo Martins Brandao, Leonidas de Oliveira Univ Sao Paulo Inst Matemat & Estat Sao Paulo Brazil

ISBN: (纸本)9781728117461

Visual programming allows students to construct their algorithms using graphical elements, reducing some difficulties usually associated with textual coding, like syntactic errors and countless commands to memorize. There are some visual programming software available, such as iVProg. iVProg is free and open source tool, designed to help the teaching and learning of algorithms, especially in introductory programming courses. The current version is developed with HTML5 technologies, fully portable, with a lot of resources specially the automatic evaluation and its integration into Moodie. This paper presents a comparative study between two different user interface implementations for iVProg: context menu against fixed menu. Each interface have different ways to delivery the resources to users. Moreover, both of them use point-and-click mouse interaction in order to allow the user to develop algorithms. Usability tests were performed with undergraduate students to identify users' awareness concerning their effort and performance while interacting with the system. Students enrolled in a summer introductory programming course were invited to participate of usability tests. The attendees were divided in two groups, one group started using the fixed menu and the other with context menu. In the second session, the groups inverted the utilized interface. The study analyzed different instruments: the mouse log, NASA-TLX workload perception data, also an unstructured interview, that was conducted in order to identify students' perception about their experience with iVProg. When analyzed visually, logs of mouse clicks obtained in the introductory programming course showed that the construction of algebraic and logical expressions required a higher number of interactions in both interface versions. Although students found the fixed menu interface less mental demanding, the overall workload of the fixed menu interface was much higher when compared to the context menu. Moreover,

关键词： iVProg NASA-TLX Visual programming Language programming teaching Workload Usability

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Prototype model of tutoring system for programming

Prototype model of tutoring system for programming

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28th International Conference on Information Technology Interfaces

作者： Dadic, Tonci Stankov, Slavomir Rosic, Marko Univ Split Fac Nat Sci Math & Educ Teslina 12 Split 21000 Croatia

ISBN: (纸本)9537138054

Computerized tutor for programming learning helps students to understand program constructs, and syntax of target programming language. Also, it helps to improve problem-solving skill, and ability to evaluate program solution. In this paper we propose a model concept and architecture prototype of Tutoring System for programming. It is based on our age-long research and development of the Tutor-Expert System, a model of hypermedia authoring shell for building intelligent tutoring systems. Paper focuses on student-system dialogue, error classes in student's program and mechanism to detect correctness of student's program.

关键词： programming teaching Intelligent Tutoring Systems TEx-Sys model

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Factors Determining the Success of Online Learning Videos for programming 52nd

Factors Determining the Success of Online Learning Videos fo...

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52nd Annual Conference of the Southern-African-Computer-Lecturers-Association (SACLA) - Teach the Future - CS, IS, and IT Education in a Changing World

作者： Liebenberg, Janet van der Linde, Sune Northwest Univ Sch Comp Sci & Informat Syst Potchefstroom South Africa

ISBN: (纸本)9783031485350;9783031485367

With the COVID-19 pandemic causing universities to close, online learning became a popular solution for educators and students. This study explored the factors that determine the success of video-based online learning for a programming course. The programming course was designed based on principles from a Problem-Solving Learning Environment (PSLE) that develops computational thinking, with video lectures forming part of the scaffolding and information processing components. To conduct the research, a mixed methods approach was used, using a survey for quantitative data collection and open-ended questions to collect qualitative data from 509 survey respondents taking a C# programming course. The researchers used the Unified Theory of Acceptance and Use of Technology (UTAUT) as a lens in order to make sense of and obtain a deeper understanding of the factors, including performance expectancy, effort expectancy, attitude towards using technology, facilitating conditions, and behavioural intention. The use of online concept videos was found to be beneficial for learning programming concepts, with participants reporting improvements in academic achievement, increased efficiency, low effort, enjoyment, and compatibility with learning styles. Key factors for success include ease of use, short duration, relevance, thoroughness, engagement, and availability of necessary resources. The study provides insights for lecturers of programming courses to create effective online learning videos.

关键词： Online Learning Videos Online teaching Online Learning programming teaching

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Initial learning scenarios based on the computational thinking evaluation for the course programming fundamentals at INACAP 19

Initial learning scenarios based on the computational thinki...

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7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM)

作者： Rojas-Lopez, Arturo Garcia-Penalvo, Francisco J. Technol Univ Puebla Informat Technol Div Puebla Mexico Univ Salamanca Res Inst Educ Sci GRIAL Res Grp Salamanca Spain

ISBN: (纸本)9781450371919

The paper's objective is present the design and the planning of initial learning scenarios for the course programming Fundamentals, from the evaluation of computational thinking to new students of the careers Computer engineering and Programmer analyst of the Technological University of Chile and Training Center Technical respectively at INACAP, to favor the motivation and autonomy of study through the recognition of skills and the use of the instructional design of the face-to-face course. The proposal is based on correspondence with three of five change trends that integrated the educational model. Regarding the Knowledge society, promote recognition of the individuality of the student as a person who will do university studies, that is, the scenarios respond to the fact that each person learns differently. In the Training of competences, contribute with preventive actions that the teacher communicates when there is a lack of specific skills. Finally, in the Flexibility and articulation, provide a diagnostic tool that favors the recognition of previous competences to have an articulated beginning of studies based on the needs of the student. Consequently, contribute to the INACAP's educational model.

关键词： Computational thinking Problem solving Higher education programming teaching programming Learning

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