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13th International Conference on Intelligent Software Methodologies, Tools, and Techniques (SoMeT)

作者： Yusri, Nurliana Zulika, Ain Syed-Mohamad, Sharifah Mashita Abdul Rashid, Nur'Aini Univ Sains Malaysia Sch Comp Sci Gelugor Pulau Pinang Malaysia

ISBN: (纸本)9781614994343;9781614994336

learning programming is a process that requires the study of programming principles and algorithms together with appropriate practice. Numerous support tools have been developed to assist lecturers and students in teaching and learning programming, respectively. This paper reviews the tools available;focusing on collaborative learning support functions, and presents an integrative model that provides collaborative features such as communication and social supports. This tool also provides the opportunity for lecturers to pay attention to the degree of progress of each student, which in turns this would motivate the students to learn programming.

关键词： teaching and learning programming Pair programming Eclipse Plugins Collaborative tools

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Designing and deploying programming courses: Strategies, tools, difficulties and pedagogy

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EDUCATION AND INFORMATION TECHNOLOGIES 2016年第3期21卷 559-588页

作者： Xinogalos, Stelios Univ Macedonia Sch Informat Sci Dept Appl Informat Egnatia 156 StPOB 1591 Thessaloniki 54006 Greece

Designing and deploying programming courses is undoubtedly a challenging task. In this paper, an attempt to analyze important aspects of a sequence of two courses on imperative-procedural and object-oriented programming in a non-CS majors Department is made. This analysis is based on a questionnaire filled in by fifty students in a voluntary basis. The issues of the programming courses that are investigated refer to: the strategy selected for the introduction to programming;the sequence of the programming techniques and languages taught and the transition from the one to the other;students' difficulties with programming in general and with imperative-procedural and object-oriented programming in specific;the teaching and learning design of both courses;and the material that students rely on for learning programming. Based on the analysis of students' replies on the questionnaire, related work and the instructor's experience on teaching the courses, conclusions are drawn regarding all the aforementioned aspects of designing and deploying programming courses. The main contribution of the paper is the fact that all the important and interrelated aspects of a sequence of two programming courses are investigated in conjunction, providing realistic implications and guidelines for improving the quality and effectiveness of existing programming courses and designing and deploying new courses. The main results refer to the usage of a pseudo-language for an introduction to programming, the transition from procedural to object-oriented programming, the intrinsic difficulties of learning programming, and practices for a more successful teaching and learning design of programming courses.

关键词： programming course design teaching and learning programming Procedural programming Object-oriented programming Pedagogy

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Microworlds, games, animations, mobile apps, puzzle editors and more: What is important for an introductory programming environment?

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EDUCATION AND INFORMATION TECHNOLOGIES 2017年第1期22卷 145-176页

作者： Xinogalos, Stelios Satratzemi, Maya Malliarakis, Christos Univ Macedonia Sch Informat Sci Dept Appl Informat 156 Egnatia St GR-54636 Thessaloniki Greece

teaching and learning programming constitutes a challenge. Although several teaching approaches and programming tools have been proposed, it seems that they have limited impact on classroom practice. This article investigates students' perceptions on five educational programming environments that are widely used and the features that any introductory programming environment should have. The environments investigated are: BlueJ;objectKarel;Scratch;Alice;and MIT App inventor. These environments were studied and used by experienced undergraduate students of Informatics in the context of a fourth year course. The main features of the environments and the way of presenting them to students, as well as the assignments in the context of the course are presented, in order to help the reader realize what experience was gained by the students that evaluated the environments. Based on a questionnaire filled in by students interesting conclusions were drawn. Students identified the main features of the environments and evaluated them positively, although problems were identified. An introductory programming environment should engage students through the development of programs connected to their interests, such as games and mobile apps. Moreover, an ideal introductory programming environment should provide a simple and user-friendly Graphical User Interface (GUI) that supports visualization of objects and classes, includes a puzzle-like editor for program development, reports simple and understandable error messages in natural language, and finally the ability to execute the program in a step by step manner. Although no single environment fulfils all these features, it seems that the most successful environment is Scratch.

关键词： Educational programming environments Microworlds Educational games Mobile apps teaching and learning programming Pedagogy

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Memory transfer language as a tool for visualization-based-pedagogy

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EDUCATION AND INFORMATION TECHNOLOGIES 2022年第9期27卷 13089-13112页

作者： Mselle, Leonard Ishengoma, Fredrick Univ Dodoma Coll Informat & Virtual Educ POB 490 Dodoma Tanzania

In this paper, MTL, an approach for visualization-based pedagogy, is analyzed and contextualized in both Cognitive Load Theory (CLT) and Dual Coding Theory (DCT). Through MTL, lectures, tutorials, laboratory sessions and individual study in learning and teaching programming are all carried out using two cognitive channels;verbal and non-verbal. RAM diagrams together with animations are used to visualize (represent the images of) codes, while text and voice are used for verbal presentations. A class experiment was carried out to evaluate the impact of using MTL together with animations in teaching programming The chi-square test results revealed that, students' performance on one question (question 1) was significantly (p < 0.0001) higher for the experimental group (23.53%) as compared to the control group (1.89%) Similarly, the results of the chi-square test revealed that, students' performance on another question (question 2) was significantly (p < 0.0001) higher for the experimental group (23.53%) as compared to the control group (1.14%). It is concluded that the MTL approach enhances comprehension since it allows the use of two cognitive channels, which, in turn, reduces cognitive load.

关键词： Memory Transfer Language (MTL) RAM diagrams Program Visualization (PV) Cognitive Load Theory (CLT) Dual Coding Theory (DCT) teaching and learning programming

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Estratégia de ensino e aprendizagem ativa aplicada ao aprendizado de algoritmos e programação : identificação e análise da motivação dos estudantes

Estratégia de ensino e aprendizagem ativa aplicada ao apren...

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作者： Franzen, Evandro

This thesis investigated strategies to improve the learning process, which contribute to reduce failure rates and to more effectively develop the skills associated with computer programming with the support of the students affective dimension perception, through the recognition of the motivation expressed by interacting students behaviors. The rationale for developing this research originates from the difficulty faced by students in programming disciplines, which compose the courses in the computing area which, for the most part, present high failure or withdrawal rates. Faced with difficulties in introductory programming disciplines, it’s common to see that students exhibit low effort or confidence which leads to demotivation and therefore underperformance. The results of the application of a method based on the problematization will be presented, and the development and validation of a model for the recognition of the students perceived motivation. In order to reach the goals, an applied and experimental research approach was used, based on qualitative methods, composed of a pilot exploratory study and a case study in which 68 students participated. The pilot study demonstrated the feasibility of the problem-solving method and the possibility of collecting data to identify confidence and effort as components of student motivation. To support data collection and application of the teaching method, a support system was developed called PROALG (Problematization Applied to Algorithms and programming), which was used to solve the activities. Computational techniques based on the mining of educational data, especially the Bayesian Networks, were used to develop the model that allowed to determine the confidence and effort levels for each activity and for the student. Subsequently, a module was implemented that used the Bayesian Networks to determine the probability of levels of effort and confidence being categorized as high or low. During the pilot study and the case s

关键词： Motivation Aprendizagem ativa Educational Data Mining Ensino e aprendizagem Motivação teaching and learning programming Problematization Active learning Tese

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