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1st IEEE International Conference on Cognitive Machine Intelligence (CogMI)

作者： Day, Melissa Penumala, Manohara Rao Sanchez, Javier Gonzalez Arizona State Univ Tempe AZ USA

ISBN: (纸本)9781728167374

With Computer Science (CS) class sizes that are often large, it is challenging to provide effective personalized feedback to students. Intelligent Tutoring Companions can provide such feedback and improve CS students' experience. This work describes the construction of a Tutoring Companion, Annete, designed to support students in a university Java programming course by providing them with intelligent feedback generated by a neural network. Annete is embedded into the Eclipse Integrated Development Environment (IDE), which is an environment that is already familiar to students in programming courses. Embedding Annete into Eclipse improves her effectiveness, as the students do not need to learn how to use an additional tool. While the student works in Eclipse, Annete collects 21 pieces of data from the student's code, including whether certain key words are used, error messages from the compiler, and cyclomatic complexity. When a run attempt, debug attempt, or a request for help occurs in Eclipse, Annete uses the data available to infer a feedback message to show to the student. Our approach is evaluated among 28 CS students completing a programming assignment while Annete assists them. Results suggest that students feel supported while working with Annete and show potential for using neural network modeling with embedded tutoring companions in the future. Challenges are discussed, as well as opportunities for future work.

关键词： neural networks intelligent tutoring systems tutoring companions teaching programming Eclipse IDE

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Intelligent Tutoring Systems approach to Introductory programming Courses 20

Intelligent Tutoring Systems approach to Introductory Progra...

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Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality

作者： José Figueiredo Francisco José García-Peñalvo Polytechnic of Guarda Portugal University of Salamanca Spain

ISBN: (纸本)9781450388504

programming is difficult and requires a lot of work and dedication from the students and teachers. programming is part of the curriculum of many courses, but especially in computer science, and most teaching and learning is problematic. Despite all the efforts of the researchers, it seems to be difficult to find an effective method of teaching that is suitable for all students. This paper describes a set of possible instructional strategies for teaching and learning and its application to an introductory programming course. The goal of utilizing a smart learning system was to increase student scores, pass rate, and increase efficiency for both students and teachers. The set of instructional strategies based on technology was implemented in an introductory programming course over several academic years. Data were collected and the results are analyzed. The results show that there are significant improvements in the grade distributions, the pass/fail rate, in the interest and participation of the students in the different activities developed throughout the course, greater motivation and passion in solving problems, and the more efficient use of teacher time and effort.

关键词： intelligent tutoring systems teaching programming programming ITS learning programming CS1 CS0

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A Neural Network Model for a Tutoring Companion Supporting Students in a programming with Java Course 19

A Neural Network Model for a Tutoring Companion Supporting S...

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Proceedings of the 50th ACM Technical Symposium on Computer Science Education

作者： Melissa Day Javier Gonzalez-Sanchez Arizona State University Tempe AZ USA

ISBN: (纸本)9781450358903

With large class sizes and instructors who may not be equipped to assist struggling students, many students abandon the field, deeming it to be too difficult and not for them. Consistent, constructive, supportive feedback through a Tutoring Companion can scaffold the learning process for students. This poster describes a reasoning model, using neural networks techniques, for a tutoring companion embedded into the Eclipse IDE. The companion provides support for students in a first-year university Java programming course. The companion collects data from students' events and programming assignments, analyzes it for relevant trends, and estimates each student's situation. The input data for the neural network comes from areas with which beginning computer science students often struggle, such as the presence of important keywords and the amount of time spent in a state with errors. Then, it determines the feedback to be provided for students to overcome a detected challenging situation, providing both hints on how to fix the problem with the code, as well as encouragement to help keep students motivated and learning. The effectiveness of the approach is examined among first-year computer science students through the completion of recursion and control flow programming assignments. The students complete surveys regarding their learning experience to assist in evaluating the companion's pedagogical effectiveness, which is discussed with an emphasis on the value of feedback provided.

关键词： tutoring companion programming tutoring computer science education neural networks eclipse ide teaching programming

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Olympiads in informatics in Republic of Moldova 28

Olympiads in informatics in Republic of Moldova

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International Conference Joint with the 28th International Olympiad in Informatics, IOI 2016

作者： Gremalschi, Anatol Prisacaru, Angela Corlat, Sergiu Institute for Public Policy Chisinau Moldova Department of Pre-University Education Ministry of Education Moldova Department of Informatics and Information Technologies Tiraspol State University Chisinau Moldova

This article presents the retrospective of organizing the Republican Olympiad in Informatics from the first editions. It describes the current model of organizing the competition: steps, target groups, methodologies of development, evaluation, and the preparation of participants for the different stages of the competition. © 2016 IOI, Vilnius University.

关键词： Informatics curricula IOI Olympiad in informatics teaching programming

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Middle School Experience with Visual programming Environments

Middle School Experience with Visual Programming Environment...

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IEEE Blocks and Beyond Workshop

作者： Barbara Walters Vicki Jones vanbara Inc

ISBN: (纸本)9781467383684

Middle school students often avoid programming endeavors, thinking they are boring and non-productive. We have been successful engaging and maintaining interest in programming through the use of App Inventor 2 and a curriculum of our design. This paper details the features in App Inventor 2's visual programming environment that we believe are significant contributors for engaging students and facilitating their understanding of abstract concepts.

关键词： Visual programming Middle school teaching programming

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Using Virtual programming Lab to improve learning programming: The case of Algorithms and programming

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EXPERT SYSTEMS 2021年第4期38卷

作者： Cardoso, Marilio Marques, Rui de Castro, Antonio Vieira Rocha, Alvaro Inst Politecn Porto P Porto ISEP Dept Engn Informat Rua Dr Antonio Bernardino de Almeida P-431424901 Porto Portugal Univ Coimbra Fac Ciencias & Tecnol Dept Engn Informat Coimbra Portugal

programming is one of the basic skills that students must acquire. However, learning to program is not an easy task. Also teaching programming is an arduous but challenging task, requiring close follow-up and constant and meaningful feedback. So the main question is: how can we help teachers and students to achieve these goals? We identified a tool that can be useful to this purpose. That is Virtual programming Lab (VPL), a Moodle plugin that allows students to submit their code and get prompt feedback without the teacher's intervention. In order to test this concept, an experiment was performed with several classes of beginner programming students, in two editions of Algorithms and programming course unit of the degree in Informatics Engineering lectured at the Informatics Engineering Department at the School of Engineering, Polytechnic Institute of Porto. The students were challenged to test their assignments in VPL with a set of test values previously defined by the teachers. After the experiments, we used surveys to gather the involved students' and teachers' opinion, and more than 70% of the students answered that they considered the VPL an added value for the teaching-learning process. The dynamics verified in the classes, the general opinion of the teachers, and the acceptance and participation of the students allow to classify the experience as positive.

关键词： automatic assessment Java teaching programming virtual programming lab (VPL) eduScrum

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Exploring programming Instruction in Multidisciplinary Contexts 19

Exploring Programming Instruction in Multidisciplinary Conte...

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Proceedings of the 50th ACM Technical Symposium on Computer Science Education

作者： Leo C. Ureel II Michelle Jarvie-Eggart Melanie Kueber Watkins Russell Looks Briana Bettin Michigan Technological University Houghton MI USA

ISBN: (纸本)9781450358903

programming is becoming skill required by a wide range of students, not just CS majors. Furthermore, not only are non-CS majors learning to program, but many non-CS faculty find themselves teaching programming courses. Introducing these faculty and students to the craft of programming is accompanied by a number of unique challenges. How can non-CS faculty position themselves as programming experts, given they are not CS people? How can we convince non-CS students that coding is a necessary skill? Often our non-computing majors are reluctant, stating "programming isn't what I signed up for!" Many non-CS students are not receptive to learning new programming languages due to a lack of intrinsic motivation coupled with technological anxiety. These factors often result in low-self efficacy, which must be overcome in order to explore, play, and learn. This Birds of a Feather discussion brings together instructors from diverse disciplines to discuss the teaching of programming to a range of students, the barriers that exist for non-computing students, and the interventions that attempt to mitigate these issues.

关键词： teaching programming cs0 non-cs faculty non-majors multidisciplinary

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CODEX - Learning Object to Support Loop Structure teaching

CODEX - Learning Object to Support Loop Structure Teaching

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13th Latin American Conference on Learning Technologies (LACLO)

作者： Goncalves, Bruno Teixeira, Breno Leite, Leticia Lopes Moraes, Marcia Cristina Univ Brasilia Dept Ciencia Comp Brasilia DF Brazil Colorado State Univ Sch Educ Ft Collins CO 80523 USA

ISBN: (纸本)9781728103822

According to the *** there are currently 528,174 open computing jobs in U.S. and only 49,291 computer science students graduated into the workforce, last year. In order to try to reverse this scenario, several countries are working on a way to include computer science concepts, like computational thinking, in their curriculums for K-12 education. In addition, many studies and researches are being done related to practices and tools that can be applied in order to retain students that applied for computer science courses. In order to contribute to these initiatives, this paper presents CODEX, an interactive and ludic learning object, that aims to help students that do not need to have a background in programming to learn one of the most important structure in a programming language, the loop. CODEX was designed to be used both in class and in extra-class activity.

关键词： Learning Objects teaching programming repetition

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Réalité augmentée et interface tangible au service des novices en programmation: Augmented Reality and Tangible Interaction to Help programming Novices

Réalité augmentée et interface tangible au service des no...

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Adjunct Proceedings of the 32nd Conference on l'Interaction Homme-Machine

作者： Julie Henry Bruno Dumas PReCISE - NADI - University of Namur Belgium NaDI Research Institute Faculty of Computer Science Belgium

ISBN: (纸本)9781450383776

Introductory programming courses are a challenge for any teacher and a barrier for students. Among other factors, novice programmers often have misconceptions, leading them to build incorrect mental models. A concept inventory coupling tangible interfaces and augmented reality (TARCI) has been developed according to a design-oriented methodology, in close collaboration with the future users of the system (students, teachers). With TARCI, teachers should quickly become aware of misconceptions in their students and thus be able to correct them. Preliminary tests were carried out during development, in particular to improve TARCI first with eight experts and then with nine students. These tests show promising results. Les cours d’introduction à la programmation constituent un défi pour tout enseignant et un obstacle pour les étudiants. Entre autres facteurs, les programmeurs novices ont souvent des représentations erronées, ce qui les conduit à construire des modèles mentaux incorrects. Un concept inventory couplant interface tangible et réalité augmentée (CITRA) a été développé selon une méthodologie orientée-conception, en étroite collaboration avec les futurs utilisateurs du système (étudiants, enseignants). Avec CITRA, les enseignants devraient prendre conscience rapidement des représentations erronées présentes chez leurs étudiants et ainsi, pouvoir les corriger. Des tests préliminaires ont été menés durant le développement, notamment pour améliorer CITRA d’abord avec huit experts et ensuite, avec neuf étudiants. Ces tests montrent des résultats prometteurs.

关键词： Modèle mental Mental model Mots-clé additionnels Enseignement de la programmation Représentations erronées teaching programming Design oriented research Recherche orientée par la conception Concept inventory Misconceptions

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programming in schools: 10 years on

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Journal of Computer Assisted Learning 1990年第2期6卷 119-127页

作者： Cope, P. Walsh, T. Department of Education University of Stirling United Kingdom

Abstract Progress in school computer programming is examined in relation to early claims about the benefits which would accrue from the introduction of programming courses into the school curriculum. The implications of the methodological origins of school programming in both AI and software engineering are discussed. The difficulties of teaching programming and the consequent development of teaching strategies are reviewed. It is concluded that early claims about the development of high‐level thinking skills have not yet been supported. Nor have suggestions that children develop structured programming habits by using an interactive programming environment been borne out by the experiences of the 1980s. However, it is also concluded that to abandon programming in schools on the basis of these experiences would be premature. Copyright © 1990, Wiley Blackwell. All rights reserved

关键词： Plans Problem solving teaching programming teaching strategies Thinking skills Transfer

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