检索结果-内蒙古大学图书馆

Towards an assessment model of college students' computational thinking with text-based programming

EDUCATION AND INFORMATION TECHNOLOGIES 2025年第2期30卷 1363-1385页

作者： Zhang, Wei Zeng, Xinyao Song, Lingling Cent China Normal Univ Fac Artificial Intelligence Educ 152 LuoYu St Wuhan 430079 Peoples R China

Computational thinking (CT) assessment is crucial for testing the effectiveness of CT skills development. However, the exploration of CT assessment in the context of text-based programming is in its initial stages. The intrinsic relationship between the core skills of text-based programming and the core elements of CT isn't analyzed in depth in the CT assessment. This shortfall hinders the construction of a more scientific and effective CT assessment model for evaluating college students' CT skills. In this paper, we established the mapping relationship between the core skills of text-based programming and the core elements of CT through a comprehensive analysis and reasoned arguments, and proposed a CT assessment model that includes a parsing layer, a mapping layer, and a measurement layer. The parsing layer is designed to extract implicit programming skills from the program code. The mapping layer aligns the programming skills with the core elements of CT based on predefined mapping rules. The measurement layer processes data from the mapping layer using normalization methods to derive CT assessment results. In the final analysis, 52 college students' CT skills and sample code were analyzed through text-based programming tasks. The CT assessment results, subjected to the test analysis, revealed that the consistency test ICC coefficient was 0.684 (95% CI: 0.507 similar to 0.806) and the Pearson correlation coefficient was 0.845. This indicates that the proposed assessment model in this paper is applicable for evaluating college students' CT skills, and the assessment results exhibit high scientific validity and credibility. This study can serve as a valuable reference for researching the relationship between programming behavior and CT skills.

关键词： Computational thinking text-based programming Mapping relationships Assessment model Skills

来源：评论

学校读者我要写书评

暂无评论

Pyrates: A Serious Game Designed to Support the Transition from Block-based to text-based programming 1

引用

17th European Conference on Technology Enhanced Learning (EC-TEL)

作者： Branthome, Matthieu Univ Bretagne Occidentale CREAD EA 3875 F-29238 Brest France

ISBN: (数字)9783031162909

ISBN: (纸本)9783031162909;9783031162893

This paper presents a design-based research which focuses on the design and the evaluation of the Pyrates online application. This serious game aims to introduce Python programming language supporting the transition from block-based languages. The layout of Pyrates' learning environment is inspired from beneficial features of block-based programming editors. In order to evaluate this design, the application has been tested in eight classrooms with French 10-th grade students (n = 240). Self-generated activity traces have been collected (n = 69, 701) and supplemented by a qualitative online survey. The data analysis shows that some of the design choices conduct to the expected effects. The creation of a "programming memo" (synthesized documentation) allows the discovery of algorithmic notions while offering a reference support for the Python syntax. The ease of copy-paste from this memo limits keyboarding. The integration of a syntax analyzer designed for beginners gives students a high level of autonomy in handling errors. However, other choices have rather deleterious impacts. For instance, the creation of a control panel for program executions proves to be dedicated to a trial-and-error programming approach or to "notional bypassing" strategies.

关键词： Block-based programming text-based programming Python Scratch Serious game Design-based research Learning analytics

来源：评论

学校读者我要写书评

暂无评论

A Literature-Informed Model for Code Style Principles to Support Teachers of text-based programming 24

A Literature-Informed Model for Code Style Principles to Sup...

引用

26th Australasian Computing Education Conference (ACE)

作者： Kirk, Diana Luxton-Reilly, Andrew Tempero, Ewan Univ Auckland Auckland New Zealand

ISBN: (纸本)9798400716195

It is widely acknowledged that code style is an important aspect of text-based programming. This is because programs written with good style are considered easier to understand and change and so improve the maintainability of the delivered software product. However, it is difficult for educators to find appropriate guidance on teaching style concepts because the available advice is often conflicting or language-specific. In this paper, we describe an exploratory study to create a set of code style principles that can be used by educators to support their teaching. The abstract nature of the principles provides a means of reconciling the inconsistencies in style guidelines while forming a basis for presenting to students the key concepts for understanding and changing code. We extracted from four software product quality models the code attributes that relate to understanding and changing code and elicited feedback from colleagues to consolidate these into the principles. Principles relate to Language, Layout, Constructs, Design, Redundancy, Implementations, Repetition and Structure. To evaluate the principles, we mapped some common style guidelines to them. Our contribution is a set of high level principles that support the teaching of code style. In future work we will evaluate the principles within the wider community and in the classroom context.

关键词： computing education introductory programming text-based programming software quality code style

来源：评论

学校读者我要写书评

暂无评论

A Debugging Learning Trajectory for text-based programming Learners 21

A Debugging Learning Trajectory for Text-Based Programming L...

引用

26th Conference on Innovation and Technology in Computer Science Education

作者： Du, Hanxiang Xing, Wanli Zhang, Yuanlin Univ Florida Gainesville FL 32611 USA Texas Tech Univ Lubbock TX USA

ISBN: (纸本)9781450383974

Novice programming learners encounter programming errors on a regular basis. Resolving programming errors, which is also known as debugging, is not easy yet important to programming learning. Students with poor debugging ability hardly perform well on programming courses. A debugging learning trajectory which identifies learning goals, learning pathways, and instructional activities will benefit debugging learning activities development. This study aims to develop a debugging learning trajectory for text-based programming learners. This is accomplished through (1) analyzing programming errors in a logic programming learning environment and (2) examining existing literature on debugging analysis.

关键词： computing education text-based programming debugging learning trajectories

来源：评论

学校读者我要写书评

暂无评论

Block-based versus text-based programming environments on novice student learning outcomes: a meta-analysis study

引用

COMPUTER SCIENCE EDUCATION 2019年第2-3期29卷 177-204页

作者： Xu, Zhen Ritzhaupt, Albert D. Tian, Fengchun Umapathy, Karthikeyan Univ Florida Gainesville FL 32611 USA Univ North Florida Jacksonville FL USA

Background and Context: The use of block-based programming environments is purported to be a good way to gently introduce novice computer programmers to computer programming. A small, but growing body of research examines the differences between block-based and text-based programming environments. Objective: Thus, the purpose of this study was to examine the overall effect of block-based versus text-based programming environments on both cognitive and affective student learning outcomes. Method: Five academic databases were searched to identify literature meeting our inclusion criteria and resulted in 13 publications with 52 effect size comparisons on both cognitive and affective outcomes. Findings: We found small effect size (g = 0.245;p = .137;with a 95% confidence interval of -0.078 to 0.567) in favor of block-based programming environments on cognitive outcomes, and a trivial effect size (g = 0.195, p = .429;with a 95% confidence interval of -0.289 to 0.678) on affective outcomes. Both effect size calculations were statistically insignificant using random effects models. The effect sizes were examined for moderating effects by education level, learning environment, and study duration. Some evidence of publication bias was detected in these data.

关键词： Block-based programming text-based programming novice computer prssssogrammers student learning outcomes meta-analysis

来源：评论

学校读者我要写书评

暂无评论

Does text-based programming improve K-12 students' CT skills? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts

引用

THINKING SKILLS AND CREATIVITY 2023年 49卷

作者： Sun, Lihui Zhou, Liang Minzu Univ China Sch Educ Beijing Peoples R China Minzu Univ China 27 Zhongguancun South Ave Beijing Beijing 100081 Peoples R China

Promoting computational thinking (CT) skills in programming activities has become a key issue in K-12 education, and the shift from visual to text-based programming is an inevitable trend in programming education. Although research on K-12 text-based programming to promote CT skills has been increasing, a literature review that systematically organizes and analyzes it has not yet emerged. Moreover, there are no uniform conclusions on how to design text-based programming activities to effectively promote students' acquisition of CT skills. The purpose of this study was mainly to determine the effectiveness of using text-based programming to enhance K-12 students' CT skills, to explore the effects of various text-based programming instructional design factors on CT skill acquisition, and to discuss the key issues and future development of text programming in the K-12 stage. In this study using the quantitative method of meta-analysis and the qualitative method of systematic literature review, 46 studies of text-based programming on K-12 students' CT skills were retrieved, of which 19 empirical studies including 37 effects size met the inclusion criteria for the meta-analysis and were therefore used as a meta-analysis. The results showed that text-based programming improved the CT skills of K-12 students overall (Hedges' g = 0.71, 95% CI [0.51, 0.90], p < 0.01). No publication bias was detected. In addition, the results of the moderator analysis revealed that: 1) text programming had the greatest impact on computational thinking development in middle school students (g = 0.833, p = <0.05);2) the duration of text programming instruction had the most significant positive impact on students' CT at 16-20 weeks (g = 1.038, p <0.05);3) the moderating effect of different assessment tools on CT skills in text programming instruction The difference was statistically significant, and the test assessment method had a highly significant positive moderating effect on CT skills of s

关键词： K-12 Computational thinking (CT) skills text-based programming Instruction design Meta-analysis

来源：评论

学校读者我要写书评

暂无评论

A Computational Thinking Assessment Tool on text- based programming 12

A Computational Thinking Assessment Tool on Text- Based Prog...

引用

12th IEEE International Conference on Educational and Information Technology, ICEIT 2023

作者： Wang, Jihan Zhang, Wei Zeng, Xinyao Li, Panpan Central China Normal University Faculty of Artificial Intelligence in Education Wuhan China

ISBN: (纸本)9781665475518

The assessment of computational thinking (CT) skills based on text-based programming is a necessary part of the implementation of CT education in higher education. However, the current research on CT assessment is mostly single-approach, which is not effective in accurately measuring numerous competencies of CT skills and has the disadvantage of assessment limitation. In order to solve the problem of assessment limitations, this paper defines the content of CT evaluation from the perspective of text-based programming and constructs a multidimensional test method. Different test schemes are selected according to the characteristics of CT skills, and assessment tools are developed by combining the question test, programming test and scale survey, and the assessment tools are used to evaluate and analyze learners' CT skills from qualitative and quantitative perspectives. The results show that the evaluation indicators and test questions designed on text-based programming are more consistent with the evaluation objectives. And the approach of evaluating CT skills from both qualitative and quantitative perspectives can reflect learners' CT skills more comprehensively and accurately. © 2023 IEEE.

关键词： assessment tool computational thinking qualitative analysis quantitative analysis text-based programming

来源：评论

学校读者我要写书评

暂无评论

Parallel Instruction of text-based and Block-based programming: On Novice Programmers' Computational Thinking Practices

引用

TECHTRENDS 2024年第6期68卷 1033-1050页

作者： Jeon, Minji Kwon, Kyungbin Univ Nebraska Lincoln Dept Teaching Learning & Teacher Educ 840 N 14Th St Lincoln NE 68588 USA Indiana Univ Bloomington Dept Learning Design & Adult Educ 201 N Rose Ave Bloomington IN 47405 USA

This study investigated the computational thinking (CT) practices of eight pre-service teachers through their Scratch and Python programs. Conducted within an undergraduate-level computer science education course, students learned CT concepts via parallel instruction in block-based programming (Scratch) and text-based programming (Python). The research focused on the synergistic effects of this parallel instruction, investigating how novices' CT practice evolved while encountering unique features of each environment. Findings indicated that students' CT practices in one programming environment positively influenced their practices in the other, particularly where syntactic similarities existed. Overall, their strategies for controlling program flow progressed from time-based controls to message-passing controls, and finally to condition-based controls. However, the students demonstrated a lack of abstracting and modularizing skills in their computational problem-solving across both programming environments.

关键词： Block-based programming Computational thinking practice Novice programming Parallel instruction text-based programming

来源：评论

学校读者我要写书评

暂无评论

Using multimodal learning analytics to understand effects of block-based and text-based modalities on computer programming

引用

JOURNAL OF COMPUTER ASSISTED LEARNING 2024年第3期40卷 1123-1136页

作者： Sun, Dan Ouyang, Fan Li, Yan Zhu, Chengcong Zhou, Yang Hangzhou Normal Univ Zhejiang Prov Key Think Tank Chinese Educ Modernizat Res Inst Hangzhou Zhejiang Peoples R China Zhejiang Univ Coll Educ Yu Hang Tang Rd 866 Hangzhou 310058 Zhejiang Peoples R China Xiaoshan High Sch Hangzhou Zhejiang Peoples R China Hangzhou Dinghui Expt Middle Sch Hangzhou Zhejiang Peoples R China

BackgroundWith the development of computational literacy, there has been a surge in both research and practice application of text-based and block-based modalities within the field of computer programming education. Despite this trend, little work has actually examined how learners engaging in programming process when utilizing these two major programming modalities, especially in the context of secondary education *** further compare programming effects between and within text-based and block-based modalities, this research conducted a quasi-experimental research in China's secondary *** online programming platform, Code4all, was developed to allow learners to program in text-based and block-based modalities. This research collected multimodal data sources, including programming platform data, process data, and performance data. This research further utilized multiple learning analytics approaches (i.e., clustering analysis, click stream analysis, lag-sequential analysis and statistics) to compare learners' programming features, behavioural patterns and knowledge gains under two *** and ConclusionsThe results indicated that learners in text-based modality tended to write longer lines of code, encountered more syntactical errors, and took longer to attempt debugging. In contrast, learners in block-based modality spent more time operating blocks and attempt debugging, achieving better programming knowledge performances compared to their counterparts. Further analysis of five clusters from the two modalities revealed discrepancies in programming behavioural *** major pedagogical implications were proposed based on empirical research results. Furthermore, this research contributed to the learning analytics literature by integrating process-oriented and summative analysis to reveal learners' programming learning quality. What is currently known about the subject matterThe implications of study findings

关键词： block-based programming computer programming multimodal learning analytics secondary education text-based programming

来源：评论

学校读者我要写书评

暂无评论

Comparison of block-based and hybrid-based environments in transferring programming skills to text-based environments 19

Comparison of block-based and hybrid-based environments in t...

引用

Proceedings of the 29th Annual International Conference on Computer Science and Software Engineering

作者： Hussein Alrubaye Stephanie Ludi Mohamed Wiem Mkaouer Rochester Institute of Technology University of North Texas

Teachers face several challenges when presenting fundamental concepts of programming in the classroom. Several tools are introduced to give a visual dimension to support the learning process. They rely on code blocks, easily manipulated in a plug and play fashion, to build a program. These block-based tools intend to familiarize students with programming logic, before diving into text-based programming languages such as Java, Python, etc. However; when transitioning from block-based to text-based programming, students often encounter a gap in their learning. The student may not be able to apply block-based foundations in a text-based environment. To bridge the gap between both environments, we developed a hybrid-based learning approach. We found that on average a hybrid-based approach increases the students understanding of programming foundations, memorization, and ease of transition by more than 30% when compared to a block-based to text-based learning approach. Finally, we provide the community with an open source, hybrid-based learning tool that can be used by students when learning programming concepts or for future studies.

关键词： block-based programming text-based programming hybrid-based programming

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：