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5th IEEE World Conference on Engineering Education (EDUNINE)

作者： Gomes Viana, Hellan Dellamycow Sobreira, Pericles de Lima Souza Santiago, Levy Marlon Abijaude, Jauberth Weyll El Guemhioui, Karim Wahab, Omar Abdul Wanderley, Victor da Costa Greve, Fabiola Univ Fed Bahia Salvador BA Brazil Univ Quebec Outaouais Granby Coll St Hyacinthe Coll Gatineau PQ Canada Univ Fed Bahia Santa Cruz State Univ Salvador BA Brazil Univ Quebec Outaouais Gatineau PQ Canada Fed Inst Pernambuco Recife PE Brazil

ISBN: (纸本)9781665403023

The Internet of Things proposes a new paradigm of embedded systems in which every device in a network of computational objects has autonomy to communicate with other objects (things) or people, which allows its application in a wide range of domains, including the field of Education. This fact motivated the present work, developed from a community service learning project in which high school students (without advanced knowledge in electronics, programming and network protocols) participated in an experimentation aiming to enhance their logical reasoning skills from the construction of a "Smart Home" remotely controlled through the Internet. At the end of this practice, the students were motivated to develop new IoT projects to solve other problems of their daily lives. Being argued if they liked the course, they gave unanimous positive feedback, where 70% would be willing to take another course of this type and in this domain.

关键词： High school block-based programming Visual Language Internet of Things IoT Smart Home

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Knowledge Tracing Within Single programming Exercise Using Process Data 26

Knowledge Tracing Within Single Programming Exercise Using P...

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26th INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION

作者： Jiang, Bo Ye, Yun Zhang, Haifeng Zhejiang Univ Technol Coll Educ Sci & Technol Hangzhou Zhejiang Peoples R China Carnegie Mellon Univ Sch Comp Sci Pittsburgh PA 15213 USA

ISBN: (纸本)9789869401289

Knowledge tracing is a core technology in many intelligent learning systems. In this paper, we propose a novel knowledge tracing method that predicts learner's knowledge state within a single programming exercise. Given a programming task, a student's intermediate solution is represented by an abstract syntax tree and evaluated by computing its tree edit distance to the best solution. With the measure of solution quality, the learning trajectory of each student can be encoded as a real-valued sequence. Using the mean value of the sequence as a primary feature, we developed a logistic regression model to predict students' knowledge state. We compared our method with three popular models on a large-scale dataset collected from a classic block-based programming task. The experimental results suggest that the proposed method that captures features derived from student's problem-solving processes can significantly improve the prediction performance.

关键词： Bayesian knowledge tracing deep knowledge tracing additive factor model block-based programming

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Scaffolding Novices: Analyzing When and How Parsons Problems Impact Novice programming in an Integrated Science Assignment 24

Scaffolding Novices: Analyzing When and How Parsons Problems...

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20th Annual Conference on International Computing Education Research (ICER)

作者： Tabarsi, Benyamin Reichert, Heidi Lytle, Nicholas Catete, Veronica Barnes, Tiffany North Carolina State Univ Raleigh NC 27695 USA Georgia Inst Technol Atlanta GA USA

ISBN: (纸本)9798400704758

Background and Context. The importance of CS to 21st-century life and work has made it important to find ways to integrate learning CS and programming into the regular school day. However, learning CS is difficult, so teachers integrating programming need effective strategies to scaffold the learning. In this study, we analyze students' log data and apply a novel technique to compare Parsons Problems with from-scratch programming in a middle school science class. Objectives. Our research questions aimed to investigate whether, how, and when Parsons Problems improve learning efficiency for a programming exercise within science, utilizing log data analysis and an automated progress detector (SPD). Method. We conducted a study on 199 students in a 6th-grade science course, divided into two groups: one engaged with Parsons problems, and the other, a control group, worked on the same programming task without scaffolding. Then, we analyzed differences in performance and coding characteristics between the groups. We also adopted an innovative application of SPD to gain a better understanding of how and when Parsons problems helped students make more progress on the coding task, with an objective measure of final student grades. Findings. The experimental group, with scaffolding through Parsons Problems, achieved significantly higher grades, spent significantly less time programming, and toggled less between block category tabs. Interestingly, they ran their code more frequently compared to the control group. The SPD analysis revealed that the experimental group made significantly higher progress in all four quartiles of their coding time. Implications. Our findings suggest that Parsons problems can improve learning efficiency by enhancing novices' learning experience without negatively impacting their performance or grades, which is especially important when programming is integrated into K12 courses.

关键词： Novice programming block-based programming Data-driven Methods Parsons Problems Progress

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Pyrates: Design and Evaluation of a Serious Game Aimed at Introducing Python programming and Easing the Transition from blocks

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2024年第1期24卷 1-24页

作者： Branthome, Matthieu Univ Western Brittany 3 Rue Archives F-29238 Brest France

This article reports on a design-based research study centered on the conception and the assessment of the Pyrates application. This online serious game aims at introducing Python programming to K-12 students while easing the transition from block-based to text-based languages. After we present the various aspects underlying the block-to-text transition as well as the related existing applications, we describe the design of Pyrates. First, we built the levels of the game to deal with the different fundamental concepts of programming in a constructivist approach. Next, we were inspired by advantageous characteristics of block-based programming editors to create the editing environment of Pyrates. To assess this conception, we tested the application in eight classrooms with 240 French 14-15 years old students. Students' activity traces have been collected and were augmented by a qualitative online survey. By analyzing this dataset, we showed that the levels' design generally allows to apprehend the targeted concepts consistently with the constructivist principles. Regarding the editing environment, we established that it supports the block-to-text transition in several aspects: concept transposition (general models and illustrative examples), reduction of errors (beginners aware syntax analyzer), command catalog (programming memo for discovery and syntax reference), and program composition (copy button that limits keyboarding). Finally, Pyrates, which has already been played over 140,000 times, offers practitioners an environment that facilitates the transition from blocks to text, as well as a serious game to master the fundamental concepts of Python programming, and novel avenues to follow for tool designers.

关键词： block-based programming CS1 design-based research learning analytics Python secondary education serious game Scratch text-based programming

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Idea Builder: Motivating Idea Generation and Planning for Open-Ended programming Projects through Storyboarding 2024

Idea Builder: Motivating Idea Generation and Planning for Op...

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55th ACM Technical Symposium on Computer Science Education (SIGCSE)

作者： Wang, Wengran Limke, Ally Bobbadi, Mahesh Isvik, Amy Catete, Veronica Barnes, Tiffany Price, Thomas W. North Carolina State Univ Raleigh NC USA

ISBN: (纸本)9798400704239

In computing classrooms, building an open-ended programming project engages students in the process of designing and implementing an idea of their own choice. An explicit planning process has been shown to help students build more complex and ambitious open-ended projects. However, novices encounter difficulties in exploring and creatively expressing ideas during planning. We present Idea Builder, a storyboarding-based planning system to help novices visually express their ideas. Idea Builder includes three features: 1) storyboards to help students express a variety of ideas that map easily to programming code, 2) animated example mechanics with example actors to help students explore the space of possible ideas supported by the programming environments, and 3) synthesized starter code to help students easily transition from planning to programming. Through two studies with high school coding workshops, we found that students self-reported as feeling creative and feeling easy to communicate ideas;having access to animated example mechanics of an actor help students to build those actors in their plans and projects;and that most students perceived the synthesized starter code from Idea Builder as helpful and time-saving.

关键词： open-ended programming planning block-based programming novice programming

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Incremental development with an AR coding environment 24

Incremental development with an AR coding environment

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19th WiPSCE Conference on Primary and Secondary Computing Education Research (WiPSCE)

作者： Wetzel, Sina Staeter, Rebecca S. Ludwig, Matthias Goethe Univ Frankfurt Frankfurt Germany

ISBN: (纸本)9798400710056

In this study, six high school students used the app to build target 3D-structures out of cubes using a block-based language. The app provides an AR view to examine the current state of the built 3D-structure. We analysed how the app and its AR view are used to evaluate and test the code. The observed processes showed signs of incremental development in varying degrees.

关键词： Coding education Augmented Reality block-based programming

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Investigating the Impact of On-Demand Code Examples on Novices' Open-Ended programming Projects 23

Investigating the Impact of On-Demand Code Examples on Novic...

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19th Annual ACM Conference on International Computing Education Research V.1 (ICER)

作者： Wang, Wengran Bacher, John Isvik, Amy Limke, Ally Sthapit, Sandeep Shi, Yang Tabarsi, Benyamin T. Tran, Keith Catete, Veronica Barnes, Tiffany Martens, Chris Price, Thomas North Carolina State Univ Raleigh NC USA Apple Inc Cupertino CA 95014 USA

ISBN: (纸本)9781450399760

Background and Context: Open-ended programming projects encourage novice students to choose and pursue projects based on their own ideas and interests, and are widely used in many introductory programming courses. However, novice programmers encounter challenges exploring and discovering new ideas, implementing their ideas, and applying unfamiliar programming concepts and APIs. Code examples are one of the primary resources students use to apply code usage patterns and learn API knowledge, but little work has investigated the effect of having access to examples on students' open-ended programming experience. Objectives: In this work, we evaluate the impact of code examples on open-ended programming, through a study with 46 local high school students in a full-day coding workshop. Method: We conducted a controlled study, where half of the students had full access to 37 code examples using an example browser system called Example Helper and the other half had 5 standard, tutorial examples. Findings: We found that students who had access to all 37 code examples used a significantly larger variety of code APIs, perceived the programming as relatively more creative, but also experienced a higher task load. We also found suggestive evidence of a better post-assignment performance from the example group, showing that some students were able to learn and apply the knowledge they learned from examples to a new programming task.

关键词： open-ended programming code examples block-based programming novice programming

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Designing for Tinkerability and Accessibility Developing the OctoStudio mobile app to engage blind and visually impaired learners in creating with code 24

Designing for Tinkerability and Accessibility Developing the...

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23rd Annual ACM Interaction Design and Children Conference (IDC) - Inclusive Happiness

作者： Bulovic, Katarina Bentley, Zoe Rusk, Natalie MIT MIT Media Lab Cambridge MA 02139 USA

ISBN: (纸本)9798400704420

Millions of children around the world learn to code by creating with Scratch and other block-based programming languages. However, these programming environments typically are not accessible for blind and visually impaired children to tinker, create, and learn alongside their sighted peers. This paper discusses the ongoing development of the OctoStudio coding app to support accessibility and tinkerability for blind and visually impaired learners. We discuss how we have applied core principles of tinkerability to create an accessible, mainstream app for use on mobile phones and tablets. We describe our iterative development process in collaboration with educators who specialize in the design and testing of accessible technologies for children. We conclude with suggestions for how the core principles of designing for tinkerability can be expanded to support accessibility and engagement of blind and visually impaired learners internationally.

关键词： block-based programming Accessibility Screen Reader Tinkering Blind and Visually Impaired Learners

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Recursion in Secondary Computer Science Education: A Comparative Study of Visual programming Approaches 2024

Recursion in Secondary Computer Science Education: A Compara...

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55th ACM Technical Symposium on Computer Science Education (SIGCSE)

作者： Thorgeirsson, Sverrir Lais, Lennart C. Weidmann, Theo B. Su, Zhendong Swiss Fed Inst Technol Zurich Switzerland

ISBN: (纸本)9798400704239

While recursion is a fundamental technique in computer programming, it is challenging for novices, for example since it requires tracing non-linear and hierarchical sequences of execution. Though algorithm visualizations and visual programming may be helpful, such tools need to offer sufficiently expressive environments that support active, constructivist learning via exploration and experimentation. In this study, we investigated whether Algot, a visual programming language that relies on a novel programming-by-demonstration paradigm, is effective for teaching recursion to 1417 year old students, and whether it compares favorably to the popular visual programming language Scratch. We conducted an experimental study with 23 participants where they learned recursion in a video tutorial using Algot and Scratch, worked out code exercises in each respective language, and then solved a post-test on recursion. Despite the participants being more familiar with Scratch than Algot, our results indicated that students instructed with Algot demonstrated a significantly better understanding of recursion (Bayes Factor = 14.09, p = 0.005, Cohen's d = 1.30). We also found that students reported a similar level of enjoyment of each language. These findings provide preliminary evidence about the effectiveness of the programming-by-demonstration paradigm, as implemented in Algot, in aiding the comprehension of complex programming concepts like recursion.

关键词： visual programming block-based programming recursion programming by demonstration educational technology secondary education

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"Help Me Solve It" or "Solve It For Me": Effects of Feedback on Children Building and programming Robots 2024

"Help Me Solve It" or "Solve It For Me": Effects of Feedback...

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55th ACM Technical Symposium on Computer Science Education (SIGCSE)

作者： Greifenstein, Luisa Grassl, Isabella Heuer, Ute Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9798400704239

Computer science related topics are increasingly introduced at elementary school level, aiming not only to establish basic knowledge, but also to foster affective aspects such as motivation or self-efficacy. While corrective feedback is helpful to achieve the former, it may negatively impact the latter. This raises the question on how to provide feedback in an encouraging way that makes learners feel competent but also autonomous. To shed light on this question, we conducted a robotics course with 45 children aged nine to eleven years, in which we studied their preferences when given a choice of either solving a problem themselves (with only a hint from the tutor) or being given the solution directly. We find that children like the freedom of choice and slightly prefer solving their problems themselves, which in turn is significantly correlated with a higher improvement in self-efficacy for building and programming robots. Interestingly, however, only girls exhibit a significant correlation with resulting knowledge on building, and only eleven year old children with resulting knowledge on programming. These insights allow us to provide concrete recommendations on how to give feedback and involve elementary school children and their preferences to promote both knowledge and self-efficacy.

关键词： self-efficacy feedback elementary school gender physical computing block-based programming robotics

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