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Novice Programmers and Software Quality: Trends and Implications 30

Novice Programmers and Software Quality: Trends and Implicat...

引用

30th IEEE Conference on Software Engineering Education and Training (CSEE&T)

作者： Techapalokul, Peeratham Tilevich, Eli Virginia Tech Software Innovat Lab Dept Comp Sci Blacksburg VA 24061 USA

ISBN: (纸本)9781538625361

It remains unclear when it is the right time to introduce software quality into the computing curriculum. Introductory students often cannot afford to also worry about software quality, while advanced students may have been groomed into undisciplined development practices already. To answer these questions satisfactorily, educators need strong quantitative evidence about the pervasiveness of software quality problems in software written by novice programmers. This paper presents a comprehensive study of software quality practices of novice programmers writing Scratch programs. By focusing on finding code smells-coding patterns indicative of quality problems-we analyze a longitudinal dataset of 100+ novice Scratch programmers and close to 3K of their programs. Even after gaining proficiency, students continue to introduce the same quality problems into their code, suggesting a need for timely educational interventions. Given the importance of software quality for modern society, computing educators should teach quality concepts and practices alongside the core computing curriculum.

关键词： Software Quality Introductory computing education Code Smells block-based programming Scratch

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Run, Llama, Run: A Computational Thinking Game for K-5 Students Designed to Support Equitable Access 2023

Run, Llama, Run: A Computational Thinking Game for K-5 Stude...

引用

54th Annual ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE TS)

作者： Koornneef, Stacey A. Bradbury, Jeremy S. Miljanovic, Michael A. Ontario Tech Univ Oshawa ON Canada

ISBN: (纸本)9781450394338

Computational thinking is now included in K-5 classrooms and this has led to a demand for new interactive and collaborative learning tools that engage a younger audience. block-based programming and educational games have both been shown to be effective at engaging children, however they have limitations with respect to supporting collaborative learning and equitable access. Our goal in designing Run, Llama, Run was to build on the positive aspects of block-based programming and educational games while also addressing these limitations. Furthermore, we are using Run, Llama, Run as a platform to explore the trade-offs between digital and tangible interfaces to understand how best to support equitable access while maintaining learning, engagement, and collaboration.

关键词： Educational Games Equitable Access block-based programming Computational Thinking Tangible programming

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Unproductive Help-seeking in programming: What it is and How to Address it 20

Unproductive Help-seeking in Programming: What it is and How...

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25th Conference on Innovation and Technology in Computer Science Education

作者： Marwan, Samiha Dombe, Anay Price, Thomas W. North Carolina State Univ Raleigh NC 27695 USA Vishwakarma Inst Technol Pune Maharashtra India

ISBN: (纸本)9781450368742

While programming, novices often lack the ability to effectively seek help, such as when to ask for a hint or feedback. Students may avoid help when they need it, or abuse help to avoid putting in effort, and both behaviors can impede learning. In this paper we present two main contributions. First, we investigated log data from students working in a programming environment that offers automated hints, and we propose a taxonomy of unproductive help-seeking behaviors in programming. Second, we used these findings to design a novel user interface for hints that subtly encourages students to seek help with the right frequency, estimated with a data-driven algorithm. We conducted a pilot study to evaluate our data-driven (DD) hint display, compared to a traditional interface, where students request hints on-demand as desired. We found students with the DD display were less than half as likely to engage in unproductive help-seeking, and we found suggestive evidence that this may improve their learning.

关键词： block-based programming help-seeking adaptive hints

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Common Bugs in Scratch Programs 20

Common Bugs in Scratch Programs

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25th Conference on Innovation and Technology in Computer Science Education

作者： Fraedrich, Christoph Obermueller, Florian Koerber, Nina Heuer, Ute Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9781450368742

Bugs in SCRATCH programs can spoil the fun and inhibit learning success. Many common bugs are the result of recurring patterns of bad code. In this paper we present a collection of common code patterns that typically hint at bugs in SCRATCH programs, and the LITTERBOX tool which can automatically detect them. We empirically evaluate how frequently these patterns occur, and how severe their consequences usually are. While fixing bugs inevitably is part of learning, the possibility to identify the bugs automatically provides the potential to support learners.

关键词： Scratch block-based programming Code quality

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A Visual Environment for End-User Creation of IoT Customization Rules with Recommendation Support 20

A Visual Environment for End-User Creation of IoT Customizat...

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Working Conference on Advanced Visual Interfaces (AVI)

作者： Mattioli, Andrea Paterno, Fabio CNR ISTI Human Interfaces Informat Syst Lab Pisa Italy

ISBN: (纸本)9781450375351

Personalization rules based on the trigger-action paradigm have recently garnered increasing interest in Internet of Things (IoT) applications. However, composing trigger-action rules can be a challenging task for end users, especially when the rules' complexity increases. Users have to decide about various aspects: which triggers and actions to select, how to combine multiple triggers or actions, and whether some previously defined rule can help in the composition process. We propose a visual environment, block Rule Composer, to address these problems. It consists of a tool for creating rules based on visual blocks, integrated with recommendation techniques in order to provide intelligent support during rule creation. We also report on a first test which provided positive indications and suggestions for further design improvements.

关键词： Trigger-action programming block-based programming End user development Recommendation systems Internet of Things

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MUzECS: Embedded blocks for Exploring Computer Science

MUzECS: Embedded Blocks for Exploring Computer Science

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IEEE blocks and Beyond Workshop (B&B)

作者： Bajzek, Matthew Bort, Heather Hunpatin, Omokolade Mivshek, Luke Much, Tyler O'Hare, Casey Brylow, Dennis Marquette Univ Milwaukee WI 53233 USA

ISBN: (纸本)9781467383677

We build on the success of the Exploring Computer Science (ECS) curriculum, which has improved the accessibility of a Computer Science education to students of all backgrounds. While ECS has been well-received by its students and successful in reaching many students of diverse backgrounds, it currently suffers from a final module which is expensive and offers no easy transition to text-based programming. This module, which teaches robotics as an application of computing, rests on the LEGO Mindstorms(1) platform. The Mindstorms have a block-based programming language that abstracts too much code to be of any use for making a transition from block-based programming to text-based programming. They are also more expensive than most schools can afford. This paper reports on one aspect of our successful effort to create an alternative curriculum which meets the same curriculum objectives as the current sixth module, but for a reduced price.

关键词： Computer Science ECS block-based programming paper Arduino

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An Exploratory Study Of The Remixing Practices In The Scratch programming Community: Trends, Causalities, And Influences

An Exploratory Study Of The Remixing Practices In The Scratc...

引用

作者： Prapti Prakash Khawas Virginia Polytechnic Institute and State University

学位级别：硕士

One of the greatest achievements of Scratch as an educational tool is the eager willingness of programmers to use existing projects as the starting point for their own projects, a practice known as remixing. Despite the importance of remixing as a foundation of collaborative and communal learning, the practice remains poorly understood. Without a clear picture of how and why Scratch programmers remix a project as a starting point of their own projects, this programming community would remain in the dark about which programming practices encourage and facilitate remixing. The designers of programming environments for blocks lack feedback on how the remixing facility is used in the wild. To gain a deeper insight into remixing, this thesis presents the results of a comprehensive study of this practice in Scratch that investigates the following heretofore unexplored dimensions of remixing: (1) the prevailing modifications that remixes perform on existing projects, (2) the impact of the original project's code quality on the granularity, extent, and development time of the modifications in the remixes, and (3) the propensity of the dominant programming practices in the original project to remain so in the remixes. Our findings can be used to promote those programming practices in the Scratch community that encourage remixing while also improving this practice's effectiveness, thus benefiting the educational and end-user programming communities.

关键词： Scratch block-based programming remixing program analysis code quality introductory computing education

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Alternatives to Simple Multiple-Choice Questions: Computer Scorable Questions that Reveal and Challenge Student Thinking 18

Alternatives to Simple Multiple-Choice Questions: Computer S...

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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Kao, Yvonne S. WestEd San Francisco CA USA

ISBN: (纸本)9781450351034

When creating assessments, computer science educators and researchers must balance items? cognitive complexity and authenticity against scoring efficiency. In this poster, the author reports results from an end-of-course assessment administered to over 500 high school students in an introductory block-based programming course. The poster focuses on three atypical multiple-choice items, in which students had to select all the correct responses. The items were designed to be more cognitively complex than simple multiple choice questions while remaining easy to score. Results show that this type of item was challenging for students but was predictive of their overall performance.

关键词： computer science education high school block-based programming assessment

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Design of an Agent-based Visual programming Tool for Elementary Ecosystem Science Learning 19

Design of an Agent-Based Visual Programming Tool for Element...

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15th ACM Annual International Computing Education Research (ICER) Conference

作者： Metcalf, Shari Dickes, Amanda Brennan, Karen Dede, Chris Harvard Univ Cambridge MA 02138 USA

ISBN: (纸本)9781450361859

Computational thinking and scientific modeling are essential STEM education practices, and visual block-based programming interfaces offer new opportunities to make coding accessible in elementary school science. The EcoMOD research project blends computational modeling and ecosystem science learning through a 3D virtual forest ecosystem combined with a 2D visual block-based programming tool, for 3rd and 4th grade students (ages 8-10). During a 14-day curriculum, students explore an immersive virtual forest ecosystem, and program agent-based computational models of a beaver building a dam. As students run their program and watch their beaver agent go through the steps of building a dam, they observe the emergent outcomes as their programmed model impacts other elements of the ecosystem. The final curriculum was implemented with 7 teachers and approximately 150 students.A scaffolded coding interface provides domain-specific programming primitives, such as "move toward tree," "bite tree," and "pick up log." Conditional expressions include "if", "if/otherwise," and "repeat until," and can be nested. The interface provides a virtual 2D sandbox to test and edit programs, visual feedback during code execution, and debugging supports. Using design-based research methods, different sets of primitives and functionality were tested with students. Analysis of computational models constructed by students uses logfile data of programming activities over multiple class periods, as well as screen capture video of focus students. The poster will include design insights for the agent-based modeling language, including choices of primitives, conditionals, and scaffolding.

关键词： Introductory Visual programming Environments Elementary Computer Science Education Ecosystem Science Education block-based programming Agent-based programming

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Evaluating the Impact of Adaptive Parsons Problems on Students in Introductory Computer Science Courses 20

Evaluating the Impact of Adaptive Parsons Problems on Studen...

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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Shah, Mansi Garcia, Daniel D. Univ Calif Berkeley Berkeley CA 94720 USA

ISBN: (纸本)9781450367936

It's no surprise that students in introductory computer science courses face numerous challenges: for many, it's their first time ever programming, and computer science courses tend to be difficult and time-consuming. Parsons problems, problems where students piece together given code to write programs, solve some of these student issues: they have been shown to be more time efficient, yet just as effective for learning as traditional programming problems. However, in introductory computer science courses, students come in with varying skill sets and backgrounds. In response, some researchers have explored the space of adaptive Parsons problems, problems that provide varying levels of scaffolding based on students' abilities, continuing to adapt in difficulty based on students' progress. This paper will extend the work done on adaptive Parsons problems in two ways: by applying it to block-based programming languages, which are often used in introductory computer science courses, and by assessing its impacts on student confidence and attitudes towards the material. This study will use both intra-problem adaptive Parsons problems, where the difficulty of the existing question can be adjusted, and inter-problem adaptive Parsons problems, where the difficulty changes across problems based on student progress.

关键词： Parsons problems adaptive Parsons problems BJC block-based programming Snap! CSO Beauty and Joy of Computing CS1

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