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12th Workshop in Primary and Secondary Computing Education (WiPSCE)

作者： Budde, Lea Heinemann, Birte Schulte, Carsten Paderborn Univ Paderborn Germany

ISBN: (纸本)9781450354288

Several authors have argued for the role of reading code in programming education. The literature suggests e.g. cognitive overload as a significant problem and discusses the need to divide learning programming in sub-tasks, and to explicitly acknowledge and train different aspects of reading skills, e.g. reading for general understanding, tracing, and debugging. In this paper, we present a theoretical analysis that results in a tool design that correlates observable gaze behaviour to a theoretical model of source code comprehension. This allows to link observable reading behaviour (gaze) to internal cognitive processes of source code understanding, and thus to research the effects of different reading tasks and approaches on learning.

关键词： Block Sequence Viewer Eye Tracking Block Model learning programming Cognitive Load

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Inspecting Quality of Games Designed for learning programming 2nd

Inspecting Quality of Games Designed for Learning Programmin...

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2nd International Conference on learning and Collaboration Technologies / 17th International Conference on Human-Computer Interaction

作者： Orehovacki, Tihomir Babic, Snjezana Univ Zagreb Fac Org & Informat Varazhdin Croatia Polytech Rijeka Rijeka 51000 Croatia

ISBN: (纸本)9783319206097;9783319206080

Educational games are specific piece of slow technology that enables students to enhance their competences through fun and play. Taking into account their features, games are widely used in diverse educational settings, including programming. This paper discusses findings of the empirical study that was carried out with an objective to examine quality of two educational games meant for learning programming concepts. Participants in the study were students from two Croatian higher education institutions. Subjective data was collected with pre-and post-use online questionnaires whereas objective data was gathered with reports in the form of in-game progress screenshots. The analysis of collected data uncovered: (1) to what extent students with different background knowledge differ in their perception of programming and attitudes towards using games for educational purposes, and (2) which pragmatic and hedonic facets of quality are relevant for the assessment of games designed for learning programming.

关键词： Educational games Quality evaluation learning programming Subjective and objective measuring instruments Empirical findings

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Educational platform for learning programming via controlling mobile robots

Educational platform for learning programming via controllin...

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International Conference on Data and Software Engineering ICODSE

作者： Lenskiy, Artem Junho, Heo Dongyun, Kim Junsu, Park Korea Univ Technol & Educ Dept Informat Commun & Engn 1600 Byeongcheon Myeon Cheonan South Korea

ISBN: (纸本)9781479979967

The paper proposes a mobile robot platform that uses Robot Operating System as a core and aims at improving the educational experience of computer science courses. In comparison to other education robotics projects, the advantage of our platform is a bundle of smart engineering solutions that allow simulating sensors using a single camera. The field of camera's view covers the whole platform and the captured video is processed with the proposed computer vision algorithm. Thus such educational tasks as line follower, maze exit finder, vacuum cleaner or game of tag are easily implementable. Moreover, the robots are accessed via the network that allows students to program and test their algorithms from various locations making this platform suitable for online classes.

关键词： learning programming mobile robots robot operating system sensors simulation

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Supporting learning programming Using Educational Digital Games 13

Supporting Learning Programming Using Educational Digital Ga...

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13th International European Conference on Games Based learning (ECGBL)

作者： Frankovic, Ivona Hoic-Bozic, Natasa Dlab, Martina Holenko Ivasic-Kos, Marina Univ Rijeka Dept Informat Rijeka Croatia

ISBN: (纸本)9781912764372

Contemporary education promotes the usage of digital games to support learning programming. Such games are not designed for entertainment, but specifically for educational purposes. Students start from a very early age to interact with computers through games and consequently, react positively on the educational digital games. When used for education, digital games have the potential to motivate students towards active participation and interaction. In addition, educational digital games make complex and abstract topics like programming more friendly. Games that support learning programming enable students to learn programming concepts using visual interfaces and interesting environments. In these games, younger students are usually expected to move the main character around the given path and perform a series of tasks (e.g. collect objects, skip the obstacles). Instead in a textual editor, students are coding through drag and drop interactions, and create programs that include basic programming concepts like sequence, variables, loops, and conditions. Furthermore, digital games are a good for visualizing the execution of algorithms that are often hard to understand. To make the game more interesting, the main character is often presented as an animated robot, animal or a cartoon character familiar to the students. The paper explores the possibilities of using existing digital games in learning basic programming skills, highlighting which programming concepts the game supports and for which it is recommended and appropriate to be used. This is the first step in the design of an educational game that is intended to develop within the "Coding4Girls" and "Digital games" projects. Future activities and plans for both projects are presented in the paper.

关键词： learning programming computational thinking educational digital games project Coding4Girls project digital games

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What drives undergraduates’ effort and persistence in learning programming

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Education and Information Technologies 2023年第10期28卷 12383-12406页

作者： Lin, Guan-Yu Liao, Yi-Wen Su, Zhi-Yuan Wang, Yu-Min Wang, Yi-Shun Department of Information Management National Changhua University of Education Changhua Taiwan Department of Intelligent Commerce National Kaohsiung University of Science and Technology Kaohsiung Taiwan Department of Information Management Chia Nan University of Pharmacy and Science Tainan Taiwan Department of Information Management National Chi Nan University Puli Taiwan

This study attempts to: (a) investigate whether positive and negative emotions mediate the pathways linking self-efficacy for learning programming with effort and persistence in undergraduates’ learning Scratch programming combining with a programmable hardware platform (i.e., Arduino), and (b) assess the effect of academic major (i.e., information technology-related majors vs non-information technology-related majors) on self-efficacy for learning programming and emotions. With the use of responses collected from a sample of 156 undergraduate students, the research model is empirically validated using partial least squares structural equation modeling (PLS-SEM). The findings reveal that undergraduates’ effort and persistence while learning programming were significantly predicted by positive emotions, but not by negative emotions. Self-efficacy for learning programming significantly and positively influenced positive emotions and negatively influenced negative emotions. Finally, variations in predicting positive emotions were found between different academic majors: students in information technology-related majors experienced less negative emotional experiences than those in non-information technology-related majors. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Academic discipline Effort Emotions learning programming Persistence Self-efficacy

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An Integrated Puzzle Game for learning programming Based on Students Syntactical Errors 11

An Integrated Puzzle Game for Learning Programming Based on ...

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11th European Conference on Game-Based learning (ECGBL)

作者： Soska, Alexander Mottok, Juergen OTH Regensburg Regensburg Germany

ISBN: (纸本)9781911218579;9781911218562

Practical implementations are important for understanding the concepts and principles of programming. Self-employed coding encourages learners to acquire learning content and fosters the theory-practice transfer. Thereby, the learners face various difficulties and obstacles. Misconceptions and faults accompany the learners' coding process and result in non-executable coding artefacts. The integrated compiler of programming environments provides information concerning error messages that indicate incorrect coding constructs. Usually due to unspecific and generic formulation, learners find it hard to understand these error messages. Yet these observable errors give valuable information about the learner's coding behaviour and indicate current problems. These provide a link for adopted and appropriate learning assistance during the coding process. In this work in progress paper, we present first assumptions in in assisting learners' understanding and correction of programming errors by a game-based learning method. Our first approach focuses on the integration of a puzzle game into a programming environment. The game content adjusts to the error messages based on the analysis of the learner's log file. We suggest that the integration of this approach rises the learner's motivation to self-employed error handling and the quality of learning programming.

关键词： learning programming error correction puzzle game

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Authoring Tool for Interactive Video Content for learning programming 2nd

Authoring Tool for Interactive Video Content for Learning Pr...

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2nd International Conference on Computer Science and Computational Intelligence (ICCSCI)

作者： Layona, Rita Yulianto, Budi Tunardi, Yovita Bina Nusantara Univ Sch Comp Sci Comp Sci Dept West Jakarta Indonesia

ISBN: (纸本)9781510849914

One challenge in learning programming either by self-learning or in the classroom is the lack of interactive learning content. For teachers, authoring tool is a solution that can help them in designing materials with interactive video. For students, interactive learning materials will certainly increase interest and understanding of the material. Goal of this research is to build an authoring tool for producing interactive video to be run on the browser. The methodology used was the RUP (Rational Unified Process) which consists of Inception, Elaboration, Construction, and Transition phases. Result of this study is an authoring tool application for designing and producing interactive video and generating it to HTML5 platform. Conclusions obtained are the authoring tool can help teachers to design teaching materials in the form of interactive video, and use it in teaching and learning process to increase students understanding of material. (C) 2017 The Authors. Published by Elsevier B.V.

关键词： authoring tool interactive video learning programming learning content

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Methodology and technology for learning programming

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Journal of Systems and Information Technology 2000年第1期4卷 23-35页

作者： Deek, F.P. McHugh, J.A. Roxanne Hiltz, S. Computer and Information Science Department New Jersey Institute of Technology Newark NJ 07102 United States

This paper discusses methodology and technology to aid students learning programming. We have identified and integrated the problem solving and program development skills and knowledge students need to apply when programming with the cognitive activities required to accomplish these tasks. We then developed a composite methodological/software environment that supports the overall process of programming in a manner that gives appropriate weight to both language issues and problem solving. The results of a classroom evaluation of the method and the tool are then presented. © 2000, MCB UP Limited

关键词： Cognitive activities learning programming Problem solving Students

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learning programming from erroneous worked-examples. Which type of error is beneficial for learning?

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learning AND INSTRUCTION 2021年 75卷 101497-101497页

作者： Beege, Maik Schneider, Sascha Nebel, Steve Zimm, Justus Windisch, Sarah Rey, Guenter Daniel Tech Univ Chemnitz Fac Humanities Psychol Learning Digital Media Str Nationen 12 D-09111 Chemnitz Germany

learning from erroneous worked examples could enhance learning in contrast to problem-solving tasks. The type of error was hypothesized to be a moderator and accuracy of error detection and correction a mediator of this effect. This study examines the influence of simple syntactic (the structure of the code) and complex semantic (the logic or content of the code) errors in a programming scenario. Overall, 128 students were assigned to a two (syntactic errors: yes vs. no) x two (semantic errors: yes vs. no) factorial between-subjects design. Students' accuracy in error detection and correction, learning performance, mental load, and mental effort were measured. Results showed that learners receiving syntactic errors detected and corrected errors with higher accuracy which leads to higher learning performance. Semantic errors did not influence learning-related variables since semantic errors were too difficult for novice learners to detect and fix. The postulated moderation and mediation could be supported.

关键词： Worked examples Syntactic errors Semantic errors Accuracy in error detection learning programming

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Authoring Tool for Interactive Video Content for learning programming

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Procedia Computer Science 2017年 116卷 37-44页

作者： Rita Layona Budi Yulianto Yovita Tunardi Computer Science Department School of Computer Science Bina Nusantara University Indonesia

关键词： authoring tool interactive video learning programming learning content

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