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International Conference on Society and Information Technologies

作者： Govender, Irene Govender, Desmond W. Univ KwaZulu Natal Sch Informat Syst & Technol Durban South Africa Univ KwaZulu Natal Sch Maths Sci & Technol Ed Durban South Africa

ISBN: (纸本)9781934272909

In an effort to meet the challenges of teaching programming, learning management systems are used to facilitate teaching and enhance learning. In this study we determined students' perceptions, expectations and effectiveness of the LMS as used in a campus-based programming course and gained insight into the undergraduate student population. A survey was administered after they had completed the course. The instrument explored the perceptions and effectiveness of the various features of the LMS in relation to programming. In addition interviews were conducted. Findings showed that the respondents rated the communication and discussion among the highest and guidance to solving problems among the lowest. We comment on the efficiency of the LMS and how far it goes to support students in problem solving.

关键词： learning management systems learning programming guidance to solving problems

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Instructing with Cognitive Apprenticeship programming learning System (CAPLS) for novice computer science college freshmen: An exploration study

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Educational Technology and Society 2024年第2期27卷 183-196页

作者： Yu, Chih-Chang Wu, Leon Yufeng Department of Information and Computer Engineering Chung Yuan Christian University Taiwan Graduate School of Education Chung Yuan Christian University Taiwan

This study presents a new blended learning model that combines a computer-assisted learning system called Cognitive Apprenticeship programming learning System (CAPLS) with instructor co-teaching in an introductory programming course. CAPLS, as its unique aspect, functions as a master in cognitive apprenticeship, guiding learners throughout their learning while also assessing their progress. In contrast, the instructor in physical class settings serves a supportive role, monitoring progress and articulating as needed to fill knowledge gaps. To investigate the impact of this learning model on students’ motivation, we used the Motivated Strategies for learning Questionnaire (MSLQ) at the beginning and end of the semester. College Entrance Math score, midterm and final exams were also used to assess student learning outcomes. The study was conducted with first-year students in the Department of Information and Computer Engineering, and two key findings emerged. First, students’ programming proficiency was strongly correlated with their College Entrance Math scores. While math ability impacted programming learning, all students improved their final scores compared to their midterms, with high-scoring math students outperforming their peers. Second, the proposed blended cognitive teaching strategy significantly reduced students’ extrinsic goal and self-efficacy levels, but their learning outcomes still significantly improved. This suggests that the proposed teaching model promotes more conscious learning. These results can be used as a reference for improving student learning outcomes and experiences with computer-assisted learning systems. © (2023), (International Forum of Educational Technology and Society). All Rights Reserved.

关键词： Blended cognitive apprenticeship CAPLS Computer-assisted learning learning programming Student motivation

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On the impact of adaptive test question selection for learning efficiency

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COMPUTERS & EDUCATION 2010年第2期55卷 846-857页

作者： Barla, Michal Bielikova, Maria Ezzeddinne, Anna Bou Kramar, Tomas Simko, Marian Vozar, Oto Slovak Tech Univ Bratislava Inst Informat & Software Engn Fac Informat & Informat Technol Bratislava 84216 Slovakia

In this paper we present a method for adaptive selection of test questions according to the individual needs of students within a web-based educational system. It functions as a combination of three particular methods. The first method is based on the course structure and focuses on the selection of the most appropriate topic for learning. The second uses Item Response Theory to select the k-best questions with adequate difficulty for a particular learner. The last is based on the usage history and prioritizes questions according to specific strategies, e.g. to filter out the questions that were recently asked. We describe how these methods evaluate user answers to gather information concerning their characteristics for a more precise selection of further questions. We describe an evaluation of the impact of a proposed method through two different types of experiments in the domain of learning programming, which both showed that our method for adaptive test question selection increases the overall learning outcome, especially for lower than average performing students. (C) 2010 Elsevier Ltd. All rights reserved.

关键词： learning programming Web-based educational system Adaptive test questions Domain model Metadata

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Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional learning Companion?

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IEEE ACCESS 2021年 9卷 6642-6660页

作者： Morales-Urrutia, Elizabeth K. Miguel Ocana, Jose Perez-Marin, Diana Pizarro, Celeste Univ Tecn Ambato Fac Design & Architecture Software Design Ambato 180103 Ecuador Ejercito Ecuatoriano Ambato 180156 Ecuador Univ Rey Juan Carlos Ciencias Comp Arquitectura Comp Lenguajes & Siste Madrid 28933 Spain Univ Rey Juan Carlos Matemat Aplicada Ciencia & Ingn Mat & Tecnol Elec Madrid 28933 Spain

Teaching programming to children has attracted significant research in recent decades. In our previous work, we co-designed the learning companion called Alcody with children between 10-12 years old who had some previous programming knowledge. Alcody is based on Papert's constructionism theory, interacting with the students in pseudocode and providing recommendations as emotional support. Students using Alcody could significantly increase their scores in a programming test as well as seeming to be happy using the system. However, the relationship between the increase in scores and satisfaction and motivation levels was not explored. Moreover, since the COVID-19 pandemic, children have seemed too distracted and stressed to keep focusing on learning programming. This is why this paper introduces, for the first time in the literature, the use of mindfulness (the quality of being aware of the present moment) to help children focus before their programming sessions. The hypothesis is that by integrating mindfulness into the teaching of programming to children with an emotional learning companion, such as Alcody, the learning of programming concepts and students' attitudes to learning can be improved. To test the hypothesis, an experiment was carried out with 137 students between 10-12 years old during the 2020 summer, split into a control group (without mindfulness) and a test group (with mindfulness). The 69 students in the test group achieved a significantly higher improvement in their post-test programming scores, and significantly higher satisfaction and motivation levels than the students in the control group. Moreover, students in the test group reported that they liked the experience of practicing mindfulness and that they felt it helped them to focus. It is therefore concluded that integrating mindfulness practices into the teaching of programming to children can be beneficial to increase their scores, satisfaction, and motivation levels.

关键词： programming profession Education Software Licenses Games Cats Tools Mindfulness emotional learning companion learning programming primary education

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LearnBlock: A Robot-Agnostic Educational programming Tool

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IEEE ACCESS 2020年 8卷 30012-30026页

作者： Bachiller-Burgos, Pilar Barbecho, Ivan Calderita, Luis V. Bustos, Pablo Manso, Luis J. Univ Extremadura Dept Comp & Commun Technol Robot & Artificial Vis Lab RoboLab Caceres 10003 Spain Mobbeel Solut SL Res & Dev Dept Caceres 10195 Spain Aston Univ Sch Engn & Appl Sci Birmingham B4 7ET W Midlands England

Education is evolving to prepare students for the current sociotechnical changes. An increasing effort to introduce programming and other STEM-related subjects into the core curriculum of primary and secondary education is taking place around the world. The use of robots stands out among STEM initiatives, since robots are proving to be an engaging tool for learning programming and other STEM-related contents. Block-based programming is the option chosen for most educational robotic platforms. However, many robotics kits include their own software tools, as well as their own set of programming blocks. LearnBlock, a new educational programming tool, is proposed here. Its major novelty is its loosely coupled software architecture which makes it, to the best of our knowledge, the first robot-agnostic educational tool. Robot-agnosticism is provided not only in block code, but also in generated code, unifying the translation from blocks to the final programming language. The set of blocks can be easily extended implementing additional Python functions, without modifying the core code of the tool. Moreover, LearnBlock provides an integrated educational programming environment that facilitates a progressive transition from a visual to a general-purpose programming language. To evaluate LearnBlock and demonstrate that it is platform-agnostic, several tests were conducted. Each of them consists of a program implementing a robot behaviour. The block code of each test can run on several educational robots without changes.

关键词： Educational tool learning programming robot-agnostic software architecture

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More Time or Better Tools? A Large-Scale Retrospective Comparison of Pedagogical Approaches to Teach programming

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IEEE TRANSACTIONS ON EDUCATION 2016年第4期59卷 274-281页

作者： Silva-Maceda, Gabriela David Arjona-Villicana, P. Edgar Castillo-Barrera, F. Univ Autonoma San Luis Potosi Sch Psychol San Luis Potosi 78000 Mexico Univ Autonoma San Luis Potosi Sch Engn San Luis Potosi 78000 Mexico

learning to program is a complex task, and the impact of different pedagogical approaches to teach this skill has been hard to measure. This study examined the performance data of seven cohorts of students (N = 1168) learning programming under three different pedagogical approaches. These pedagogical approaches varied either in the length of the introductory programming block of courses (two or three semesters) or in the programming tool used in the first semester (C language or the programming support tool Raptor). In addition, gender and initial course selection differences were investigated. Raw pass rates under the three pedagogical approaches were compared;they were also compared, controlling for initial ability levels, using a logistic regression. Results showed that a more extensive duration of the introductory block produced a higher pass rate in students, but changing the programming tool used did not. Raw gender differences were not statistically significant;admission phase differences were initially statistically different, but not once initial ability and pedagogical approach received had been accounted for. Findings are discussed in relation to existing literature.

关键词： Admission phase computer science education gender differences learning programming pedagogical approaches programming curriculum

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Teaching Introductory programming: A Quantitative Evaluation of Different Approaches

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2015年第4期14卷 1–28页

作者： Koulouri, Theodora Lauria, Stanislao Macredie, Robert D. Brunel Univ Dept Comp Sci Uxbridge UB8 3PH Middx England

Teaching programming to beginners is a complex task. In this article, the effects of three factors-choice of programming language, problem-solving training, and the use of formative assessment-on learning to program were investigated. The study adopted an iterative methodological approach carried out across 4 consecutive years. To evaluate the effects of each factor (implemented as a single change in each iteration) on students' learning performance, the study used quantitative, objective metrics. The findings revealed that using a syntactically simple language (Python) instead of a more complex one (Java) facilitated students' learning of programming concepts. Moreover, teaching problem solving before programming yielded significant improvements in student performance. These two factors were found to have variable effects on the acquisition of basic programming concepts. Finally, it was observed that effective formative feedback in the context of introductory programming depends on multiple parameters. The article discusses the implications of these findings, identifies avenues for further research, and argues for the importance of studies in computer science education anchored on sound research methodologies to produce generalizable results.

关键词： Empirical studies teaching strategies novice programmers learning programming CS1 problem solving programming languages formative feedback Experimentation Human Factors Measurement

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Transformative and Troublesome? Students' and Professional Programmers' Perspectives on Difficult Concepts in programming

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2019年第3期19卷 1–27页

作者： Yeomans, Lucy Zschaler, Steffen Coate, Kelly Kings Coll London Sch Educ Commun & Soc Franklin Wilkins BldgWaterloo Rd London SE1 9NH England Kings Coll London Dept Informat Bush House30 Aldwych London WC2B 4BG England Univ Sussex Sch Educ & Social Work Essex House Brighton BN1 9RH E Sussex England

programming skills are an increasingly desirable asset across disciplines;however, learning to program continues to be difficult for many students. To improve pedagogy, we need to better understand the concepts that students find difficult and which have the biggest impact on their learning. Threshold-concept theory provides a potential lens on student learning, focusing on concepts that are troublesome and transformative. However, there is still a lack of consensus as to what the most relevant threshold concepts in programming are. The challenges involved are related to concept granularity and to evidencing some of the properties expected of threshold concepts. In this article, we report on a qualitative study aiming to address some of these concerns. The study involved focus groups with undergraduate students of different-year groups as well as professional software developers so as to gain insights into how perspectives on concepts change over time. Four concepts emerged from the data, where the majority of participants agreed on their troublesome nature- including abstract classes and data structures. Some of these concepts are considered transformative, too, but the evidence base is weaker. However, even though these concepts may not be considered transformative in the "big" sense of threshold concept theory, we argue the "soft" transformative effect of such concepts means they can provide important guidance for pedagogy and the design of programming courses. Further analysis of the data identified additional concepts that may hinder rather than help the learning of these threshold concepts, which we have called "accidental complexities." We conclude the article with a critique of the use of threshold concepts as a lens for studying students' learning of programming.

关键词： Threshold concepts learning programming focus groups computer science curriculum accidental complexities

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A Systematic Literature Review of Automated Feedback Generation for programming Exercises

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2019年第1期19卷 1–43页

作者： Keuning, Hieke Jeuring, Johan Heeren, Bastiaan Open Univ Netherlands Heerlen Netherlands Windesheim Univ Appl Sci Zwolle Netherlands Univ Utrecht Utrecht Netherlands

Formative feedback, aimed at helping students to improve theirwork, is an important factor in learning. Many tools that offer programming exercises provide automated feedback on student solutions. We have performed a systematic literature review to find out what kind of feedback is provided, which techniques are used to generate the feedback, how adaptable the feedback is, and how these tools are evaluated. We have designed a labelling to classify the tools, and use Narciss' feedback content categories to classify feedback messages. We report on the results of coding a total of 101 tools. We have found that feedback mostly focuses on identifying mistakes and less on fixing problems and taking a next step. Furthermore, teachers cannot easily adapt tools to their own needs. However, the diversity of feedback types has increased over the past decades and new techniques are being applied to generate feedback that is increasingly helpful for students.

关键词： Systematic literature review automated feedback programming tools learning programming

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programming and Computational Thinking in Mathematics Education An Integration Towards AI Awareness

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KUNSTLICHE INTELLIGENZ 2022年第1期36卷 73-81页

作者： Tamborg, Andreas Lindenskov Elicer, Raimundo Spikol, Daniel Univ Copenhagen Ctr Digital Educ Univ 5 DK-2100 Copenhagen Denmark Aarhus Univ Danish Sch Educ Tuborgvej 164 DK-2400 Copenhagen Denmark Univ Copenhagen Ctr Digital Educ Univ Pk 1 DK-2100 Copenhagen Denmark Univ Copenhagen Dept Comp Sci Univ 1 DK-2100 Copenhagen Denmark

Artificial intelligence (AI) has become a part of everyday interactions with pervasive digital systems. This development increasingly calls for citizens to have a basic understanding of programming and computational thinking (PCT). Accordingly, countries worldwide are implementing several approaches to integrate critical elements of PCT into K-9 education. However, these efforts are confronted by difficulties that the PCT concepts are for students to grasp from purely theoretical perspectives. Recent literature indicates that the playful nature is particularly important when novices from both both early and higher education are to learn AI. These playful activities are characterised by setting a scene where PCT concepts such as algorithms, data processing, and simulations are meant to draw on to understand better how AI is integrated into our everyday digital life. This discussion paper analyses playful PCT resources developed around the game rock-paper-scissors developed in the UK and Denmark. Resources from these countries are interesting starting points since both have been or are in the process of integrating PCT as part of the K-9 curriculum. The central discussion raised by the paper, is the nature of the integration between mathematics and PCT in these tasks. These resources provide opportunities for discussion of how we may better integrate PCT and mathematics from the perspective of both subjects to build a solid foundation for a critical understanding of AI interactions in future generations.

关键词： Artificial intelligence Computational thinking Mathematics education learning programming

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