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8th International Conference on learning and Collaboration Technologies (LCT) Held as Part of the 23rd International Conference on Human-Computer Interaction (HCII)

作者： Garcia-Lopez, Carles Mor, Enric Tesconi, Susanna Univ Oberta Catalunya Barcelona 08018 Spain

ISBN: (纸本)9783030778880;9783030778897

Educational laboratories are flexible environments that allow learners to learn by practice, fostering their creativity, learning awareness, and collaboration with peers. Bringing these laboratory environments to an online setting is both challenging and necessary, particularly nowadays, when a significant part of learning takes place in online settings. Educational laboratories are well-suited places for learning to code, which is stated to require a great effort from learners, especially for non-STEM learners. This paper presents the design, development, and evaluation of codeLab, a laboratory-based platform for learning to code through practice. A user-centered design approach was carried out, making learners active members of the design process through different design methods. As a result of two design iterations, codeLab provides an integrated practice environment with a learning path based on a list of challenges and activities. Learners solve these activities and engage with their learning process by being aware of their own progress. The tool conveys a laboratory experience to non-STEM learners, fostering their practice skills, assessment, and autonomy.

关键词： Design Interaction design User-centered design learning labs learning tools Technology-enhanced learning learning to code

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codeLab: Designing a Conversation-Based Educational Tool for learning to code 20th

CodeLab: Designing a Conversation-Based Educational Tool for...

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20th International Conference on Human-Computer Interaction (HCI International)

作者： Mor, Enric Santanach, Francesc Tesconi, Susanna Casado, Carlos Univ Oberta Catalunya Comp Sci Multimedia & Telecommun Studies Barcelona Spain Univ Oberta Catalunya eLearn Ctr Barcelona Spain

ISBN: (纸本)9783319922850;9783319922843

This work presents the design and architecture of an educational tool for learning to code. The codeLab tool is based on skill practice and assessment and is targeted for non-STEM students to develop computational thinking. The tool is designed to provide a lab experience and environment based on exercises to practice through a conversational interface.

关键词： Conversation-based interaction Dialogue-based interfaces Interaction design Virtual learning environments learning to code learning labs learning tools

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learning to code in the Unity 3D Development Platform 20

Learning to Code in the Unity 3D Development Platform

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Proceedings of the 51st ACM Technical Symposium on Computer Science Education

作者： Ursula Wolz Gail Carmichael Chris Dunne RiverSound Solutions Montclair NJ USA Shopify Ottawa ON Canada

ISBN: (纸本)9781450367936

Unity (***) is thought of as a game engine, however in recent years it is identified as a real-time 3D development platform. Part of its power is the underlying object hierarchy of 2D and 3D visual, interactive, audio, and physics objects that can be fully defined in a sophisticated drag and drop development environment. Another part of its power is that it is fully programmable in C#. In fact, fully implementing a project requires 'hooking up' C# functions. Via C# you can even customize the development environment. The bottleneck for Unity designers is learning to navigate the requisite C# code. Unity is gradually being used in courses and workshops outside of the SIGCSE community to teach coding, especially at the high school level. It also has a substantial following among independent novice game developers who do not have formal training in computer science. This workshop is an opportunity for CS educators to (1) get an intense introduction to the Unity development environment, (2) have the object model explained using well-established SIGCSE terminology and perspective, (3) explore and discuss the feasibility of using Unity to teach introductory computer science.

关键词： programming fundamentals learning to code game development

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Political computational thinking: policy networks, digital governance and ‘learning to code’

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Critical Policy Analysis 2016年第1期10卷 39-58页

Reflecting political shifts toward both ‘network governance’ and ‘digital governance’, the idea of ‘learning to code’ has become part of a major reform agenda in education policy in England. This article provides a ‘policy network analysis’ tracing the governmental, business and civil society actors now operating in policy networks to project learning to code into the reformed programs of study for computing in the National Curriculum in England. The insertion of learning to code into the curriculum provides evidence of how the education policy process is being displaced to cross-sector ‘boundary organizations’ such as ‘policy labs’ that act as connecting nodes to broker networks across public and private sector borderlines. It also examines how the pedagogies of learning to code are intended to inculcate young people into the material practices and systems of thought associated with computer coding, and to contribute to new forms of ‘digital governance’. These developments are evidence of a ‘reluctant state’ deconcentrating its responsibilities, and also of a computational style of political thinking that assumes policy problems can be addressed using the right code. learning to code is seen as a way of shaping governable citizens that can participate in the dynamics of digital governance.

关键词： computing curriculum computational thinking learning to code governance policy networks policy labs

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Comparison of E-learning, M-learning and Game-based learning in Programming Education

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN learning 2020年第15期15卷 133-146页

作者： Malik, Sohail Iqbal Al-Emran, Mostafa Mathew, Roy Tawafak, Ragad M. AlFarsi, Ghaliya Al Buraimi Univ Coll Al Buraimi Oman Al Buraimi Univ Coll Dept Informat Technol Al Buraimi Oman Univ Malaysia Pahang Comp Sci Kuantan Malaysia

learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a 'PROBSOL' application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students' responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

关键词： learning to code problem solving skills programming education E-learning M-learning Game-based learning

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Designing Dashboards to Support Teachers in Online learning Tools 9th

Designing Dashboards to Support Teachers in Online Learning ...

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9th International Conference on learning and Collaboration Technologies (LCT) Held as Part of the 24th International Conference on Human-Computer Interaction (HCII)

作者： Iftikhar, Sidra Garcia-Lopez, Carles Garcia-Solorzano, David Mor, Enric Guerrero-Roldan, Ana-Elena Univ Oberta Catalunya Barcelona Spain

ISBN: (纸本)9783031056574;9783031056567

Online learning contexts make it difficult for the teachers to be aware of the progress of their classrooms. As the absence of in-person interaction in online learning inhibits students' perceptions about their learning to be conveyed to the teacher. Considering the context of online programming education, similar problems arise. Designing data rich interfaces for teachers that provide them with desired information about the classroom and learners will facilitate the teachers to monitor the progress of learners. In this work we present the design of teachers' dashboards for an online learning programming laboratory tool. This tool encourages students to acquire programming skills by practicing concepts and has been incorporated in two online programming courses of two different bachelor's degree programs. Even though the teachers could view each learner's solved activities, it was still difficult for them to have a clear view of how each learner is progressing in their practice and what is the learning status of the entire classroom. The identification of this issue is a consequence of the user-centered design (UCD) approach that has been carried out to design the dashboards, actively involving the course teachers. The involvement of teachers made it possible to identify user scenarios that were helpful in definition of the key performance indicators (KPIs) and views for the different dashboards. The designed teachers' dashboards for the online learning laboratory are an effective tool for the teachers to make timely decisions related to the classroom that could affect the students' learning, performance, and engagement.

关键词： User-centered design Online learning learning tools Dashboards Teachers' dashboards learning to code

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Visualising the code-in-action helps students learn programming skills 22

Visualising the code-in-action helps students learn programm...

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22nd International Conference Information Visualisation (IV) - Biomedical Visualization, Visualisation on Built and Rural Environments and Geometric Modelling and Imaging

作者： Wyeld, Theodor Nakayama, Minoru Flinders Univ S Australia Coll HASS Dept Screen & Media Adelaide SA Australia Tokyo Inst Technol Dept Informat & Commun Engn Tokyo Japan

ISBN: (纸本)9781538672020

The need to know how to code for university graduates has become crucial if they are to achieve their goals of employment after graduation. Post-graduation jobs increasingly require some understanding of how programs work and are developed. The project reported here used HTML and JavaScript to introduce students to the core structure of coding. It uses code that produces a visual result which helps non-IT students overcome their fear of coding. Using an online HTML and JavaScript editor to create a 2D game for a mobile deice introduces students to some basic programming skills in a fun and creative way. This paper reports on a project that tracked before and after sentiment towards learning coding skills. It shows a shift in sentiment from a fear of coding to a better understanding of the potential of coding to produce creative outcomes. However, despite the shift in sentiment across the project, there was still too much reliance on external help students were not able to initiate programming without some assistance. This suggests, along with the method described in this paper, other methods should also be explored.

关键词： learning to code learning to program code anxiety online editor games coding

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Researching educational apps: ecologies, technologies, subjectivities and learning regimes

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learning MEDIA AND TECHNOLOGY 2019年第4期44卷 414-429页

作者： Decuypere, Mathias Katholieke Univ Leuven Methodol Educ Sci Res Grp Leuven Belgium

Apps are becoming increasingly important in education. However, critical educational research has hardly ever undertaken up-close analyses of educational apps. This article provides an extensive analysis of one 'learning to code' app called Grasshopper. Drawing from the field of Science and Technology Studies, the article adopts a theoretical framework that situates app analyses at the dimensions of apps' situated ecologies, their platform and algorithmic technologies, the enacted user subjectivities and, as the sum of these previous dimensions, the projected learning regimes. Making use of the methodological entry points of app websites, stores and interfaces, the article makes visible and analyzes the app's infrastructural settings, actively invokes different app situations, and uses these to advance the inquiry by offering a multidimensional point of view that navigates different scalar dimensions of educational apps. In doing so, the article examines learning to code through its concrete sociomaterial practices, and the specific pedagogies and sorts of education that are employed in order to bring about such learning.

关键词： Apps science and technology studies learning to code

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How Interest-Driven Content Creation Shapes Opportunities for Informal learning in Scratch: A Case Study on Novices' Use of Data Structures 22

How Interest-Driven Content Creation Shapes Opportunities fo...

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CHI Conference on Human Factors in Computing Systems (CHI)

作者： Cheng, Ruijia Dasgupta, Sayamindu Hill, Benjamin Mako Univ Washington Seattle WA 98195 USA Univ N Carolina Chapel Hill NC 27515 USA

ISBN: (纸本)9781450391573

Through a mixed-method analysis of data from Scratch, we examine how novices learn to program with simple data structures by using community-produced learning resources. First, we present a qualitative study that describes how community-produced learning resources create archetypes that shape exploration and may disadvantage some with less common interests. In a second quantitative study, we find broad support for this dynamic in several hypothesis tests. Our findings identify a social feedback loop that we argue could limit sources of inspiration, pose barriers to broadening participation, and confine learners' understanding of general concepts. We conclude by suggesting several approaches that may mitigate these dynamics.

关键词： online communities informal learning learning to code connected learning computational participation computers and children creativity support tools social computing and social navigation forums Scratch

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Engaging Students in Computer Science Education through Game Development with Unity 10

Engaging Students in Computer Science Education through Game...

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10th IEEE Global Engineering Education Conference (EDUCON)

作者： Comber, Oswald Motschnig, Renate Mayer, Hubert Haselberger, David Univ Vienna Fac Comp Sci CSLEARN Educ Technol Vienna Austria

ISBN: (纸本)9781538695067

learning how to code by creating video games promises high motivation, engagement and fun for the students. In this study, the Unity Game Development Environment, a widely spread tool for professional game developers, was employed for teaching secondary school students to develop their own video games. The research design for the game development activities followed a Design-Based Research approach. The learning design was based on situated learning accompanied by a mix of tutorials, teacher explanations and support & collaboration amongst the students. The results of the first iteration of Design-Based Research confirmed the hypotheses that video game development was fascinating and engaging for the majority of young learners. Using a professional tool with an embedded physics engine provided additional attraction for teenagers. From the first cycle of game development we learned that dealing with the complexity of the development environment in a systematic way, time management, advanced teachers' competencies in handling the environment, and providing well balanced learning materials are crucial to successfully employ a professional tool like Unity in secondary education. Besides improved materials and a stepwise process of adding complexity e.g. by starting with developing mini-games, the most important change for the second cycle is to significantly extend the time allocated for game development. This seems justified due to the vast spectrum of skills and competences students tend to acquire when collaborating on complex and exciting issues like developing games.

关键词： video game development engagement motivation Unity learning to code computational thinking Design-Based Research secondary school K-12 education

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