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Mining critical least association rules from students suffering study anxiety datasets

QUALITY & QUANTITY 2015年第6期49卷 2527-2547页

作者： Herawan, Tutut Chiroma, Haruna Vitasari, Prima Abdullah, Zailani Ismail, Maizatul Akmar Othman, Mohd Khalit Univ Malaya Fac Comp Sci & Informat Technol Kuala Lumpur Malaysia Inst Teknol Nas Postgrad Program Jawa Barat Indonesia Univ Malaysia Terengganu Dept Comp Sci Kuala Terengganu 21030 Malaysia

In data mining, association rules mining is one of the common and popular techniques used in various domain applications. The purpose of this study is to apply an enhanced association rules mining method, so called significant least pattern growth for capturing interesting rules from students suffering from exam, family, presentation and library anxiety datasets. The datasets were taken from a survey among engineering students in Universiti Malaysia Pahang. The results of this research will provide useful information for educators to make more accurate decisions concerning their students, and to adapt their teaching strategies accordingly. Moreover, it can also highlight the role of non-academic staff in supporting learning environments for students. The obtained findings can be very helpful in assisting students to handle their fear and anxiety, and, finally, increasing the quality of the learning processes at the university.

关键词： Evaluation methodologies Simulations programming and programming languages Computer-mediated communication

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A Scoping Review of Empirical Research on Recent Computational Thinking Assessments

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JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2019年第6期28卷 651-676页

作者： Cutumisu, Maria Adams, Cathy Lu, Chang Univ Alberta Fac Educ 6-102 Educ Ctr North Edmonton AB T6G 2G5 Canada

Computational thinking (CT) is regarded as an essential twenty-first century competency and it is already embedded in K-12 curricula across the globe. However, research on assessing CT has lagged, with few assessments being implemented and validated. Moreover, there is a lack of systematic grouping of CT assessments. This scoping review examines 39 empirical studies published within the last five years, coded by the specific competencies outlined in existing CT frameworks, to identify and classify the key features of existing CT assessments. Results show that most studies target K-12 settings, focus on interventions that promote CT concepts and practices, adopt a quasi-experimental design, use selected-response items as the dominant testing form, and mainly assess algorithmic thinking, abstraction, problem decomposition, logical thinking, and data. Finally, few CT assessments have been validated in educational settings. Implications include identifying gaps in the CT assessment literature, deepening our understanding of the nature of CT, focusing on the validation of CT assessments, and guiding researchers and practitioners in choosing developmentally appropriate CT assessments. Cognitive and educational implications for future research inquiry include the development of new assessment tools that comprehensively assess CT and its relation to learning.

关键词： Computational thinking Computational literacy Coding K-12 education Learning and assessment programming and programming languages

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A new way of teaching programming skills to K-12 students: ***

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COMPUTERS IN HUMAN BEHAVIOR 2015年 52卷 200-210页

作者： Kalelioglu, Filiz Baskent Univ Fac Educ TR-06490 Ankara Turkey

This study attempts to investigate the effect of teaching *** site on reflective thinking skills towards problem solving. More specifically, this study attempts to investigate whether there is a gender difference in terms of students' reflective thinking skills towards problem solving. This triangulation study was conducted with 32 primary school students. The quantitative part of the study was conducted in pre-test/post-test comparison design of quasi-experimental design. The scores of reflective problem solving skills were gathered through the reflective thinking skill scale towards problem solving and the students' performances in the code-org site were examined. In the qualitative part of the research, after the five-week experimental process, focus group interviews were conducted with ten students and a reflection paper from the IT teacher was analysed. According to the t-test results, teaching programming to primary school students in the *** site did not cause any differences in reflective thinking skills towards problem solving. However, there is a slight increment in the means of female students' reflective thinking skills towards problem solving over the males' reflective thinking skills towards problem solving. On the other hand, qualitative data provided more information about the students' experiences. Students developed a positive attitude towards programming, and female students showed that they were as successful as their male counterparts, and that programming could be part of their future plans. (C) 2015 Elsevier Ltd. All rights reserved.

关键词： Improving classroom teaching programming and programming languages Elementary education

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The Jeliot 2000 program animation system

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COMPUTERS & EDUCATION 2003年第1期40卷 1-15页

作者： Levy, RBB Ben-Ari, M Uronen, PA Weizmann Inst Sci Dept Sci Teaching IL-76100 Rehovot Israel Univ Helsinki Dept Comp Sci FIN-00014 Helsinki Finland

Jeliot 2000 is a program animation system intended for teaching introductory computer science to high school students. A program animation system is a system that displays a dynamic graphical representation of the execution of a program. The goal is to help novices understand basic concepts of algorithms and programming like assignment, I/O and control flow, whose dynamic aspects are not easily grasped just by looking at the static representation of an algorithm in a programming language. The paper describes the design and implementation of Jeliot 2000 and an experiment in its use in a year-long course. The experiment showed that animation provides a vocabulary and a concrete model that can improve the learning of students who would otherwise have difficulty with abstract computer-science concepts. (C) 2002 Elsevier Science Ltd. All rights reserved.

关键词： interactive learning environments programming and programming languages

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Enhancing Digital Fluency through a Training Program for Creative Problem Solving Using Computer programming

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JOURNAL OF CREATIVE BEHAVIOR 2013年第3期47卷 171-199页

作者： Kim, SugHee Chung, KwangSik Yu, HeonChang Korea Univ Seoul 136701 South Korea Korea Natl Open Univ Seoul South Korea

The purpose of this paper is to propose a training program for creative problem solving based on computer programming. The proposed program will encourage students to solve real-life problems through a creative thinking spiral related to cognitive skills with computer programming. With the goal of enhancing digital fluency through this proposed training program, we investigated its effects. Two sets of experiments were performed in which 119 typical students and 30 younger, gifted students participated. Two synthetic creative problem solving tests, which had a high correlation with logical ability, scientific problem solving ability and divergent thinking ability, were developed to measure creative problem solving ability. We provided the treatment group with a paper-based booklet with relevant problems developed specifically for that group. ANCOVA statistical procedures were used to analyze the pre- and post-synthetic creative problem solving tests. The findings of our study are as follows: with typical students, the originality of the treatment group outperformed the control group, a result that was compatible with previous research. With gifted students, the fluency of the treatment group outperformed the control group, and overall creative problem solving ability was enhanced. Remarkably, fluency increased significantly, a notable difference from the results of prior studies. In conclusion, we inferred that, given the definition of digital fluency, if creative problem solving ability is enhanced by a training program for creative problem solving based on computer programming, digital fluency will ultimately be improved. In this paper, we discuss the result of fluency enhancement that contradicts prior research. We suggest that this training program could be a new learning environment for the students who have grown up with digital media.

关键词： programming and programming languages evaluation methodologies media in education

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Measuring flow experience in an immersive virtual environment for collaborative learning

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JOURNAL OF COMPUTER ASSISTED LEARNING 2012年第4期28卷 350-365页

作者： van Schaik, P. Martin, S. Vallance, M. Univ Teesside Sch Social Sci & Law Middlesbrough TS1 3BA Cleveland England Future Univ Hakodate Hakodate Hokkaido Japan

In contexts other than immersive virtual environments, theoretical and empirical work has identified flow experience as a major factor in learning and humancomputer interaction. Flow is defined as a holistic sensation that people feel when they act with total involvement. We applied the concept of flow to modeling the experience of collaborative learning in an immersive virtual environment. The aims were, first, to psychometrically evaluate a measurement model of flow and, second, to test a structural model of flow. Pairs of small teams engaged in collaborative problem-solving tasks while communicating by way of an immersive virtual environment. Flow was measured after each session, using Guo and Poole's inventory for measuring flow in humancomputer interaction. In relation to the first aim, partial-least-squares analysis demonstrated strong evidence for the measurement model. In relation to the second aim, the structural model was supported: the effect of learning-task characteristics on flow experience was mediated by its precursors, with extraneous variables held constant. It is reasoned that the experiment and resultant analysis of this work contributes to the development of measurement models and structural models of flow in immersive virtual environments.

关键词： cooperative collaborative learning flow experience interactive learning environments partial least squares programming and programming languages virtual reality

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An Exploration of Three-Dimensional Integrated Assessment for Computational Thinking

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2016年第4期53卷 562-590页

作者： Zhong, Baichang Wang, Qiyun Chen, Jie Li, Yi Nanjing Normal Univ Sch Educ Sci Collaborat Innovat Ctr Talent Cultivating Mode Ba Nanjing 210097 Jiangsu Peoples R China Nanyang Technol Univ Natl Inst Educ Singapore 639798 Singapore

Computational thinking (CT) is a fundamental skill for students, and assessment is a critical factor in education. However, there is a lack of effective approaches to CT assessment. Therefore, we designed the Three-Dimensional Integrated Assessment (TDIA) framework in this article. The TDIA has two aims: one was to integrate three dimensions (directionality, openness, and process) into the design of effective assessment tasks;and the other was to assess comprehensively the three dimensions of CT including computational concepts, practices, and perspectives. Guided by the TDIA framework, we designed three pairs of tasks: closed forward tasks and closed reverse tasks, semiopen forward tasks and semiopen reverse tasks, and open tasks with a creative design report and open tasks without a creative design report. To further confirm each task's applicability and its advantages and disadvantages, we conducted a test experiment at the end of the autumn semester in 2014 in a primary school for 3 weeks. The results indicated that (a) the reverse tasks were not more superior than the forward tasks;(b) the semiopen tasks and the open tasks were more effective than the closed tasks, and the semiopen tasks had higher difficulty and discrimination than the others;(c) the self-reports provided a helpful function for learning diagnosis and guidance;(d) the scores had no significant difference between the schoolboys and the schoolgirls in all six tasks;and (e) the six tasks' difficulty and discrimination were all acceptable, and the semiopen tasks had higher difficulty and discrimination than the others. To effectively apply them, the following suggestions for teachers to design computational tasks are proposed: motivating students' interest and enthusiasm, incorporating semifinished artifacts, involving learning diagnosis and guidance, and including multiple types of tasks in an assessment.

关键词： primary education improving classroom teaching programming and programming languages computational thinking assessment

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The effect of programming on primary school students' mathematical and scientific understanding: educational use of mBot

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2019年第6期67卷 1405-1425页

作者： Saez-Lopez, Jose-Manuel Sevillano-Garcia, Maria-Luisa Vazquez-Cano, Esteban Spanish Natl Univ Distance Educ UNED C Juan Rosal 14 Madrid 28040 Spain

This study highlights the importance of an educational design that includes robotics and programming through a visual programming language as a means to enable students to improve substantially their understanding of the elements of logic and mathematics. Gaining an understanding of computational concepts as well as a high degree of student participation and commitment emphasize the effectiveness of introducing robotics and visual programming based on active methodologies in primary education. Implementation of this design provides sixth-grade elementary education students with activities that integrate programming and robotics in sciences and mathematics;these practices allow students to understand coding, motion, engines, sequences and conditionals. A quasi-experimental design, descriptive analysis and participant observation were applied across various dimensions to 93 sixth-grade students in four primary education schools. programming and robotics were integrated in one didactic unit of mathematics and another in sciences. Statistically significant improvements were achieved in the understanding of mathematical concepts and in the acquisition of computational concepts, based on an active pedagogical practice that instills motivation, enthusiasm, commitment, fun and interest in the content studied.

关键词： Computational thinking Elementary education programming and programming languages Robotics Teaching/learning strategies

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Computer programming in the UK undergraduate mathematics curriculum

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INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY 2017年第8期48卷 1133-1152页

作者： Sangwin, Christopher J. O'Toole, Claire Univ Edinburgh Sch Math Edinburgh Midlothian Scotland

This paper reports a study which investigated the extent to which undergraduate mathematics students in the United Kingdom are currently taught to programme a computer as a core part of their mathematics degree programme. We undertook an online survey, with significant follow-up correspondence, to gather data on current curricula and received replies from 46 (63%) of the departments who teach a BSc mathematics degree. We found that 78% of BSc degree courses in mathematics included computer programming in a compulsory module but 11% of mathematics degree programmes do not teach programming to all their undergraduate mathematics students. In 2016, programming is most commonly taught to undergraduate mathematics students through imperative languages, notably MATLAB, using numerical analysis as the underlying (or parallel) mathematical subject matter. Statistics is a very popular choice in optional courses, using the package R. Computer algebra systems appear to be significantly less popular for compulsory first-year courses than a decade ago, and there was no mention of logic programming, functional programming or automatic theorem proving software. The modal form of assessment of computing modules is entirely by coursework (*** examination).

关键词： programming and programming languages country-specific developments undergraduate mathematics

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A scoping review of computational thinking assessments in higher education

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JOURNAL OF COMPUTING IN HIGHER EDUCATION 2022年第2期34卷 416-461页

作者： Lu, Chang Macdonald, Rob Odell, Bryce Kokhan, Vasyl Epp, Carrie Demmans Cutumisu, Maria Univ Alberta Edmonton AB Canada

The field of computational thinking (CT) is developing rapidly, reflecting its importance in the global economy. However, most empirical studies have targeted CT in K-12, thus, little attention has been paid to CT in higher education. The present scoping review identifies and summarizes existing empirical studies on CT assessments in post-secondary education, aiming to reveal the current trends of empirical research in this domain and key features of recent CT assessment instruments. It examines 33 peer-reviewed journal articles published between 2013 and 2019 from six databases. Results show that most assessment tools are designed for computing science and engineering undergraduates or pre-service and in-service teachers in these subjects. Most tools involve in-class interventions to promote CT skills. Several assessment formats were adopted in the selected studies, including selected-response questions, constructed-response questions, Likert scales, interviews, programming artefacts, observations, and interviews. Finally, most assessment instruments attempt to measure skills from a combination of dimensions including CT Concepts, Practices, and Perspectives from a hybrid-competency framework. More specifically, the skills assessed in most studies are algorithmic thinking, problem solving, data, logic and logical thinking, and abstraction. Findings may help instructors to select CT assessments for higher education and researchers to focus on less explored research areas.

关键词： Computational thinking programming and programming languages Learning and assessment Higher education

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