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Using robot-based practices to develop an activity that incorporated the 6E model to improve elementary school students' learning performances

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INTERACTIVE LEARNING ENVIRONMENTS 2022年第1期30卷 85-99页

作者： Hsiao, Hsien-Sheng Lin, Yi-Wei Lin, Kuen-Yi Lin, Chien-Yu Chen, Jheng-Han Chen, Jyun-Chen Natl Taiwan Normal Univ Dept Technol Applicat & Human Resource Dev Taipei Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei Taiwan Natl Taiwan Normal Univ Chinese Language & Technol Ctr Taipei Taiwan Natl Acad Educ Res Res Ctr Testing & Assessment New Taipei Taiwan Natl Appl Res Labs Sci & Technol Policy Res & Informat Ctr Taipei Taiwan

This study used robot-based practices to develop an activity that incorporated the 6E model. The sixth-grade students learned interdisciplinary knowledge about how to use Arduino electronic components, microcontrollers, and hands-on tools to make a "Crab Robot." In addition, the students learned how to use Scratch programming language to control the robot and complete the "Crab Robot Crossing the Road" task. The study implemented a quasi-experimental design to examine whether the students who learned the robot-based activity using the 6E model acquired better learning motivation, learning performance, computational thinking ability, and hands-on ability than those who learned the activity through lectures. This study adopted purposive sampling to select 70 sixth-grade students from four classes, which were divided into the experimental group (6E model) and the control group (lectures). The experiment was conducted over a period of 18 weeks (for a total duration of 1,440 minutes). The results from the pretests-posttests showed that both groups of students improved their learning motivation, learning performance, computational thinking ability, and hands-on ability;however, the experimental group's scores were significantly better. More importantly, this study provides a pedagogy manuscript for instructors who want to teach mechatronics programs and programming design education.

关键词： Robot-based practices interdisciplinary projects programming and programming languages computational thinking ability hands-on ability

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Scaffolding problem solving with learners' own self explanations of subgoals

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JOURNAL OF COMPUTING IN HIGHER EDUCATION 2021年第2期33卷 499-523页

作者： Margulieux, Lauren E. Catrambone, Richard Georgia State Univ Dept Learning Sci Atlanta GA 30302 USA Georgia Inst Technol Sch Psychol Atlanta GA 30332 USA

Procedural problem solving is an important skill in most technical domains, like programming, but many students reach problem solving impasses and flounder. In most formal learning environments, instructors help students to overcome problem solving impasses by scaffolding initial problem solving. Relying on this type of personalized interaction, however, limits the scale of formal instruction in technical domains, or it limits the efficacy of learning environments without it, like many scalable online learning environments. The present experimental study explored whether learners' self-explanations of worked examples could be used to provide personalized but non-adaptive scaffolding during initial problem solving to improve later performance. Participants who received their own self-explanations as scaffolding for practice problems performed better on a later problem-solving test than participants who did not receive scaffolding or who received expert's explanations as scaffolding. These instructional materials were not adaptive, making them easy to distribute at scale, but the use of the learner's own explanations as scaffolding made them effective.

关键词： Scaffolding Problem solving Distance education and telelearning Post-secondary education programming and programming languages Teaching learning strategies

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Analysis of linkages between an unplugged activity and the development of computational thinking

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COMPUTER SCIENCE EDUCATION 2018年第3期28卷 255-270页

作者： Looi, Chee-Kit How, Meng-Leong Wu Longkai Seow, Peter Liu, Liu Nanyang Technol Univ Natl Inst Educ Singapore Singapore

Unplugged activities have been one approach to introduce computational thinking (CT) to students before any form of coding is involved. This paper reports on a study that examines the evaluation of the types of CT skills inculcated through an unplugged activity. Students in a grade 9 class were engaged in an unplugged activity on sorting before being asked to represent their understanding in the form of pseudo-English, flowchart or Python code. The assessment of CT skills comprises the aspects of decomposition, algorithmic design, generalization, abstraction and evaluation. Qualitative Comparative Analysis (QCA) was used to take a closer look at the unplugged CT activity and the subsequent artifact production. Such a QCA analysis can be used to inform a framework for designing instruction and tasks to target and teach certain types of CT knowledge in novice programmers, as well as for assessing an instruction package as to what CT knowledge is being covered.

关键词： Improving classroom teaching pedagogical issues post-secondary education programming and programming languages teaching/learning strategies

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Developing Educational 3D Games With StarLogo: The Role of Backwards Fading in the Transfer of programming Experience

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2019年第6期57卷 1468-1494页

作者： Boldbaatar, Nomin Sendurur, Emine Ulaanbaatar Elite Int Sch Ulaanbaatar Mongolia Ondokuz Mayis Univ Comp Educ & Instruct Technol Dept Samsun Turkey

The emergence of block-based environments aims to facilitate the problems caused by the abstractness of text-based languages. Recent studies generally focus on the effect of having block-based experience on programming education. This study is an attempt to observe the transfer of previous programming experiences (block-based vs. text-based) into a three-dimensional game-making environment through the use of backwards fading. In addition to observation of transfer, students' perceptions about the difficulty of practices were also investigated. Twenty-one senior university students participated in the study. They practiced through worked example, completion example, and full practice. Moreover, the comparison of the contribution of three examples, their perceived difficulty, and cognitive load has also been observed. There are four main findings that add value to the current literature. First, students having text-based programming experience had higher scores, which may be a sign of far transfer;second, completion example format was more efficient for students having block-based programming experience;third, full practice format was perceived as more difficult than either worked example or completion example;and fourth, based on the efficiency of example formats, completion example represented high efficiency for all students. However, average efficiency of all example formats has represented high efficiency for students, who had text-based programming experience.

关键词： programming and programming languages teaching learning strategies backwards fading completion example worked example efficient instruction game development game-based learning block-based programming text-based programming

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Understanding and Analysing Novice Programmer Interactions in a Facebook programming Group

Understanding and Analysing Novice Programmer Interactions i...

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International Conference on Teaching and Learning in Computing and Engineering (LaTiCE)

作者： Maleko, Mercy Hamilton, Margaret D'Souza, Daryl Scholer, Falk RMIT Univ Sch Comp Sci & IT Melbourne Vic 3001 Australia

ISBN: (纸本)9781479935918

This paper presents an analysis of first year programming student (novice programmer) messages posted on a Facebook programming Group created to support the learning of programming by increasing novice to novice interactions anywhere, anytime. The captured messages are anonymized and analysed with a view to exploring the extent to which Facebook groups have supported the learning of programming, as well as to identify struggles and challenges faced by learners who use the environments. The results of our analysis show that interactions on Facebook groups can lead to social learning and can encourage engagement with learning. The Facebook groups are used effectively by novices to solve significant problems that would not have been discussed in their respective learning management systems. Our findings highlight some interesting problems faced by novice programmers and include useful learning analytics of novice programmer interactions within these groups.

关键词： programming and programming languages Facebook group computer-mediated communication human-computer interface

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Recommender system for learning SQL using hints

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INTERACTIVE LEARNING ENVIRONMENTS 2017年第8期25卷 1048-1064页

作者： Lavbic, Dejan Matek, Tadej Zrnec, Aljaz Univ Ljubljana Fac Comp & Informat Sci Lab Data Technol Ljubljana Slovenia Univ Ljubljana Fac Comp & Informat Sci Ljubljana Slovenia

Today's software industry requires individuals who are proficient in as many programming languages as possible. Structured query language (SQL), as an adopted standard, is no exception, as it is the most widely used query language to retrieve and manipulate data. However, the process of learning SQL turns out to be challenging. The need for a computer-aided solution to help users learn SQL and improve their proficiency is vital. In this study, we present a new approach to help users conceptualize basic building blocks of the language faster and more efficiently. The adaptive design of the proposed approach aids users in learning SQL by supporting their own path to the solution and employing successful previous attempts, while not enforcing the ideal solution provided by the instructor. Furthermore, we perform an empirical evaluation with 93 participants and demonstrate that the employment of hints is successful, being especially beneficial for users with lower prior knowledge.

关键词： Intelligent Tutoring Systems improving classroom teaching interactive learning environments programming and programming languages recommender system SQL learning

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A peer-assisted learning experience in computer programming language learning and developing computer programming skills

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INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL 2016年第3期53卷 329-337页

作者： Altintas, Tugba Gunes, Ali Sayan, Hamiyet Istanbul Aydin Univ Quantitat Methods Dept Istanbul Turkey Istanbul Aydin Univ Dept Comp Engn Istanbul Turkey Biruni Univ Gifted Childrens Educ Dept Istanbul Turkey

Peer learning or, as commonly expressed, peer-assisted learning (PAL) involves school students who actively assist others to learn and in turn benefit from an effective learning environment. This research was designed to support students in becoming more autonomous in their learning, help them enhance their confidence level in tackling computer programming problems as well as to encourage them towards team work and collective effort. The main purpose of this research is to test the effectiveness of PAL on the C programming language course in the second semester of undergraduate level. For this purpose, an experiment group (peer students) and a control group were statistically compared in terms of midterm and final exam scores and the results showed that peer students were more successful in C programming language.

关键词： cooperative collaborative learning programming and programming languages improving classroom teaching learning communities pedagogical issues

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The Jeliot 2000 program animation system

The Jeliot 2000 program animation system

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作者： Ben-Bassat Levy, Ronit Ben-Ari, Mordechai Uronen, Pekka A Department of Science Teaching Weizmann Institute of Science Rehovot 76100 Israel Department of Computer Science University of Helsinki 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. © 2002 Elsevier Science Ltd.

关键词： Interactive learning environments programming and programming languages

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Parent-child interaction and children's learning from a coding application

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COMPUTERS & EDUCATION 2019年 140卷 103601-000页

作者： Sheehan, Kelly J. Pila, Sarah Lauricella, Alexis R. Wartella, Ellen A. Northwestern Univ Dept Commun Studies 2290 Campus Dr Evanston IL 60208 USA Erickson Inst Early Childhood Dev Technol Early Childhood Ctr 451 N LaSalle St Chicago IL 60654 USA

Research suggests that children can learn educational concepts from well-designed applications (apps), including foundational science, technology, engineering, and math (STEM) concepts. Parents may be important for promoting children's STEM learning from touchscreen apps, as parents can help their children learn from other media. However, little research has explored how parents and children use coding apps together for learning, and whether specific parent-child interactions in these contexts promote children's learning from apps. Therefore, we observed 31 parents and their 4.5- to 5.0-year old children playing a coding app together and coded for spatial talk, question-asking, task-relevant talk, and responsiveness. Results show that parents and children engaged in high-quality interactions during coding app play, with parents and children exhibiting high responsiveness and task-relevant talk, and parents exhibiting a higher proportion of question-asking and spatial talk compared to their children. Importantly, linear regression analyses show that the dyad's ability to stay on task during the coding task predicts children's learning of coding, while question-asking was a negative predictor of children's learning. These results suggest that coding apps may be a rich context for STEM learning, and that specific parent-child interactions can scaffold their children's learning from STEM apps.

关键词： Cooperative/collaborative learning Interactive learning environments Media in education programming and programming languages Applications in subject areas

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Unplugged or plugged-in programming learning: A comparative experimental study

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COMPUTERS & EDUCATION 2022年 184卷 104505-104505页

作者： Sigayret, Kevin Tricot, Andre Blanc, Nathalie Univ Paul Valery Montpellier 3 Lab Epsylon EA 4556 Rue Prof Henri Serre F-34000 Montpellier France

In recent years, computer programming has reappeared in school curricula with the aim of transmitting knowledge and skills beyond the simple ability to code. However, there are different ways of teaching this subject and very few experimental studies compare plugged-in and unplugged programming learning. The purpose of this study is to highlight the impact of plugged-in or unplugged learning on students' performance and subjective experience. To this end, we designed an experimental study with 217 primary school students divided into two groups and we measured their knowledge of computational concepts, ability to solve algorithmic problem, motivation toward the instruction, self-belief and attitude toward science. The programming sessions were designed to be similar between the two conditions, only the tools were different. Computers and Scratch software were used in the plugged-in group while the unplugged group used paper instructions, pictures, figurines and body movements instead. The results show better learning performance in the plugged-in group. Furthermore, although motivation dropped slightly in both groups, this drop was only significant in the unplugged condition. Gender also seems to be an important factor, as girls exhibit a lower post-test motivation and a lower willingness to pursue their practice in programming outside the school context. However, this effect on motivation was only observable in the plugged-in group which suggests that educational programming software may have a positive but gendered motivational impact.

关键词： Elementary education Improving classroom teaching programming and programming languages Teaching learning strategies

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