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Collaborative Behavior Patterns of Students in programming instruction

JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2022年第4期60卷 1035-1062页

作者： Hopcan, Sinan Polat, Elif Albayrak, Ebru Istanbul Univ Cerrahpasa Dept Comp Educ & Instruct Technol Istanbul Turkey Sakarya Univ Comp Educ & Informat Technol CEIT Sakarya Turkey

The pair programming approach is used to overcome the difficulties of the programming process in education environments. In this study, the interaction sequences during the paired programming of preservice teachers was investigated. Lag sequential analysis were used to explore students' behavioral patterns in pair programming. The participants of the study consist of 14 students, seven pairs enrolled in a programming Languages course. The findings indicate that there are significant behavioral learning sequences. During the program development process, students hesitated to create an algorithm and to improve an existing one while proposing the next step. In addition, they constantly waited for approval. Collaborative behaviors such as giving and receiving feedback and helping other partners were less observed in females. In addition, significant sequential driver and navigator behaviors were presented. The findings of the study have important implications for instructors and designers when using a pair programming approach in teaching programming. In the future, programming instruction environments can be designed by considering the learner behaviors that are presented in this study.

关键词： pair programming behavioral pattern lag sequential analysis programming instruction collaborative learning preservice teachers

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Design and Implementation of Interdisciplinary STEM instruction: Teaching programming by Computational Physics

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ASIA-PACIFIC EDUCATION RESEARCHER 2019年第1期28卷 77-91页

作者： Lin, Yu-Tzu Wang, Ming-Tsan Wu, Cheng-Chih Natl Taiwan Normal Univ Adv Ctr Study Learning Sci Grad Inst Informat & Comp Educ Taipei 10610 Taiwan

This study designs and implements interdisciplinary STEM instruction by adopting modelling-based physics programming, and explores its effectiveness on learning. A quasi-experimental study was conducted. The experimental group wrote programs to solve physics problems by following the modelling process, while the control group solved general problems without specific guidance. The findings show that the STEM group performed better on both programming and physics achievements, and had higher self-efficacy on modelling. The STEM group benefited from the modelling-based instruction and could formulate the problems to a more effective representation for problem solving (abstraction), and also could transfer the solution to more accurate code (coding), both of which contributed to programming ability. Through the modelling process for physics simulation, physics programming also improved students' understanding of difficult physics concepts.

关键词： programming instruction Computational physics STEM instruction

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Teaching programming by Revealing Thinking Process: Watching Experts' Live Coding Videos With Reflection Annotations

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IEEE TRANSACTIONS ON EDUCATION 2022年第4期65卷 617-627页

作者： Yu-Tzu Lin Yeh, Martin K-C Sheng-Rong Tan Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei 10610 Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei 10610 Taiwan Penn State Univ Brandywine Informat Sci & Technol Media PA 19063 USA

Contribution: programming is a complex cognitive activity that involves both conceptual understanding and procedural skills, which is challenging for novices. To develop both program comprehension and implementation competency, this study proposed a live-coding-based instruction. Experts' live coding with think-aloud was recorded. Students then learn algorithmic planning and coding skills by observing experts' thinking and coding processes from the videos. To deploy this pedagogical strategy, a learning platform was developed to present the videos to students who could also annotate their reflection about the videos in the system to deepen their understanding of syntax and concepts of computer programming. Background: Traditional lecture-based programming instruction focuses more on the explanation of syntax and concepts but lacks revealing the dynamic and nonlinear thinking and coding process. Research Questions: This study is to explore the effects of live-coding-based instruction on students' programming knowledge, including declarative program knowledge (program comprehension) and procedural program knowledge (coding skills), and whether the instruction changes their attitude toward programming learning or not. Methodology: An empirical study was conducted with 33 high-school students who were novice programmers in one semester to explore the effectiveness of the live-coding-based instruction and the use of the learning platform. Findings: The experiment results show that watching flowcharting (r=0.369, p <0.05) or coding processes (r=0.409, p <0.05) of experts improves coding skills. This implies that explicit depiction of algorithmic planning and coding processes are essential for building procedural programming knowledge. In addition, reflection on syntactic content of experts' programming plays an important role in programming (r=0.511,p <0.01). The research findings suggest that programming instruction could focus more on developing students' problem-solvin

关键词： programming profession Encoding Videos Syntactics Problem-solving Education Codes Computer science computer-based instruction learning environment live coding observational learning programming instruction reflection video-based learning

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Teaching computer programming to science majors by modelling

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2021年第1期29卷 130-144页

作者： Lin, Yu-Tzu Yeh, Martin K-C Hsieh, Hsin-Ling Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Inst Res Excellence Learning Sci Taipei 10610 Taiwan Penn State Univ Brandywine Informat Sci & Technol Media PA USA

This study reports the design and implementation of modelling-based programming instruction for science majors and its effectiveness on programming and science learning. A modelling approach was proposed to provide guidance to students in implementing solutions for scientific problems in computer programming. This modelling approach includes five stages: (a) phenomenon description, (b) data modelling, (c) algorithmic modelling, (d) coding and (e) verification and debugging. Authentic scenarios for science learning were adopted in teaching materials and problems to inspire students to learning both the scientific and programming aspects underneath the phenomena. An empirical experiment to examine the effectiveness of the proposed instruction was conducted in a general education course at a university, and the results showed that students who engaged more in the modelling approach performed better in both the program implementation test and their final projecbenefits of the modelling-based instructionts. In addition, students' feedback agreed with what we had expected, the modelling approach would benefit students: they could connect abstract, real-world phenomena to programming variables and logic by visualizing the phenomena in simulation and animation. Data modelling and algorithmic modelling also helped them analyse the variables in problem space and propose a solution before coding. As the proposed instruction provided opportunities to experience the capability of programming in solving scientific problems, high-programming-performance students also showed a greater interest in exploring science after the class.

关键词： computational thinking scientific computation programming instruction science education STEM education

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Tracking Students' Cognitive Processes During Program Debugging-An Eye-Movement Approach

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IEEE TRANSACTIONS ON EDUCATION 2016年第3期59卷 175-186页

作者： Lin, Yu-Tzu Wu, Cheng-Chih Hou, Ting-Yun Lin, Yu-Chih Yang, Fang-Ying Chang, Chia-Hu Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei Taiwan Yuanpei Univ Dept Biomed Engn Hsinchu 30015 Taiwan Natl Taiwan Normal Univ Grad Inst Sci Educ Taipei 10607 Taiwan Natl Taiwan Univ Grad Inst Networking & Multimedia Taipei 10617 Taiwan

This study explores students' cognitive processes while debugging programs by using an eye tracker. Students' eye movements during debugging were recorded by an eye tracker to investigate whether and how high- and low-performance students act differently during debugging. Thirty-eight computer science undergraduates were asked to debug two C programs. The path of students' gaze while following program codes was subjected to sequential analysis to reveal significant sequences of areas examined. These significant gaze path sequences were then compared to those of students with different debugging performances. The results show that, when debugging, high-performance students traced programs in a more logical manner, whereas low-performance students tended to stick to a line-by-line sequence and were unable to quickly derive the program's higher-level logic. Low-performance students also often jumped directly to certain suspected statements to find bugs, without following the program's logic. They also often needed to trace back to prior statements to recall information, and spent more time on manual computation. Based on the research results, adaptive instructional strategies and materials can be developed for students of different performance levels, to improve associated cognitive activities during debugging, which can foster learning during debugging and programming.

关键词： Cognition analysis eye-movement analysis program debugging programming instruction

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When Does Scaffolding Provide Too Much Assistance? A Code-Tracing Tutor Investigation

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INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2021年第4期31卷 784-819页

作者： Jennings, Jay Muldner, Kasia Carleton Univ Inst Cognit Sci Ottawa ON Canada

When students are first learning to program, they not only have to learn to write programs, but also how to trace them. Code tracing involves stepping through a program step-by-step, which helps to predict the output of the program and identify bugs. Students routinely struggle with this activity, as evidenced by prior work and our own experiences in the classroom. To address this, we designed a Code Tracing (CT)-Tutor. We varied the level of assistance provided in the tutor, based on (1) the interface scaffolding available during code tracing, and (2) instructional order, operationalized by when examples were provided, either before or after the corresponding problem was solved. We collected data by having participants use the tutor to solve code tracing problems (N = 97) and analyzed both learning outcomes and process data obtained by extracting features of interest from the log files. We used a multi-layered approach for the analysis, including standard inferential statistics and unsupervised learning to cluster students by their behaviors in the tutor. The results show that the optimal level of assistance for code tracing falls in the middle of the assistance spectrum included in the tutor, but also that there are individual differences in terms of optimal assistance for subgroups of individuals. Based on these results, we outline opportunities for future work around personalizing instruction for code tracing.

关键词： Code tracing Tutoring system Assistance Worked examples programming instruction

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Effects of guided collaboration on sixth graders' performance in logo programming

Effects of guided collaboration on sixth graders' performanc...

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37th Annual Frontiers in Education Conference

作者： Lin, Janet Mei-Chuen Li, Yun-Lung Ho, Rong-Guey Li, Chia-Chen Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei 106 Taiwan Wuhua Elementary Sch Taipei Taiwan

ISBN: (纸本)9781424410835

In this study we investigated whether guided collaboration would enhance elementary school students' achievement in learning to program in MSWLogo. Ninty-four sixth graders were randomly assigned to the individual-learning group, the free-collaboration group or the guided-collaboration group. All students were taught to follow the problem-solving steps of analysis, design, coding, debugging, and reflection, but only students of the guided-collaboration group were provided a worksheet that aimed to force students to carry out all specified activities at each step. A statistical analysis of students' test scores showed that the guided-collaboration group significantly outperformed the other two groups. The differences among the low achievers of the three groups were especially significant, indicating that they had benefited the most from guided collaboration. It was also found that guided collaboration promoted meaningful discussions among students, which had contributed to their better understanding of programming concepts and problem-solving skills, and hence better test scores.

关键词： collaborative learning programming instruction computer education logo programming

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Investigating the Utility of Graphics in Teaching Data Wrangling 20

Investigating the Utility of Graphics in Teaching Data Wrang...

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ACM Conference on International Computing Education Research (ICER)

作者： Sundin, Lovisa Univ Glasgow Glasgow Lanark Scotland

ISBN: (纸本)9781450370929

programming is increasingly being taught in statistics modules across various departments, where the focus is on wrangling data in languages like Python and R. Graphical aids as applied to this domain is an empirically untried approach. My research investigates their utility in relation to several subject characteristics and outcome variables.

关键词： data science programming instruction data wrangling CS education R SQL Python

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Using automatic machine assessment to teach computer programming

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COMPUTER SCIENCE EDUCATION 2017年第3-4期27卷 197-214页

作者： Maguire, Phil Maguire, Rebecca Kelly, Robert Natl Univ Ireland Dept Comp Sci Maynooth Kildare Ireland Natl Univ Ireland Dept Psychol Maynooth Kildare Ireland

We report on an intervention in which informal programming labs were switched to a weekly machine-evaluated test for a second year Data Structures and Algorithms module. Using the online HackerRank system, we investigated whether greater constructive alignment between course content and the exam would result in lower failure rates. After controlling for known associates, a hierarchical regression model revealed that HackerRank performance was the best predictor of exam performance, accounting for 18% of the variance in scores. Extent of practice and confidence in programming ability emerged as additional significant predictors. Although students expressed negativity towards the automated system, the overall failure rate was halved, and the number of students gaining first class honours tripled. We infer that automatic machine assessment better prepares students for situations where they have to write code by themselves by eliminating reliance on external sources of help and motivating the development of self-sufficiency.

关键词： programming instruction programming confidence automatic correction skill development constructive alignment automatic feedback

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Effects of an automated programming assessment system on the learning performances of experienced and novice learners

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Interactive Learning Environments 2023年第8期31卷 5347-5363页

作者： Cheng, Li-Chen Li, Wei Tseng, Judy C. R. Department of Information and Finance Management National Taipei University of Technology Taipei Taiwan STEM Education Research Center Wenzhou University Zhejiang Province Wenzhou China Ph.D. Program in Engineering Science Chung Hua University Hsinchu Taiwan Department of Computer Science and Information Engineering Chung Hua University Hsinchu Taiwan

programming ability is the core ability of this era and can be obtained and improved through practice. In this paper, an Automated programming Assessment system based on Mastery learning and Peer competition (APAMP) was proposed and developed. APAMP allows students to practice repeatedly by providing immediate feedback after their programs are submitted. It also presents an analytical dashboard as a competition mechanism for students to visualize their learning performance and compare their performance with peers. By incorporating APAMP into programming courses, students can master programming skills through repeated practice, and their enthusiasm for learning programming can also be encouraged by peer competition. To evaluate the effects of APAMP on the learning performance of students with programming language learning and novice students, a quasi-experiment was conducted in a high school. The experimental results showed that the learning achievement of the two groups of students improved significantly. Moreover, the learning attitude of students in the experienced group improved significantly, with the experienced students benefiting more from the system than the novice students. In fact, the novice students showed a significant decline in learning attitude and learning motivation, which was contrary to our intuition. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： automated programming assessment systems learning performance mastery learning peer competition programming instruction

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