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22nd International Arab Conference on Information Technology (ACIT)

作者： Al-Tahat, Khalid Arab Open Univ Fac Comp Studies Amman Jordan

ISBN: (纸本)9781665419956

Computer programming is often presented to students as an abstract discipline that looks aseptic and ultimately boring to many learners;learners find their first computing course uninspiring and programming hard and socially isolating. This causes a decline in the interest in computing among learners. Although there have been many attempts to make computing appealing, more interesting, easier and enjoyable, many educators are still using the classic methods in teaching and learning computer programming. The aim of this work is to call the attention of computing educators to an approach that uses 3D virtual environments to teaching programming. We introduce this approach through a tool that offers innovative methods for teaching wide spectrum of computing topics;Alice. Alice is an innovative programming environment that can be used to create stories by animating characters in a 3D world. Alice is written in Java and has an object-oriented flavor. The paper presents a review of research on using Alice in motivating teaching programming and problem solving, algorithmic thinking, software modeling, and game design and implementation. New trends of using Alice in teaching computing are also suggested.

关键词： Alice computing education programming environments teaching programming algorithmic thinking software modeling game programming

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Computer Science and Schools: A Specific Didactics? 24th

Computer Science and Schools: A Specific Didactics?

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24th Argentina Congress of Computer Science (CACIC)

作者： Queiruga, Claudia Banchoff Tzancoff, Claudia Venosa, Paula Gomez, Soledad Morandi, Glenda Natl Univ La Plata LINTI Comp Sci Sch La Plata Buenos Aires Argentina Natl Univ La Plata Sch Journalism & Social Commun La Plata Buenos Aires Argentina

ISBN: (纸本)9783030207878;9783030207861

This paper presents the curricular proposal for the "teaching Specialization in Computer Science Didactics" of the province of Buenos Aires, Argentina. The focus of this proposal is the training of high school teachers in the field of Computer Science, since there is a deficit in the training in this topic in compulsory school. The project arises in the framework of a call for national universities with Computer Science courses, launched by Fundacion Sadosky of the Ministry of Science, Technology and Innovation. One of the main features is the acknowledgement of Higher Institutes for Teacher Training as referents of excellence in ongoing teacher training. The result is the consensual design and implementation, between these Institutes and the universities, of a curricular program of Computer Science.

关键词： Computer science High school teaching programming Computational thinking

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Adaptive Educational Resource Model to Promote Robotic teaching in STEM Courses 49

Adaptive Educational Resource Model to Promote Robotic Teach...

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49th IEEE Frontiers in Education Conference (FIE)

作者： Almeida, Thais Oliveira de Magalhaes Netto, Jose Francisco Fed Univ Amazonas UFAM Inst Comp Icomp Manaus AM Brazil Fed Univ Roraima UFRR Dept Sci Comp Boa Vista RR Brazil

ISBN: (纸本)9781728117461

This Innovative Practice Category Full Paper presents the proposal of a model to develop adaptive educational resources, with the aim to promote robotic teaching in STEM (Science, Technology, Engineering, and Mathematics) courses. This model was designed to be integrated with a Learning Management System, to suggest customized activities and teaching materials according to students learning cognitive styles, and it is extensible, can be applied in others areas, not limited to robotics. This model aims at stimulating the teaching programming with robots, providing an environment that students can remotely program robots through a programming language, monitor their evolution in the environment and evaluate the activities that have been suggested. A feasibility study was realized with 6 professors to validate this proposal, and the UTAUT model was applied with 24 students, to validate the acceptance model study.

关键词： adaptive model educational robotics teaching programming STEM

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The Playful Approach to teaching How to Program: Evidence by a Case Study 20th

The Playful Approach to Teaching How to Program: Evidence by...

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20th International Conference on Interactive Collaborative Learning (ICL) - teaching and Learning in a Digital World

作者： Utesch, Matthias C. Seifert, Victor Prifti, Loina Heininger, Robert Krcmar, Helmut TUM Chair Informat Syst Munich Germany Staatliche Fachober & Berufsoberschule Tech Munch Munich Germany

ISBN: (纸本)9783319732107;9783319732091

programming has become an important and popular skill in our economy. However, the digital age affects not only our economy but our daily lives, our free time, our habits, and our education systems as well. The way we perceive and especially access information has changed drastically in the last 20 years. IT-based learning has become a widespread approach to educate anyone who wants to learn, regardless of gender, age, or cultural background. Many new approaches have been made possible by the technological advancement in latest years. One of these approaches is the playful approach. As a part of self-regulated and personalized learning strategies, it focuses on the student's interaction with the subject. In this contribution, we connect the engagement students experience in video games with the educational content of standard curricula. By the means of a case study, we provide a scientific basis for future playful learning approaches.

关键词： teaching programming Playful approach Evaluated lesson structure programming course Upper vocational school

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Annete: An Intelligent Tutoring Companion Embedded into the Eclipse IDE 1

Annete: An Intelligent Tutoring Companion Embedded into the ...

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1st IEEE International Conference on Cognitive Machine Intelligence (CogMI)

作者： Day, Melissa Penumala, Manohara Rao Sanchez, Javier Gonzalez Arizona State Univ Tempe AZ USA

ISBN: (纸本)9781728167374

With Computer Science (CS) class sizes that are often large, it is challenging to provide effective personalized feedback to students. Intelligent Tutoring Companions can provide such feedback and improve CS students' experience. This work describes the construction of a Tutoring Companion, Annete, designed to support students in a university Java programming course by providing them with intelligent feedback generated by a neural network. Annete is embedded into the Eclipse Integrated Development Environment (IDE), which is an environment that is already familiar to students in programming courses. Embedding Annete into Eclipse improves her effectiveness, as the students do not need to learn how to use an additional tool. While the student works in Eclipse, Annete collects 21 pieces of data from the student's code, including whether certain key words are used, error messages from the compiler, and cyclomatic complexity. When a run attempt, debug attempt, or a request for help occurs in Eclipse, Annete uses the data available to infer a feedback message to show to the student. Our approach is evaluated among 28 CS students completing a programming assignment while Annete assists them. Results suggest that students feel supported while working with Annete and show potential for using neural network modeling with embedded tutoring companions in the future. Challenges are discussed, as well as opportunities for future work.

关键词： neural networks intelligent tutoring systems tutoring companions teaching programming Eclipse IDE

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Practitioners teaching Data Science in Industry and Academia: Expectations, Workflows, and Challenges 19

Practitioners Teaching Data Science in Industry and Academia...

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CHI Conference on Human Factors in Computing Systems (CHI)

作者： Kross, Sean Guo, Philip J. Univ Calif San Diego La Jolla CA 92093 USA

ISBN: (纸本)9781450359702

Data science has been growing in prominence across both academia and industry, but there is still little formal consensus about how to teach it. Many people who currently teach data science are practitioners such as computational researchers in academia or data scientists in industry. To understand how these practitioner-instructors pass their knowledge onto novices and how that contrasts with teaching more traditional forms of programming, we interviewed 20 data scientists who teach in settings ranging from small-group workshops to large online courses. We found that: 1) they must empathize with a diverse array of student backgrounds and expectations, 2) they teach technical workflows that integrate authentic practices surrounding code, data, and communication, 3) they face challenges involving authenticity versus abstraction in software setup, finding and curating pedagogically-relevant datasets, and acclimating students to live with uncertainty in data analysis. These findings can point the way toward better tools for data science education and help bring data literacy to more people around the world.

关键词： data science education teaching programming

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Prolog programming e-course

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INTERNATIONAL JOURNAL OF CONTINUING ENGINEERING EDUCATION AND LIFE-LONG LEARNING 2005年第3-6期15卷 194-211页

作者： Hynek, Josef Olsevicova, Kamila Univ Hradec Kralove Fac Informat & Management Dept Informat & Quantitat Methods Rokitanskeho St62 Hradec Kralove 50003 Czech Republic Univ Hradec Kralove Fac Informat & Management Dept Informat Technol Hradec Kralove 50003 Czech Republic

The aim of our paper is to describe our experience acquired during the development and subsequent utilisation of our Prolog programming e-course. We will describe our journey from printed textbooks, via isolated web-based materials to the comprehensive and integrated e-course. We have changed not only the method of delivery, but also the content of our course to make it more interesting and attractive for our students. Our new course is based on utilisation of various games that allow us to demonstrate key aspects of logic programming;at the same time the subject as a whole is very appealing. Moreover, using suitable games even difficult topics can be explained rather easily and spontaneously, as we will illustrate in this paper using a chess game. Finally, we will review our existing experience with the e-course utilisation and we will discuss the problems concurrent with it as well.

关键词： Prolog teaching programming e-course WebCT motivation through games

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Usage of Technology Enhanced Educational Tools for Delivering programming Courses

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING 2011年第4期6卷 23-30页

作者： Ivanovic, M. Xinogalos, S. Komlenov, Z. Univ Novi Sad Fac Sci Dept Math & Informat Novi Sad Serbia Univ Macedonia Thessaloniki Greece

Methods and approaches behind technology enhanced learning (TEL) in programming courses at a university level encourage continuous research in the last 20 years. Still there is no generally applicable way that would guarantee success. In this paper some experiences gathered during years of a technology-enhanced approach in teaching Object-Oriented programming (OOP) at two universities in two countries are presented and compared. Emphasis is given on the technology-enhanced educational tools that were selected or developed by the two institutions for teaching OOP. Different traditions and independent development at both institutions allow us to draw generally applicable conclusions and recommendations.

关键词： E-learning Object-oriented programming teaching programming Technology-enhanced learning

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Coding in early years education: which factors influence the skills of sequencing and plotting a route, and to what extent?

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INTERNATIONAL JOURNAL OF EARLY YEARS EDUCATION 2022年第4期30卷 969-985页

作者： Perez-Marin, Diana Hijon-Neira, Raquel Pizarro, Celeste Univ Rey Juan Carlos Comp Sci Dept Avda Tulipan S-N Madrid 28933 Spain Univ Rey Juan Carlos Appl Maths Dept Madrid Spain

Significant interest in teaching children to code since Preschool Education has arisen in recent years. This paper focuses on the benefits of preschoolers learning to code at such short age. The research questions are whether by coding they can improve skills such as sequencing and plotting a route? Which factors influence the learning? And, to what extent? To start coding, preschoolers might use robots such as Cubetto or KIBO, or other unplugged resources such as foam. Moreover, stories could be used to provide a context and a goal for the coding experience. An experiment was carried out with 192 children between 3 and 6 years old in age to gather some data. The hypothesis that the skills were improved by coding was proved;and that age, resources, and initial knowledge influence the learning process. This paper contributes more evidence of the benefits of coding in early years.

关键词： Early years' education improving classroom teaching teaching programming unplugged approach robot education

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Recent studies about teaching algorithms (CS1) and data structures (CS2) for computer science students 49

Recent studies about teaching algorithms (CS1) and data stru...

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49th IEEE Frontiers in Education Conference (FIE)

作者： Silva, Davi Bernardo Aguiar, Rafael de Lima Deconto, Diogo Steinke Silla, Carlos N., Jr. Pontificia Univ Catolica Parana PUCPR BR-80215901 Curitiba PR Brazil Inst Fed Santa Catarina IFSC BR-89254430 Jaragua Do Sul SC Brazil

ISBN: (数字)9781728117461

ISBN: (纸本)9781728117461

This Research Full Paper presents a review of recent studies on SIGCSE about teaching programming (CS1) and data structures (CS2) for university students in computer science courses. Our main contribution is the identification of three categories and their respective subcategories for teaching programming: (i) characterization of contents, (ii) identification of pedagogical strategies and (iii) grouping of support tools. Context: Technology is increasingly more present in modern life. This demands qualified professionals in algorithmic thinking and coding. However, teaching programming is a challenging task, with frequently high dropout and failure rates. Because of this there is a large amount of scientific literature about methods and tools for teaching this topic. A systematic review to compile existing techniques can be very useful for teacher and professionals interested in the area. Objective: The goal of this paper is to identify and discuss the recent approaches used in teaching algorithms and data structures presented in the last five years of SIGCSE. Thus, we investigated the following research question: What are the recent approaches to teaching programming and data structures? Method: We conducted a review of the primary researches published in SIGCSE Technical Symposium during 2014-2018. All primary studies published in this period were evaluated according to the inclusion criteria. The studies related to our objective were completely read, passed through the extraction of data and classified according to the research questions. Results: In the end of the selection phase, 60 papers were used to conduct this research. Our results were classified into three categories: (i) contents were identified in 60 papers. We found that CS1 is predominant, it is present in 76.7% of papers. Whereas the teaching of CS2 is present in only 38.3% of the papers;(ii) teaching strategies were identified in 32 papers. Active learning approaches are usually the target of these

关键词： CS1 CS2 Computer Science Education teaching programming

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