Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

An Evaluation of Gamification to Assess Students’ Learning on Their Understanding of First Year Computer Science Programming Module

This research examines the use of gamification to develop an assessment tool, to assess students’ learning of a first year computer science module. The students’ undertaking of the first semester Programming and Algorithms module in 2015 were assessed on their knowledge of the programming language Python. The incorporation of gamification when assessing students can have various potential benefits. The research aims to identify these benefits and issues. Assessments and games have almost opposite effects on opinions on people, as games are usually expected to have an entertainment value but this is not the case for assessments. The research examines if the game elements in the assessment tool causes the students to see this tool differently. A variety of experiments were carried out and the organisation of these experiments were vital to the success of the project. The first assessment was to test students through a written test. The findings of this experiment were used in order to develop a game to assess the students. Interviews with computer programming lecturers were conducted before the game was developed (to derive requirements). A game was developed and used to assess the students learning. The game is accessible via a website, thus platform agnostic, enabling feasibility in partaking of this experiment. The opinions of the students in relation to the game were also gathered immediately after the students had completed the game. The second experiment stage then took place to assess the students with a written test that had the same questions as the written test before the students played the game. Interviews with computer programming lecturers were conducted after all other experiments were completed (to evaluate the outcomes). The game was able to assess students’ learning and obtain vast amount of information. All students indicated they liked the game and enjoyed it which also means that the students enjoyed the assessment process. Several beneficial elements for incorporating gamification were identified. Such as improvement of students’ knowledge which was determined through the comparison of the written test performance

Evaluating the Effects of Immersive Embodied Interaction on Cognition in Virtual Reality

Virtual reality is on its advent of becoming mainstream household technology, as technologies such as head-mounted displays, trackers, and interaction devices are becoming affordable and easily available. Virtual reality (VR) has immense potential in enhancing the fields of education and training, and its power can be used to spark interest and enthusiasm among learners. It is, therefore, imperative to evaluate the risks and benefits that immersive virtual reality poses to the field of education. Research suggests that learning is an embodied process. Learning depends on grounded aspects of the body including action, perception, and interactions with the environment. This research aims to study if immersive embodiment through the means of virtual reality facilitates embodied cognition. A pedagogical VR solution which takes advantage of embodied cognition can lead to enhanced learning benefits. Towards achieving this goal, this research presents a linear continuum for immersive embodied interaction within virtual reality. This research evaluates the effects of three levels of immersive embodied interactions on cognitive thinking, presence, usability, and satisfaction among users in the fields of science, technology, engineering, and mathematics (STEM) education. Results from the presented experiments show that immersive virtual reality is greatly effective in knowledge acquisition and retention, and highly enhances user satisfaction, interest and enthusiasm. Users experience high levels of presence and are profoundly engaged in the learning activities within the immersive virtual environments. The studies presented in this research evaluate pedagogical VR software to train and motivate students in STEM education, and provide an empirical analysis comparing desktop VR (DVR), immersive VR (IVR), and immersive embodied VR (IEVR) conditions for learning. This research also proposes a fully immersive embodied interaction metaphor (IEIVR) for learning of computational concepts as a future direction, and presents the challenges faced in implementing the IEIVR metaphor due to extended periods of immersion. Results from the conducted studies help in formulating guidelines for virtual reality and education researchers working in STEM education and training, and for educators and curriculum developers seeking to improve student engagement in the STEM fields

A Study of First Year Undergraduate Computing Students\u27 Experience of Learning Software Development in the Absence of a Software Development Process

Despite the ever-growing demand for software development graduates, it is recognised that a significant barrier for increasing graduate numbers lies in the inherent difficulty in learning how to develop software. This paper presents a study that is part of a larger research project aimed at addressing the gap in the provision of educational software development processes for freshman, novice undergraduate learners, to improve proficiency levels. As a means of understanding how such learners problem solve in software development in the absence of a formal process, this study examines the experiences and depth of learning acquired by a sample set of novice, freshman university learners. The study finds that without the scaffolding of an appropriate structured development process tailored to novices, students are in danger of failing to engage with the problem solving skills necessary for software development, particularly the skill of designing solutions prior to coding

Novice Learner Experiences in Software Development: A Study of Freshman Undergraduates

This paper presents a study that is part of a larger research project aimed at addressing the gap in the provision of educational software development processes for freshman, novice undergraduate learners, to improve proficiency levels. With the aim of understanding how such learners problem solve in software development in the absence of a formal process, this case study examines the experiences and depth of learning acquired by a sample set of novice undergraduates. A novel adaption of the Kirkpatrick framework known as AKM-SOLO is used to frame the evaluation. The study finds that without the scaffolding of an appropriate structured development process tailored to novices, students are in danger of failing to engage with the problem solving skills necessary for software development, particularly the skill of designing solutions prior to coding. It also finds that this lack of engagement directly impacts their affective state on the course and continues to negatively impact their proficiency and affective state in the second year of their studies leading to just under half of students surveyed being unsure if they wish to pursue a career in software development when they graduate

'I liked it, but it made you think too much': A case study of computer game authoring in the Key Stage 3 ICT curriculum

The importance of giving pupils opportunities to become producers of digital media is well documented in the literature (see Harel, 1991; Papert, 1993; Kafai, 1995; Harel Caperton, 2010; Luckin et al., 2012; Nesta, 2012; Sefton-Green, 2013), however there has been little research in this area in the context of the UK Key Stage 3 ICT curriculum. The purpose of this study is to achieve an understanding of how authoring computer games in a mainstream secondary setting can support the learning of basic game design and programming concepts. The research explores pupils’ experiences of the process they followed and the areas of learning they encountered as they made their games, and considers what they valued and what they found difficult in the game authoring activity. The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as ‘building material’ to create digital artefacts. In the process of creating these artefacts, over time, computers become ‘objects to think with’, enabling pupils to learn how to learn (Papert, 1980b; Harel and Papert, 1991a). Data were collected in planning documents, journals and the games pupils made, in recordings of their working conversations, and in pair and group interviews. Findings indicate that as well as learning some basic programming concepts, pupils enjoyed the activity, demonstrated positive attitudes to learning and felt a sense of achievement in creating a complex artefact which had personal and cultural significance for them. This research acknowledges the need to develop accessible units of work to implement aspects of the new Computing curriculum (DfE, 2013c), especially for teachers and pupils who have little prior knowledge of the field. It suggests that computer game authoring may offer a viable entry and considers the extent to which constructionist approaches are suitable for this kind of work

The Design and Evaluation of an Educational Software Development Process for First Year Computing Undergraduates

First year, undergraduate computing students experience a series of well-known challenges when learning how to design and develop software solutions. These challenges, which include a failure to engage effectively with planning solutions prior to implementation ultimately impact upon the students’ competency and their retention beyond the first year of their studies. In the software industry, software development processes systematically guide the development of software solutions through iterations of analysis, design, implementation and testing. Industry-standard processes are, however, unsuitable for novice programmers as they require prior programming knowledge. This study investigates how a researcher-designed educational software development process could be created for novice undergraduate learners, and the impact of this process on their competence in learning how to develop software solutions. Based on an Action Research methodology that ran over three cycles, this research demonstrates how an educational software development methodology (termed FRESH) and its operationalised process (termed CADET which is a concrete implementation of the FRESH methodology), was designed and implemented as an educational tool for enhancing student engagement and competency in software development. Through CADET, students were reframed as software developers who understand the value in planning and developing software solutions, and not as programmers who prematurely try to implement solutions. While there remain opportunities to further enhance the technical sophistication of the process as it is implemented in practice, CADET enabled the software development steps of analysis and design to be explicit elements of developing software solutions, rather than their more typically implicit inclusion in introductory CS courses. The research contributes to the field of computing education by exploring the possibilities of – and by concretely generating – an appropriate scaffolded methodology and process; by illustrating the use of computational thinking and threshold concepts in software development; and by providing a novel evaluation framework (termed AKM-SOLO) to aid in the continuous improvement of educational processes and courses by measuring student learning experiences and competencies

An architecture for systematic tracking of skills and competence level progression in computer science

A typical Computer Science degree is three to five years long, consists of four to six subjects per semester, and two semesters per year. A student enrolled in such a degree is expected to learn both discipline-specific skills and transferable generic skills. These skills are to be taught in a progressive sequence through the duration of the degree. As the student progresses through the subjects and semesters of a degree, his skill portfolio and competence level for each skill is expected to grow. Effectively modeling these curriculum skills, mapping them to assessment tasks across subjects of a degree, and measuring the progression in learner competence level is, largely, still an unsolved problem. Previous work at this scale is limited. This systematic tracking of skills and competence is crucial for effective quality control and optimization of degree structures. Our main contribution is an architecture for a curriculum information management system to facilitate this systematic tracking of skill and competence level progression in a Computer Science context

Games and simulations in distance learning: the AIDLET Model

This chapter discusses the selection and potential use of electronic games and simulations in distance learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of games and simulations in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games and simulations, with focus on the practical aspects of the processes used in Open and Distance Learning (ODL). Whereas traditional learning is based on knowledge memorization and the comple- tion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing/playing. New instructional models may require that rich interactive processes of communication are supported, that assignments are structured as game-like projects, and that a culture of interaction, collaboration, and enablement drives learning and personal development. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games to meet the requirements of distance education teachers, instructional designers and decision-makers