Python for teaching introductory programming: A quantitative evaluation

This paper compares two different approaches of teaching introductory programming by quantitatively analysing the student assessments in a real classroom. The first approach is to emphasise the principles of object-oriented programming and design using Java from the very beginning. The second approach is to first teach the basic programming concepts (loops, branch, and use of libraries) using Python and then move on to oriented programming using Java. Each approach was adopted for one academic year (2008-09 and 2009-10) with first year undergraduate students. Quantitative analysis of the student assessments from the first semester of each year was then carried out. The results of this analysis are presented in this paper. These results suggest that the later approach leads to enhanced learning of introductory programming concepts by students

Teaching complex theoretical multi-step problems in ICT networking through 3D printing and augmented reality

This paper presents a pilot study rationale and research methodology using a mixed media visualisation (3D printing and Augmented Reality simulation) learning intervention to help students in an ICT degree represent theoretical complex multi-step problems without a corresponding real world physical analog model. This is important because these concepts are difficult to visualise without a corresponding mental model. The proposed intervention uses an augmented reality application programmed with free commercially available tools, tested through an action research methodology, to evaluate the effectiveness of the mixed media visualisation techniques to teach ICT students networking. Specifically, 3D models of network equipment will be placed in a field and then the augmented reality app can be used to observe packet traversal and routing between the different devices as data travels from the source to the destination. Outcomes are expected to be an overall improvement in final skill level for all students

Students' perceptions of paper-based vs. computer-based testing in an introductory programming course

This paper examines the preferences of students regarding computer-based versus paper-based assessment, in an introductory computer programming course. Two groups of students were surveyed about their preference between paper-based and computer-based tests and respective rationale. All students had already been assessed: one group using two paper-based tests and the other group using two computer-based tests. Both groups expressed an overwhelming preference for computer-based tests independently of their previous pro- gramming experience. We conclude that, from the students’ point of view, computer-based tests should be the used over paper-based ones for introductory programming courses. This adds to existing literature about computer-based testing of programming skills

Studi Komparatif Program Visual Dinamis untuk Pembelajaran Algoritma dan Pemograman Berorientasi Objek

As beginners, many first-year students have difficulty understanding object-oriented programming material. To help students learn algorithmic and object-oriented programming material researchers have developed visual programming (PV). Visual programming is a tool to facilitate learning programming. The concept of learning to use PV visualizes the work processes of algorithms and programming. This research aims to compare three dynamic PV tools for object-oriented learning programming that are the most studied. To determine the PV to be compared, a survey was conducted in an online journal database, such as IEEE explore, ACM, and several well-known online publishers. From the survey results, three dynamic PVs were chosen, most widely discussed, namely Jeliot 3, Ville and Jive. All three tools are installed and studied. Comparison results show that each dynamic PV has advantages on certain characteristics. The instructor can choose visual programming by considering the advantages of each PV

A conceptual framework to implement gamification on online courses of computer programming learning: implementation

Piteira, M., Costa, C. J., & Aparicio, M. (2017). A conceptual framework to implement gamification on online courses of computer programming learning: implementation . In 10th International Conference of Education, Research and Innovation (ICERI2017) (pp. 7022-7031). (ICERI2015 Proceedings). IATED Academy.On the last years, gamification has studient in variuous contexts, such as marketing, health, sports and education. According to literature, gamification integrates "elements of game design in non-game context", with the objective of increasing users' engagement in certain activities. Therefore gamification integration on information systems should follow a formal and clear design process. However, these gamification design processes for specific contexts are not still defined. Thus, based on a literature review the authors proposed in a previously conducted study a framework for the implementation of gamification in online courses of computer programming learning. The framework is composed of the following dimensions: target audience, general goals, learning outcomes, topics, contents, gamification, cognitive absorption, flow, and personality. In the scope of this paper, authors present and describe the implementation of the conceptual framework. In order to achieve the objective, an online course of fundamentals of programming was designed and implemented, based on the previously proposed framework having then been launched a questionnaire to the students who attended the online course. The student's attitudes towards game elements have been identified.authorsversionpublishe

A Game Based, Financial Literacy Oriented Approach to Improving Programming Education

Every year, two thirds of college seniors (about 1.8 million) in the US graduate with significant debts, but most of them are poorly equipped with essential financial knowledge to manage their debts and make intelligent financial decisions. Programming courses are uniquely positioned to offer opportunities to help students improve financial literacy. However, there have been no integrated courses to exploit the synergy. Meanwhile, computing disciplines face continued challenges of getting students interested in computing and finding ways to improve learning effectiveness. To address these challenges, we are developing an innovative teaching strategy that infuses financial literacy into four computing courses and engages students to develop financial literacy games. Students’ interests and learning outcomes will be improved because they enjoy computer games and are motivated when they use computing skills to address issues closely related to their daily lives

A Software Development Process for Freshman Undergraduate Students

This conceptual paper presents work which is part of an ongoing research project into the design of a software development process aimed at freshman, undergraduate computing students. The process of how to plan and develop a solution is a topic that is addressed very lightly in many freshman, undergraduate courses which can leave novices open to developing habit-forming, maladaptive cognitive practices. The conceptual software development process described in this paper has a learning process at its core which centres on declarative knowledge (in the form of threshold concepts) and procedural knowledge (in the form of computational thinking skills) scaffolding freshman software development from initial planning through to final solution. The process - known as Computational Analysis and Design Engineered Thinking (CADET) - aims to support the structured development of both software and student self-efficacy

Wollok: reconciliando didáctica e industria en un lenguaje educativo para POO

Los cursos iniciales sobre programación, y en particular los que introducen programación orientada a objetos (POO), resultan dificultosos para muchos estudiantes como lo indica la literatura. Entre las múltiples propuestas que se proponen para resolver esta problemática para cursos universitarios, la mayoría utiliza herramientas diseñadas para profesionales sin contemplar la introducción de herramientas educativas. Por otro lado, las publicaciones que definen lenguajes de programación educativos resultan aún más escasas. Este trabajo presenta Wollok, un lenguaje de programación educativo para POO desarrollado por docentes de distintas universidades del conurbano bonaerense y de CABA en el marco de una propuesta pedagógica para la enseñanza inicial de la POO a comienzos del nivel terciario (o a fines del secundario), que pone el foco en la gradualidad para la introducción de los conceptos teóricos. Wollok permite definir objetos en forma completa con una sintaxis mínima sin necesidad de recurrir a los conceptos de clase o prototipado. Además, su sintaxis está pensada para simplificar la transición a lenguajes industriales como Java o JavaScript. Los resultados obtenidos muestran que el uso de un lenguaje de programación educativo puede resultar ventajoso en cursos universitarios iniciales, sin representar un obstáculo para el uso posterior de lenguajes industriales.Tema: Educación en Tecnología.Red de Universidades con Carreras en Informátic

Wollok: reconciliando didáctica e industria en un lenguaje educativo para POO

Los cursos iniciales sobre programación, y en particular los que introducen programación orientada a objetos (POO), resultan dificultosos para muchos estudiantes como lo indica la literatura. Entre las múltiples propuestas que se proponen para resolver esta problemática para cursos universitarios, la mayoría utiliza herramientas diseñadas para profesionales sin contemplar la introducción de herramientas educativas. Por otro lado, las publicaciones que definen lenguajes de programación educativos resultan aún más escasas. Este trabajo presenta Wollok, un lenguaje de programación educativo para POO desarrollado por docentes de distintas universidades del conurbano bonaerense y de CABA en el marco de una propuesta pedagógica para la enseñanza inicial de la POO a comienzos del nivel terciario (o a fines del secundario), que pone el foco en la gradualidad para la introducción de los conceptos teóricos. Wollok permite definir objetos en forma completa con una sintaxis mínima sin necesidad de recurrir a los conceptos de clase o prototipado. Además, su sintaxis está pensada para simplificar la transición a lenguajes industriales como Java o JavaScript. Los resultados obtenidos muestran que el uso de un lenguaje de programación educativo puede resultar ventajoso en cursos universitarios iniciales, sin representar un obstáculo para el uso posterior de lenguajes industriales.Tema: Educación en Tecnología.Red de Universidades con Carreras en Informátic