Peachy Parallel Assignments (EduHPC 2018)

Peachy Parallel Assignments are a resource for instructors teaching parallel and distributed programming. These are high-quality assignments, previously tested in class, that are readily adoptable. This collection of assignments includes implementing a subset of OpenMP using pthreads, creating an animated fractal, image processing using histogram equalization, simulating a storm of high-energy particles, and solving the wave equation in a variety of settings. All of these come with sample assignment sheets and the necessary starter code.Departamento de Informática (Arquitectura y Tecnología de Computadores, Ciencias de la Computación e Inteligencia Artificial, Lenguajes y Sistemas Informáticos)Facilitar la inclusión de ejercicios prácticos de programación paralela en cursos de Computación Paralela o de alto rendimiento (HPC)Comunicación en congreso: Descripción de ejercicios prácticos con acceso a material ya desarrollado y probado

Gamifying Software Testing – A Focus on Strategy & Tools Development

This study aims to introduce new software testing strategies and tools with the aim of creating a more engaging and rewarding environment for software testers. For this purpose, gamification has been selected as a potential solution to raise the performances of testers. Empirical experiments were conducted to validate key factors and metrics influencing the design and development of a gamified software testing system

Using the Daily Missions Gamification Strategy To Promote Incremental Progress on Programming Assignments

Automatic assessment tools are increasingly utilized in undergraduate programming courses to evaluate software solutions, streamlining the grading process for both students and professors. In spite of their benefits of speed and convenience, such online systems for providing instant feedback have the tendency to draw attention to performance-based outcomes while failing to reliably recognize the effort and hard work a student puts into a solution. For the many struggling students who are new to programming, this type of objective feedback can be discouraging and may decrease their motivation to stay engaged towards success. To address this issue, this paper explores strategies for more effectively recognizing student progress on programming assignments and identifying small tasks for students to complete that will steer them in the right direction. Further, this paper presents the design of a Daily Missions gamification strategy that was added to an automated program grading system. A pilot study shows feasibility of the approach and suitability of the design, indicating a statistically significant increase in the rate of completing tasks assigned as daily missions, and that students believe daily missions reinforce good practices while giving them better ideas on how to improve their work. An evaluation of experiences from using the strategy in the classroom is presented, along with student perceptions from using the system

Imssap: after-school interactive mobile learning student support application

06.03.2018 tarihli ve 30352 sayılı Resmi Gazetede yayımlanan “Yükseköğretim Kanunu İle Bazı Kanun Ve Kanun Hükmünde Kararnamelerde Değişiklik Yapılması Hakkında Kanun” ile 18.06.2018 tarihli “Lisansüstü Tezlerin Elektronik Ortamda Toplanması, Düzenlenmesi ve Erişime Açılmasına İlişkin Yönerge” gereğince tam metin erişime açılmıştır.Bu araştırmada, dünya çapında m-öğrenme geliştirme sürecine giriyoruz. M-öğrenme aracımızı tasarlarken sosyal ve pedagojik faktörler kullanılmaktadır. Popülerlik odaklı bir kültürde, kullanıcılar arasındaki etkileşim tartışmaları zenginleştirir ve bilgi paylaşımını teşvik eder. Uygulama android yazılım geliştirme seti ve java programlama dili kullanılarak tasarlandı ve oluşturuldu. Google bulut depolama, verileri kaydetmek için gerçek zamanlı bir veritabanı altyapısı kullanıldı. Test ve geribildirim için Sakarya Üniversitesi, Türkiye. Anket tanıtılmadan önce, öğrenme sürecinin kavramı tartışılmıştır. Uygulamayı kullandıktan sonra, öğrenciler anketi cevapladılar. Anket üç ana noktayı yansıtıyordu: performans, kazanç ve mobil öğrenmenin kabulünü etkileyen sosyal faktörler. Popülerlik, öğrencileri mobil öğrenmeyi benimsemeye teşvik eden en önemli faktörlerden biridir. Anahtar Kelimeler: mühendislik, eğitim, etkileşimli yazılım, sınıf gösterimi, lisans eğitimi.In this research, we are engaging in the process of developing m-learning around the world. Social and pedagogical factors are being used while designing our m- learning tool. In a popularity-driven culture, interaction between users enriches discussions and promotes knowledge share. The application was designed and created using android software development kit and java programming language. Google cloud storage a real-time database infrastructure was used to save data. The application was offered to students in different majors in engineering departments in Sakarya University, Turkey, for testing and feedback. Before conducting the questionnaire we introduced mobile learning concept to students and explained its importance in their own learning process. After using the application, students answered the questionnaire. The questionnaire reflected three major points: performance, gain and the social factors effecting mobile learning acceptance. Popularity is one of the top factors that motivated learners to adopt mobile learning. Keywords: Engineering, Education, Interactive Software, classroom Demonstration, Undergraduate Education

A Systematic Mapping Study of Code Quality in Education -- with Complete Bibliography

While functionality and correctness of code has traditionally been the main focus of computing educators, quality aspects of code are getting increasingly more attention. High-quality code contributes to the maintainability of software systems, and should therefore be a central aspect of computing education. We have conducted a systematic mapping study to give a broad overview of the research conducted in the field of code quality in an educational context. The study investigates paper characteristics, topics, research methods, and the targeted programming languages. We found 195 publications (1976-2022) on the topic in multiple databases, which we systematically coded to answer the research questions. This paper reports on the results and identifies developments, trends, and new opportunities for research in the field of code quality in computing education

Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement

This multiple paper dissertation addresses the importance of improving student success in online higher education programs by providing support for instructors. The autonomy-supportive structures to improve instructional practice are explained through three main domains, including instructional development, instructional design, and instructional practice. The first paper addresses instructional leadership with the theoretical foundations and practical considerations necessary for instructional leaders. Recommendations are made to use microcredentials or digital badges to scaffold programming using self-determination theory. The second paper addresses the importance of instructional design in improving instructional practice including the intentionality involved in implementing a gamification strategy to improve online student motivation. The third paper addresses instructional practice with a mixed-method sequential explanatory case study. Using the community of inquiry framework, this paper explains intentional course design, course facilitation, and student perceptions of the digital powerups strategy. The conclusion considers implications for practice and the need for instructional leaders to scaffold an architecture of engagement to support instructors and improve student success

Examining the Impact of Game-Based Learning on Student Engagement and Performance in an Introductory Computer Programming Course at the University of the Southern Caribbean (USC)

At the University of the Southern Caribbean (USC) students often struggle with learning programming. Because of this struggle, they often become disengaged with the programming courses, with some transferring to other degree programmes or withdrawing from the programme. While several strategies have been used to ensure that students can problem- solve, design, and develop coded solutions, it has not been enough to alleviate the issues. Game- based learning (GBL) emerged as a possible strategy that can potentially help students develop these skills while keeping them engaged with the course content. Implementing such a strategy within the department requires evidence that it can be an effective technique for teaching and learning programming. Therefore, the aim of this study is to evaluate the impact of GBL on student engagement and overall performance in an introductory programming course. The research was designed as a deductive exploratory single case study research strategy and method. It approaches the aims and objectives from a pragmatic perspective, and as a result, uses a mixed methodological approach to data collection and analysis. The findings show that while GBL does not alleviate the common negative reactions to learning programming, it does provide a learning environment engaging enough for students to overlook these. This results in students having an enhanced perception of the knowledge and improved performance. In implementing GBL in other programming courses, some features that are potentially the most impactful on students learning are immediate feedback, freedom to fail, user interface, code without limitations, and a visual representation of progress

Technology‑enhanced Learning for Promoting Technical and Social Competences in Hydrological Science

Open access funding provided by Università degli Studi di Catania within the CRUI-CARE Agreement.. This project was supported by the University of Cordoba Teaching Innovation Project 2004-2014 entitled “Adquisición de competencias técnicas y humanísticas y estandarización internacional de currículos en la enseñanza de proyectos de ingeniería rural: llevando la pasión por el fútbol a casos prácticos de Hidrología.” (“Acquiring technical and humanistic competences and the international standardization of curricula in teaching rural engineering projects: using a passion for football in practical cases of Hydrology”).Data are available in the teaching platform of the Universities involved and they can ask Dr F. Licciardello ([email protected]) and Dr. E.V. Taguas ([email protected]).The authors would like to thank Simon Armour for his invaluable help in revising the paper. The authors also thank the involved students for their participation and M. José Palazón, Rafael Pimentel, Manuel Rosa and M. Jose Polo for their support in the final game of the second year.This paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to improve the acquisition of technical knowledge and skills needed for hydrological studies, promote the management of ICT and increase international cooperation between different universities; all aimed at making students more employable. The experience is transferable to different academic levels. Following the philosophy of soccer leagues, the students solved and presented the exercise by teams of two students. Through videoconference, the presentation and the explanation were done so the fans in each country supported their teams. The students found it a very challenging experience but at the same time, some of them were aware of their needs of improving technical knowledge, particularly Geographical Information Systems, and English language skills. Updating of tools and the schedule within the different academic calendar were their main organization handicaps. The main outcome of the presented experience is that social energy and enthusiasm associated to popular activities such as soccer led to improve the interest and the motivation of the students in challenging technical contents as well as teamwork and language transversal competences.Universita degli Studi di Catania within the CRUI-CARE AgreementUniversity of Cordoba Teaching Innovation Project 2004-2014 entitled "Adquisicion de competencias tecnicas y humanisticas y estandarizacion internacional de curriculos en la ensenanza de proyectos de ingenieria rural: llevando la pasion por el futbol a casos prácticos de Hidrología

Applying Gamification to Education: A Case Study in an E-learning Environment

Gamification is defined as the application of game-design elements (a.k.a. mechanics) –such as challenges, badges, ranking and leader boards, and storylines– in non-game contexts with the intention of modifying behaviours, increasing fidelity or engaging people, by leveraging human motivations present in games Since each person has her own personality and tastes, certain game elements that motivate her may be irrelevant or non-engaging for others. It is thus needed to consider different types of players, which suit each person according to how she interacts and reacts when playing a game, and to the personal motivations that drive to take certain actions. Previous work has shown the success of gamification approaches in different domains. However, the effectiveness of particular game-design elements and their correspondences with assigned player types are often ignored and are not empirically validated. Moreover, the player type and its associated mechanics assumed for a certain user may not be appropriate due to the actions that have to be performed in the domain of interest, which is something that, to the best of our knowledge, is not taken into account in general. In this thesis we address the above issues, focusing on the educational domain. Specifically, we conduct a user study in an e-learning environment aimed to increase the motivation and engagement of students attending assignment solving lectures in the “Programming II” subject, which belongs to the first course of the Degree in Computer Science and Engineering at Universidad Autónoma de Madrid. In the study, we assess a personality-based questionnaire to infer the students’ player types, propose particular implementations of gamification mechanics for the context of interest, and evaluate the effectiveness of the considered player types and gamification mechanics. Based on the results and conclusions achieved in the study, we present a number of design proposals for the future implementation of an intelligent gamified e-learning framework, in which the students’ player types are inferred and adapted automatically, and gamification mechanics are presented to the students in a personalized way according to their player types and learning profiles