692 research outputs found

    A review of Australasian investigations into problem solving and the novice programmer

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    This Australasian focused review compares a number of recent studies that have identified difficulties encountered by novices while learning programming and problem solving. These studies have shown that novices are not performing at expected levels and many novices have only a fragile knowledge of programming, which may prevent them from learning and applying problem solving strategies. The review goes on to explore proposals for explicitly incorporating problem solving strategy instruction into introductory programming curricula and assessment, in an attempt to produce improved learning outcomes for novices. Finally, directions suggested by the reviewed studies are gathered and some unanswered questions are raised

    A Meta-model for Developing Simulation Games in Higher Education and Professional Development Training

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    Games and simulations can be powerful educational tools for higher education and professional development training. At the same time, the labor and technical costs of development is sufficiently high that simulation games tend to be rather static and course or program specific. The main contribution of this paper is an effort to define a new meta-model for educational simulation games that is transferable to a broad range of disciplines and technical training fields. A meta-model provides a formal structure upon which similar categories of game play components are tied to specific learning objectives and easily updatable knowledge content while offering an infinite combination of playing experiences and maintaining consistent pedagogical standards. To illustrate, this paper draws from the application of our meta-model as used in developing a simulation game for software engineering education. Preliminary validation results are presented, in which the meta-model is used as a foundation in the architecture for a game development platform

    Integrating Python into Mechanical Engineering undergraduate curriculum

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    Integrating the fundamentals of computer science and programming skills into the undergraduate engineering curriculum has been a primary focus for many educational institutions around the world. Learning the basics of programming from the beginning of undergraduate engineering education allows students to incorporate such skills into their work in the future with ease. The department of mechanical engineering at University College London has acknowledged this value and decided to implement a programming element into the first-year mechanical engineering curriculum to teach the basics of Python language and assess it using a real-life engineering problem. Python is general-purpose, concise, easy-to-read and -learn programming language that has become one of the most popular and in-demand languages in the world. Python has a vast ecosystem of tools, packages, and libraries that address a wide-ranging number of programming scenarios and provide mechanical engineers with a large array of general-purpose functionality. The addition of this element to the first-year curriculum during the last academic year 2021- 2022 has shown a high assessment passing rate and notable student engagement. In this extended abstract, an overview of planning, implementing and the results obtained from this process will be illustrated, and future work plans will be outlined

    Assessment Re-Think: Income-Generating and Industry-Based Assessments

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    Assessments are the fundamental media between students and educators. This paper aims to evaluate how to create assessments, how students learn from them, and how to link them to the industry and entrepreneurism. The implementation plan postulates how students can generate income from income-generation assessments or business innovation assessments. In this paper, we discuss the involvement of modern industry in assessment. We examine evidence from approximately 100 assessments detailed in 32 subject outlines. We employ a descriptive, pragmatic research methodology to consider whether they can be aligned more with industry expectations and expected duties. We propose a framework to connect with industry and create student income-generating projects. This proposed income-generating assessments framework recommended industry-based assessments with which students can not only earn marks towards a subject but potentially earn an income based on it. This paper extends the idea of peer learning to expert or industry learning: an approach that did not employ in higher education. Our approach supports educators in keeping the assessment up-to-date, enabling students to add more value to their learning of industry products and procedures. Students can directly contribute to the product and procedures and learn from the strategies actively employed in the workplace

    Augmented Reality in Learning Settings: A Systematic Analysis of its Benefits and Avenues for Future Studies

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    Despite its increasing use in various settings, Augmented Reality (AR) technology is still often considered experimental, partly due to a lack of clear understanding of the benefits of using AR. This study systematically reviews research on the use of AR in learning settings. Our analysis of 93 relevant articles offers 21 benefits related to the learning gains and outcomes of using AR. Our study shows that the positive effects of using AR on learners’ motivation and joy have been well-studied, whereas the effects on independent learning, concentration, spontaneous learning, critical thinking, and practical skills have not yet been examined in detail. Beyond classifying and discussing the benefits of using AR in learning settings, we elaborate avenues for future studies. We specifically point to the importance of conducting long-term studies to determine the value of using AR in learning beyond the initial novelty and exploring the integration of AR with other technologies

    Development of a framework for the education of software measurement in software engineering undergraduate programs

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    Software measurement programs are hardly adopted in organizations and there is a lack of attention to software measurement in higher education. This research work aims at creating the basis for the enhancement of software measurement education in universities, specifically in software engineering programs at the undergraduate level. The ultimate goal of this work is to facilitate the adoption of software measurement programs in software related organizations. This research project tackles this issue by identifying the software measurement topics that should be prioritized for undergraduate students and developing an educational Framework on the basis of the constructivist approach and the Bloom`s taxonomy to provide guidelines to university teachers. By doing so, university teachers will be provided with tools and approaches to pursue the achievement of learning outcomes by students being introduced to software measurement tasks. This research project required a number of investigations: a comprehensive literature review and a web survey to identify current practices in the teaching of software measurement; a Delphi study to identify priorities in software measurement education for undergraduate students; and an evaluation of the proposed educational framework by university teachers to determine the extent to which it can be adopted. The key results are: • Experts in the field agreed in identifying five essential software measurement topics (priorities) that should be taught to undergraduate students: basic concepts of software measurement; the measurement process; software measurement techniques; software management measures; and measures for the requirement phase. For each of these topics, the participating experts also identified the levels of learning expected to be reached by students, according to the Bloom's taxonomy. Moreover, they suggested the need for instilling in students the development of four important skills during their university studies, including: critical thinking; oral and written communication; and team work. These skills are aimed at complementing the students’ knowledge and practice of software measurement. • The design of an educational framework for the teaching of software measurement. • University teachers evaluating the proposed framework gave favorable opinions regarding its usefulness for teaching software measurement and for facilitating the achievement of learning outcomes by undergraduate students. • A website designed to promote the education on software measurement http://software-measurement-education.espol.edu.ec

    The Skills Framework for the Information Age: Engaging Stakeholders in Curriculum Design

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    This paper reports on a research project, examining the role of the Skills Framework for the Information Age (SFIA) in Information and Communications Technology (ICT) curriculum design and management. A goal was to investigate how SFIA informs a top-down approach to curriculum design, beginning with a set of skills that define a particular career role. A further goal was to evaluate the extent to which SFIA facilitates stakeholder interaction, such that academic programs can better identify industry needs while preparing graduates for the intended career role. The paper also evaluates the extent to which SFIA informs the identification of authentic forms of assessment and the skills and levels of autonomy and responsibility required by entry-level and Masters graduate ICT positions. Processes and practices for ICT curriculum design and management are recommended based on findings arising from this research. Although this research was conducted in an Australian context, findings suggest that there is value in using SFIA for ICT curriculum design and management, even in those jurisdictions where it is not required for accreditation or professional certification purposes

    The Skills Framework for the Information Age: Engaging Stakeholders in ICT Curriculum Design

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    This paper reports on a research project, examining the role of the Skills Framework for the Information Age (SFIA) in Information and Communications Technology (ICT) curriculum design and management. A goal was to investigate how SFIA informs a top-down approach to curriculum design, beginning with a set of skills that define a particular career role. A further goal was to evaluate the extent to which SFIA facilitates stakeholder interaction, such that academic programs can better identify industry needs while preparing graduates for the intended career role. The paper also evaluates the extent to which SFIA informs the identification of authentic forms of assessment and the skills and levels of autonomy and responsibility required by entry-level and Masters graduate ICT positions. Processes and practices for ICT curriculum design and management are recommended based on findings arising from this research. Although this research was conducted in an Australian context, findings suggest that there is value in using SFIA for ICT curriculum design and management, even in those jurisdictions where it is not required for accreditation or professional certification purposes

    Imparting Systems Engineering Experience via Interactive Fiction Serious Games

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    Serious games for education are becoming increasing popular. Interactive fiction games are some of the most popular in app stores and are also beginning to be heavily used in education to teach analysis and decision-making. Noting that it is difficult for systems engineers to experience all necessary situations which prepare them for the role of a chief engineer, in this paper, we explore the use of interactive fiction serious games to impart systems engineering experience and to teach systems engineering principles. The results of a cognitive viability, qualitative viability, and replayability analysis of 14 systems engineering serious games developed in the interactive fiction genre are presented. The analysis demonstrates that students with a systems engineering background are able to learn the Twine gaming engine and create a serious game aligned to the Apply level of Bloom’s Taxonomy which conveys a systems engineering experience and teaches a systems engineering principle within a four-week period of time. These quickly generated games cognitive, quality, and replayability scores indicate they provide some opportunity for high-level thinking, are of high quality, and with above average replayability, are likely to be played multiple times and/or recommended to others
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