Programming fundamentals and human factors: an empirical study of three variables

In the present study we identify and experimentally investigate variations in the values of three important variables that are present in learning environments for programming fundamentals: the type of the source of problems (concrete vs. abstract); the type of the programming language grammar (context-free vs. natural language like); and the distance between the concepts in the source of problems and the programming language primitives (close vs. distant). We understand that the results of our research can be used to design better courses and learning material, to improve students' performance in the learning of introductory programming

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

The idea of computational thinking as skills and universal competence which every child should possess emerged last decade and has been gaining traction ever since. This raises a number of questions, including how to integrate computational thinking into the curriculum, whether teachers have computational thinking pedagogical capabilities to teach children, and the important professional development and training areas for teachers. The aim of this paper is to address the strategic issues by illustrating a series of computational thinking workshops for Foundation to Year 8 teachers held at an Australian university. Data indicated that teachers\u27 computational thinking understanding, pedagogical capabilities, technological know-how and confidence can be improved in a relatively short period of time through targeted professional learning

Empirical Study of Concurrent Programming Paradigms

Various concurrent programming paradigms have been proposed by language designers in an effort to simplify some of the unique constructs required to handle concurrent programming tasks. Despite these different approaches, however, there has been no general clear winner accepted by software developers and different paradigms are regarded to have strengths and weaknesses in certain areas. This thesis was motivated by the desire to investigate the question of whether or not there are measurable differences between two widely differing paradigms for concurrent programming: Threads vs. Communicating Sequential Processes. The mechanism for observing and comparing these paradigms was a randomized controlled trial of two groups of participants who completed identical tasks in one of the two paradigms. The study was run in Fall 2015 with 88 student participants primarily from the Department of Computer Science at UNLV. I examined programming accuracy and comprehension rates among participants in three different common shared memory problem areas introduced by concurrent programming. The results were measured using a token accuracy map algorithm which matches the token strings of a participants answer compared to a correct solution. The overall results show that for two relatively straightforward tasks using shared processes and memory, both paradigms were reasonably well understood, with a possible small learning advantage in favor of CSP in two of the tasks. In a more complex example combining task co-ordination and memory sharing, however, the participants in the CSP group struggled to grasp the guarded blocking and communication channels needed in the CSP model and performed measurably worse