Examining Student Coding Behaviours in Creative Computing Lessons using Abstract Syntax Trees and Vocabulary Analysis

Creative computing is an approach to computing education which emphasises the creation of interactive audiovisual software and an art-school influenced pedagogy. Given this emphasis on Dewey’s "learning by doing”, we set out to investigate the processes students use to develop their programs. We refer to these processes as the students’ ‘coding behaviour’, and we expect that understanding it will provide us with valuable information about how students learn in our creative computing classes. As existing metrics were not sufficient, we introduce a new set of quantitative metrics to describe coding behaviours. The metrics consider factors such as students’ vocabulary use and development, how fast and how much they alter the functionality of code over time and how they iterate on their code through text insert and delete operations. Many of our lessons involve providing students with demonstrator code which they use as a base for the development of their programs, so we use demo code as an entry point to our dataset. We look at programs students have written through developing the demo code in a dataset of over 16,000 programs. We clustered the demo code using the set of descriptive metrics. This lead to a set of clusters containing programs which are associated with distinct coding behaviours. Four was the ideal number of clusters for cluster density and separation. We found that the clusters had distinct behaviour patterns, that they were associated with different instructors and that they contained demo programs with different lengths

The language and literacy skills and behaviours of two middle primary severely to profoundly hearing impaired students in the school environment

Much research has shown that the hearing impaired population typically achieve only very low levels of literacy. Many researchers have examined the language and literacy deficits of the hearing impaired population in order to explain this. Nevertheless, a recent study has shown that hearing impaired children\u27s preschool language and literacy development may occur along a similar pathway to that of their hearing peers. The present study aimed to investigate the language and literacy skills, behaviours and interactions of two severely to profoundly hearing impaired middle primary boys in the context of their mainstream school. Both qualitative and quantitative data sources were accessed, which included background records, interviews, standardised testing, sample analyses and observations in the school environment. The boys were reported as having strong visual skills. Results showed that whilst they displayed delays in receptive language and metalinguistic awareness both boys were able to read, but with different levels of achievement: one showed delays in both word recognition and comprehension; the other demonstrated particularly strong word recognition but less highly developed comprehension. There were also differences between the boys in their levels of writing and social language. Nevertheless, whilst one of them showed appropriate social language and interaction skills, they were both often excluded by their hearing peers. Various peer, teacher and environmental factors were identified within the school setting which may have interfered with the boys\u27 social interactions and language and literacy learning. These findings are interpreted in terms of theories of language and literacy acquisition in hearing impaired children and their integration into mainstream settings. Some implications for educational practice and further research are presented

A study of novice programmer performance and programming pedagogy.

Identifying and mitigating the difficulties experienced by novice programmers is an active area of research that has embraced a number of research areas. The aim of this research was to perform a holistic study into the causes of poor performance in novice programmers and to develop teaching approaches to mitigate them. A grounded action methodology was adopted to enable the primary concepts of programming cognitive psychology and their relationships to be established, in a systematic and formal manner. To further investigate novice programmer behaviour, two sub-studies were conducted into programming performance and ability. The first sub-study was a novel application of the FP-Tree algorithm to determine if novice programmers demonstrated predictable patterns of behaviour. This was the first study to data mine programming behavioural characteristics rather than the learner’s background information such as age and gender. Using the algorithm, patterns of behaviour were generated and associated with the students’ ability. No patterns of behaviour were identified and it was not possible to predict student results using this method. This suggests that novice programmers demonstrate no set patterns of programming behaviour that can be used determine their ability, although problem solving was found to be an important characteristic. Therefore, there was no evidence that performance could be improved by adopting pedagogies to promote simple changes in programming behaviour beyond the provision of specific problem solving instruction. A second sub-study was conducted using Raven’s Matrices which determined that cognitive psychology, specifically working memory, played an important role in novice programmer ability. The implication was that programming pedagogies must take into consideration the cognitive psychology of programming and the cognitive load imposed on learners. Abstracted Construct Instruction was developed based on these findings and forms a new pedagogy for teaching programming that promotes the recall of abstract patterns while reducing the cognitive demands associated with developing code. Cognitive load is determined by the student’s ability to ignore irrelevant surface features of the written problem and to cross-reference between the problem domain and their mental program model. The former is dealt with by producing tersely written exercises to eliminate distractors, while for the latter the teaching of problem solving should be delayed until the student’s program model is formed. While this does delay the development of problem solving skills, the problem solving abilities of students taught using this pedagogy were found to be comparable with students taught using a more traditional approach. Furthermore, monitoring students’ understanding of these patterns enabled micromanagement of the learning process, and hence explanations were provided for novice behaviour such as difficulties using arrays, inert knowledge and “code thrashing”. For teaching more complex problem solving, scaffolding of practice was investigated through a program framework that could be developed in stages by the students. However, personalising the level of scaffolding required was complicated and found to be difficult to achieve in practice. In both cases, these new teaching approaches evolved as part of a grounded theory study and a clear progression of teaching practice was demonstrated with appropriate evaluation at each stage in accordance with action researc

Design and semantics of form and movement (DeSForM 2006)

Design and Semantics of Form and Movement (DeSForM) grew from applied research exploring emerging design methods and practices to support new generation product and interface design. The products and interfaces are concerned with: the context of ubiquitous computing and ambient technologies and the need for greater empathy in the pre-programmed behaviour of the ‘machines’ that populate our lives. Such explorative research in the CfDR has been led by Young, supported by Kyffin, Visiting Professor from Philips Design and sponsored by Philips Design over a period of four years (research funding £87k). DeSForM1 was the first of a series of three conferences that enable the presentation and debate of international work within this field: • 1st European conference on Design and Semantics of Form and Movement (DeSForM1), Baltic, Gateshead, 2005, Feijs L., Kyffin S. & Young R.A. eds. • 2nd European conference on Design and Semantics of Form and Movement (DeSForM2), Evoluon, Eindhoven, 2006, Feijs L., Kyffin S. & Young R.A. eds. • 3rd European conference on Design and Semantics of Form and Movement (DeSForM3), New Design School Building, Newcastle, 2007, Feijs L., Kyffin S. & Young R.A. eds. Philips sponsorship of practice-based enquiry led to research by three teams of research students over three years and on-going sponsorship of research through the Northumbria University Design and Innovation Laboratory (nuDIL). Young has been invited on the steering panel of the UK Thinking Digital Conference concerning the latest developments in digital and media technologies. Informed by this research is the work of PhD student Yukie Nakano who examines new technologies in relation to eco-design textiles

Exploring student perceptions about the use of visual programming environments, their relation to student learning styles and their impact on student motivation in undergraduate introductory programming modules

My research aims to explore how students perceive the usability and enjoyment of visual/block-based programming environments (VPEs), to what extent their learning styles relate to these perceptions and finally to what extent these tools facilitate student understanding of basic programming constructs and impact their motivation to learn programming

Investigating learning in secondary science students engaged in project-based learning

This thesis explores the nature of learning in students engaged in project-based learning (PBL) projects based in secondary science subjects. The literature review first establishes a working definition of learning, and then goes on the characterise project-based learning both in terms of its aims and associated methods. This gives rise to two research questions- how do students learn while engaged in project-based learning, and what effects to different aspects of project learning have on the learning taking place. The methodology then provides a rationale and description of the case study method selected to answer these questions. The cases themselves are three students, pseudonymed Hamish, Hannah, and Jane, who were at the time of their participation Year 12 students at the local University Technical College (UTC), a school specialising in STEM subjects. The students were observed during weekly sessions of their Challenge projects, which represent PBL projects in a STEM subject completed with the collaboration of a local employer. Hamish’s project focussed on the management and preservation of a local waterway, while Hannah and Jane worked on a Computer Science project featuring data visualisation and marketing. Each of the participants also completed a series of interviews about their experiences within the project, both in terms of the content knowledge and skills and in terms of their attitudes towards their projects. What was revealed through these interviews was that even within the same projects, student learning and experience was variable. While all three participants met the objectives of their projects, they did so in different capacities, and appreciated the chance to do so. They also each had different responses to the delivery of their projects, based primarily on their own (reported) learning style. This was due primarily to the nature of the projects, and the autonomy students were encouraged to show throughout the project.N/

Resource discovery in heterogeneous digital content environments

The concept of 'resource discovery' is central to our understanding of how users explore, navigate, locate and retrieve information resources. This submission for a PhD by Published Works examines a series of 11 related works which explore topics pertaining to resource discovery, each demonstrating heterogeneity in their digital discovery context. The assembled works are prefaced by nine chapters which seek to review and critically analyse the contribution of each work, as well as provide contextualization within the wider body of research literature. A series of conceptual sub-themes is used to organize and structure the works and the accompanying critical commentary. The thesis first begins by examining issues in distributed discovery contexts by studying collection level metadata (CLM), its application in 'information landscaping' techniques, and its relationship to the efficacy of federated item-level search tools. This research narrative continues but expands in the later works and commentary to consider the application of Knowledge Organization Systems (KOS), particularly within Semantic Web and machine interface contexts, with investigations of semantically aware terminology services in distributed discovery. The necessary modelling of data structures to support resource discovery - and its associated functionalities within digital libraries and repositories - is then considered within the novel context of technology-supported curriculum design repositories, where questions of human-computer interaction (HCI) are also examined. The final works studied as part of the thesis are those which investigate and evaluate the efficacy of open repositories in exposing knowledge commons to resource discovery via web search agents. Through the analysis of the collected works it is possible to identify a unifying theory of resource discovery, with the proposed concept of (meta)data alignment described and presented with a visual model. This analysis assists in the identification of a number of research topics worthy of further research; but it also highlights an incremental transition by the present author, from using research to inform the development of technologies designed to support or facilitate resource discovery, particularly at a 'meta' level, to the application of specific technologies to address resource discovery issues in a local context. Despite this variation the research narrative has remained focussed on topics surrounding resource discovery in heterogeneous digital content environments and is noted as having generated a coherent body of work. Separate chapters are used to consider the methodological approaches adopted in each work and the contribution made to research knowledge and professional practice.The concept of 'resource discovery' is central to our understanding of how users explore, navigate, locate and retrieve information resources. This submission for a PhD by Published Works examines a series of 11 related works which explore topics pertaining to resource discovery, each demonstrating heterogeneity in their digital discovery context. The assembled works are prefaced by nine chapters which seek to review and critically analyse the contribution of each work, as well as provide contextualization within the wider body of research literature. A series of conceptual sub-themes is used to organize and structure the works and the accompanying critical commentary. The thesis first begins by examining issues in distributed discovery contexts by studying collection level metadata (CLM), its application in 'information landscaping' techniques, and its relationship to the efficacy of federated item-level search tools. This research narrative continues but expands in the later works and commentary to consider the application of Knowledge Organization Systems (KOS), particularly within Semantic Web and machine interface contexts, with investigations of semantically aware terminology services in distributed discovery. The necessary modelling of data structures to support resource discovery - and its associated functionalities within digital libraries and repositories - is then considered within the novel context of technology-supported curriculum design repositories, where questions of human-computer interaction (HCI) are also examined. The final works studied as part of the thesis are those which investigate and evaluate the efficacy of open repositories in exposing knowledge commons to resource discovery via web search agents. Through the analysis of the collected works it is possible to identify a unifying theory of resource discovery, with the proposed concept of (meta)data alignment described and presented with a visual model. This analysis assists in the identification of a number of research topics worthy of further research; but it also highlights an incremental transition by the present author, from using research to inform the development of technologies designed to support or facilitate resource discovery, particularly at a 'meta' level, to the application of specific technologies to address resource discovery issues in a local context. Despite this variation the research narrative has remained focussed on topics surrounding resource discovery in heterogeneous digital content environments and is noted as having generated a coherent body of work. Separate chapters are used to consider the methodological approaches adopted in each work and the contribution made to research knowledge and professional practice

Literacy for digital futures : Mind, body, text

The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice

A Framework for Exploiting Emergent Behaviour to capture 'Best Practice' within a Programming Domain

Inspection is a formalised process for reviewing an artefact in software engineering. It is proven to significantly reduce defects, to ensure that what is delivered is what is required, and that the finished product is effective and robust. Peer code review is a less formal inspection of code, normally classified as inadequate or substandard Inspection. Although it has an increased risk of not locating defects, it has been shown to improve the knowledge and programming skills of its participants. This thesis examines the process of peer code review, comparing it to Inspection, and attempts to describe how an informal code review can improve the knowledge and skills of its participants by deploying an agent oriented approach. During a review the participants discuss defects, recommendations and solutions, or more generally their own experience. It is this instant adaptability to new 11 information that gives the review process the ability to improve knowledge. This observed behaviour can be described as the emergent behaviour of the group of programmers during the review. The wider distribution of knowledge is currently only performed by programmers attending other reviews. To maximise the benefits of peer code review, a mechanism is needed by which the findings from one team can be captured and propagated to other reviews / teams throughout an establishment. A prototype multi-agent system is developed with the aim of capturing the emergent properties of a team of programmers. As the interactions between the team members is unstructured and the information traded is dynamic, a distributed adaptive system is required to provide communication channels for the team and to provide a foundation for the knowledge shared. Software agents are capable of adaptivity and learning. Multi-agent systems are particularly effective at being deployed within distributed architectures and are believed to be able to capture emergent behaviour. The prototype system illustrates that the learning mechanism within the software agents provides a solid foundation upon which the ability to detect defects can be learnt. It also demonstrates that the multi-agent approach is apposite to provide the free flow communication of ideas between programmers, not only to achieve the sharing of defects and solutions but also at a high enough level to capture social information. It is assumed that this social information is a measure of one element of the review process's emergent behaviour. The system is capable of monitoring the team-perceived abilities of programmers, those who are influential on the programming style of others, and the issues upon III which programmers agree or disagree. If the disagreements are classified as unimportant or stylistic issues, can it not therefore be assumed that all agreements are concepts of "Best Practice"? The conclusion is reached that code review is not a substandard Inspection but is in fact complementary to the Inspection model, as the latter improves the process of locating and identifying bugs while the former improves the knowledge and skill of the programmers, and therefore the chance of bugs not being encoded to start with. The prototype system demonstrates that it is possible to capture best practice from a review team and that agents are well suited to the task. The performance criteria of such a system have also been captured. The prototype system has also shown that a reliable level of learning can be attained for a real world task. The innovative way of concurrently deploying multiple agents which use different approaches to achieve the same goal shows remarkable robustness when learning from small example sets. The novel way in which autonomy is promoted within the agents' design but constrained within the agent community allows the system to provide a sufficiently flexible communications structure to capture emergent social behaviour, whilst ensuring that the agents remain committed to their own goals