Regulation of Flipped Learning Activities in Programming: A Systematic Review

Flipped Learning can contribute significantly to learning, however there is an under-utilization of conceptual structures of design in the flipped classroom, with regard to the incorporation of pedagogical methods to promote the activities to be performed by students. The pedagogical design of flipped classrooms needs to provide a model that details how to facilitate activities before, during and after classes. It is important to analyze the moment before the classroom, which involves self-regulation, during the classroom which involves processes related to interaction and collaboration and after the classroom, related to reflective processes.  Developing and conducting a systematic review can contribute to an analysis of the current state of research on teacher facilitation in relation to student regulation in flipped learning related to teaching programming. The systematic review was carried out to identify all the research available on self-regulation and co-regulation by students during flipped learning in programming courses. The objective of this research is to identify and analyze relevant research related to the regulation and co-regulation of flipped learning activities in the teaching of programming, and to understand how the self-regulation and co-regulation of students has been approached to engage in activities before the classroom. class, collaboration and problem solving during classes and reflections after class. After a analysis of the articles listed by the systematic review, important gaps in the literature can be observed, such as the lack of approach to the three phases of flipped learning, regulation and co-regulation and all dimensions of regulation. Nor is there a theoretical framework based on processes and strategies of self and co-regulation for teaching computer programming. Thus, the present systematic review has significant relevance and highlights the need for studies that involve all elements of flipped learning in the teaching of programming

Senescence: An Aging based Character Simulation Framework

The \u27Senescence\u27 framework is a character simulation plug-in for Maya that can be used for rigging and skinning muscle deformer based humanoid characters with support for aging. The framework was developed using Python, Maya Embedded Language and PyQt. The main targeted users for this framework are the Character Technical Directors, Technical Artists, Riggers and Animators from the production pipeline of Visual Effects Studios. The characters that were simulated using \u27Senescence\u27 were studied using a survey to understand how well the intended age was perceived by the audience. The results of the survey could not reject one of our null hypotheses which means that the difference in the simulated age groups of the character is not perceived well by the participants. But, there is a difference in the perception of simulated age in the character between an Animator and a Non-Animator. Therefore, the difference in the simulated character\u27s age was perceived by an untrained audience, but the audience was unable to relate it to a specific age group

The Effects of Flipping an Undergraduate Precalculus Class

The flipped classroom model of instruction has become an alternative to traditional, lecture-based instruction. This study examined the effects of flipping an undergraduate precalculus class in a small, private, Christian college in the southeastern United States. An experiment was conducted to compare scores on common assessments between a control group (n=21) taught with the traditional lecture-based model of instruction and an experimental group (n=21) taught with the flipped classroom model. There was not a significant difference in final exam scores for the control class (M=25.9, SD=9.3) and the experimental class (M=25.7, SD=5.4); t(40)=0.06, p=0.95. The flipped condition had no discernable effect on final exam scores. Both groups performed equally well. Student perceptions of the flipped classroom were solicited through a survey and revealed mixed feelings toward the new model. Some students embraced and appreciated the change in instruction, while others did not. The study concludes with the positive effects the flipped classroom had on me, my reflections, and suggestions for further research