Early Developmental Activities and Computing Proficiency

As countries adopt computing education for all pupils from primary school upwards, there are challenging indicators: significant proportions of students who choose to study computing at universities fail the introductory courses, and the evidence for links between formal education outcomes and success in CS is limited. Yet, as we know, some students succeed without prior computing experience. Why is this? <br/><br/> Some argue for an innate ability, some for motivation, some for the discrepancies between the expectations of instructors and students, and some – simply – for how programming is being taught. All agree that becoming proficient in computing is not easy. Our research takes a novel view on the problem and argues that some of that success is influenced by early childhood experiences outside formal education. <br/><br/> In this study, we analyzed over 1300 responses to a multi-institutional and multi-national survey that we developed. The survey captures enjoyment of early developmental activities such as childhood toys, games and pastimes between the ages 0 — 8 as well as later life experiences with computing. We identify unifying features of the computing experiences in later life, and attempt to link these computing experiences to the childhood activities. <br/><br/> The analysis indicates that computing proficiency should be seen from multiple viewpoints, including both skill-level and confidence. It shows that particular early childhood experiences are linked to parts of computing proficiency, namely those related to confidence with problem solving using computing technology. These are essential building blocks for more complex use. We recognize issues in the experimental design that may prevent our data showing a link between early activities and more complex computing skills, and suggest adjustments. Ultimately, it is hoped that this line of research will feed in to early years and primary education, and thereby improve computing education for all

DRAFT-What you always wanted to know but could not find about block-based environments

Block-based environments are visual programming environments, which are becoming more and more popular because of their ease of use. The ease of use comes thanks to their intuitive graphical representation and structural metaphors (jigsaw-like puzzles) to display valid combinations of language constructs to the users. Part of the current popularity of block-based environments is thanks to Scratch. As a result they are often associated with tools for children or young learners. However, it is unclear how these types of programming environments are developed and used in general. So we conducted a systematic literature review on block-based environments by studying 152 papers published between 2014 and 2020, and a non-systematic tool review of 32 block-based environments. In particular, we provide a helpful inventory of block-based editors for end-users on different topics and domains. Likewise, we focused on identifying the main components of block-based environments, how they are engineered, and how they are used. This survey should be equally helpful for language engineering researchers and language engineers alike

Learning Difficulties in Computing Courses: Cognitive Processes Assessment Methods Research and Application

Learning difficulties in computing courses is a situation perceived in diverse universities from different countries, cultures and backgrounds. These difficulties directly affect achievement rates and increase course evasion. We believe in the existence of a foundation of cognitive processes, that without it, even the most motivated student would have trouble to transform the received information into knowledge. This work has focused mainly on the research of candidate methods for cognitive processes assessment with a strong background theory. With this kind of information would be possible to devise cognitive interventions, in order to evolve students cognitive level, and consequently, raise their success rates. A systematic review was conducted and among the many researched methods we selected Lawson Classroom Test of Scientific Reasoning – LCTSR. Authorized by its author, we conducted the first translation of LCTSR to Brazilian Portuguese and administered to students of three undergraduate computing courses: Information Systems, Computer Science and Software Engineering. We also present results of its administration that we consider important to reinforce the above suggested strategy

Identifying SQL misconceptions of novices: findings from a think-aloud study

SQL is the most commonly taught database query language. While previous research has investigated the errors made by novices during SQL query formulation, the underlying causes for these errors have remained unexplored. Understanding the basic misconceptions held by novices which lead to these errors would help improve how we teach query languages to our students. In this paper we aim to identify the misconceptions that might be the causes of documented SQL errors that novices make. To this end, we conducted a qualitative think-aloud study to gather information on the thinking process of university students while solving query formulation problems. With the queries in hand, we analyzed the underlying causes for the errors made by our participants. In this paper we present the identified SQL misconceptions organized into four top-level categories: misconceptions based in previous course knowledge, generalization-based misconceptions, language-based misconceptions, and misconceptions due to an incomplete or incorrect mental model. A deep exploration of misconceptions can uncover gaps in instruction. By drawing attention to these, we aim to improve SQL education.Algorithms and the Foundations of Software technolog

Cost-effectiveness of insulin pumps compared with multiple daily injections, both provided with structured education, for adults with type 1 diabetes:a health economic analysis of the Relative Effectiveness of Pumps over Structured Education (REPOSE) randomised controlled trial

Objectives To assess the long-term cost-effectiveness of insulin pumps and Dose Adjustment for Normal Eating (pumps+DAFNE) compared with multiple daily insulin injections and DAFNE (MDI+DAFNE) for adults with type 1 diabetes mellitus (T1DM) in the UK. Methods We undertook a cost–utility analysis using the Sheffield Type 1 Diabetes Policy Model and data from the Relative Effectiveness of Pumps over Structured Education (REPOSE) trial to estimate the lifetime incidence of diabetic complications, intervention-based resource use and associated effects on costs and quality-adjusted life years (QALYs). All economic analyses took a National Health Service and personal social services perspective and discounted costs and QALYs at 3.5% per annum. A probabilistic sensitivity analysis was performed on the base case. Further uncertainties in the cost of pumps and the evidence used to inform the model were explored using scenario analyses. Setting Eight diabetes centres in England and Scotland. Participants Adults with T1DM who were eligible to receive a structured education course and did not have a strong clinical indication or a preference for a pump. Intervention Pumps+DAFNE. Comparator MDI+DAFNE. Main outcome measures Incremental costs, incremental QALYs gained and incremental cost-effectiveness ratios (ICERs). Results Compared with MDI+DAFNE, pumps+DAFNE was associated with an incremental discounted lifetime cost of +£18 853 (95% CI £6175 to £31 645) and a gain in discounted lifetime QALYs of +0.13 (95% CI -0.70 to +0.96). The base case mean ICER was £142 195 per QALY gained. The probability of pump+DAFNE being cost-effective using a cost-effectiveness threshold of £20 000 per QALY gained was 14.0%. All scenario and subgroup analyses examined indicated that the ICER was unlikely to fall below £30 000 per QALY gained. Conclusions Our analysis of the REPOSE data suggests that routine use of pumps in adults without an immediate clinical need for a pump, as identified by National Institute for Health and Care Excellence, would not be cost-effective. Trial registration number ISRCTN61215213

Educational Technology and Related Education Conferences for June to December 2015

The 33rd edition of the conference list covers selected events that primarily focus on the use of technology in educational settings and on teaching, learning, and educational administration. Only listings until December 2015 are complete as dates, locations, or Internet addresses (URLs) were not available for a number of events held from January 2016 onward. In order to protect the privacy of individuals, only URLs are used in the listing as this enables readers of the list to obtain event information without submitting their e-mail addresses to anyone. A significant challenge during the assembly of this list is incomplete or conflicting information on websites and the lack of a link between conference websites from one year to the next