The Midterm Wrapper: Quasi-Experimental Evidence of an Effective Performance Intervention

The current study examined the effectiveness of a midterm performance intervention designed to help Introductory Psychology students improve their study skills and course performance over the second half of the semester. The ‘midterm wrapper’, a self-reflective online performance intervention, asks students to engage actively with their midterm grade feedback by listing all scores that made up this grade, comparing their own past study strategies and academic habits to a list of effective strategies and habits and listing the study-related adjustments they plan to make for the second half of the semester. In a quasi-experiment, we compared 402 students who completed the midterm wrapper to 376 students who did not complete it on their post-midterm course performance. As hypothesized, controlling for pre-midterm performance, students who completed the midterm wrapper assignment scored higher on all post-midterm exams, completed more post-midterm homework assignments and ended the course with higher final grades than those who did not complete the assignment. The midterm wrapper takes little time on the part of instructors or students, but it is an effective means of encouraging students to reflect on their past performance and make necessary adjustments in time to improve their overall course performance

Amp Up The Wrappers: Multiple Metacognitive Wrappers Do Not Improve Student Academic Performance Nor Metacognition In A Single-Course Intervention

Metacognition is essential to student success in higher education. However, many students often lack the metacognitive skills that would support their academic success. One potential way instructors can foster students’ development of metacognition and increase academic performance is through student reflection on instructor feedback via post-activity and post-exam reflection exercises (i.e., metacognitive wrappers). The present study aims to investigate whether increasing the number of and varying the type of metacognitive wrappers can augment academic performance and metacognitive awareness. Undergraduate students enrolled in two sections of an educational psychology course (N = 99) were randomly assigned to one of two conditions (metacognitive reflection or control reflection). Over the semester, students completed a pre- and post-Metacognitive Awareness Inventory questionnaire and four exam and activity reflections. Results showed no improvement in academic performance nor metacognitive skills due to exam wrappers. Though the results of this study showed that an increased number of and variety of wrappers had no improvement of academic performance nor metacognitive awareness due to exam wrappers, it does provide researchers a robust experimental framework to model in future studies

Promoting Active Learning in Computer Science Using Microlabs

Computer science education continues to grow in importance as the technology industry becomes increasingly prevalent on a global scale. In order to remain competitive, computer science education must continue to increase both the quality and quantity of graduates. In efforts to achieve such ends, the Wags system has been designed and developed to be used in conjunction with the Microlab Learning Cycle, an educational process founded in constructivist learning theory. Through continual testing and refinement, the Microlab Learning Cycle and accompanying system have been able to produce measurable improvements in student understanding and retention of important computer science concepts, while providing an active-learning classroom environment that students enjoy and find valuable

Metacognition and Self-Control: An Integrative Framework

Self-control describes the processes by which individuals control their habits, desires, and impulses in the service of long-term goals. Research has identified important components of self-control and proposed theoretical frameworks integrating these components (e.g., Inzlicht et al., 2021; Kotabe & Hofmann, 2015). In our perspective, these frameworks, however, do not yet fully incorporate important metacognitive aspects of self-control. We therefore introduce a framework explicating the role of metacognition for self-control. This framework extends existing frameworks, primarily from the domains of self-regulated learning and problem-solving (e.g., Schraw & Moshman, 1995; Zimmermann, 2000), and integrates past and contemporary research and theorizing on self-control that involves aspects of metacognition. It considers two groups of metacognitive components, namely (1) individual metacognitive characteristics, that is a person´s declarative, procedural, and conditional metacognitive knowledge about self-control, as well as their self-awareness (or metacognitive awareness), and (2) metacognitive regulatory processes that unfold before a self-control conflict (forethought, and prevention), when a self-control conflict is identified, during a self-control conflict (regulation and monitoring), and after a self-control conflict (reflection and evaluation). The proposed framework integrates existing research and will be useful for highlighting new directions for research on the role of metacognition for self-control success and failure

Κατηγοριοποίηση και περιληπτικές αποδόσεις εργασιών συνεδρίων της ACM SIGCSE

Η παρούσα εργασία αφορά στη μελέτη εργασιών οι οποίες παρουσιάστηκαν στο συνέδριο ACM SIGCSE τις χρονιές 2016, 2017 και 2018. Αρχικά, γίνεται μια κατηγοριοποίηση, με βάση τον κύριο τομέα της Εκπαίδευσης της Πληροφορικής τον οποίο αφορά η κάθε εργασία που παρουσιάστηκε στα προαναφερθέντα συνέδρια. Οι κατηγορίες στις οποίες κατατάχθηκαν τα άρθρα είναι οι εξής: • Αξιολόγηση σπουδαστών • Ασφάλεια και προστασία της ιδιωτικής ζωής • Διαδραστικά περιβάλλοντα μάθησης • Διαφορετικότητα των φύλων/ Πολυπολιτισμικότητα • Εκπαίδευση της Μηχανικής Λογισμικού • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Ενσωμάτωση Πληροφορίας • Ηλεκτρονική μάθηση • Οπτικοποίηση • Πρότυπα αναλυτικά προγράμματα • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Συστήματα διαχείρισης μάθησης • Υπολογιστική Σκέψη • Υπολογιστικός Αλφαβητισμός Στη συνέχεια, δίνονται περιληπτικές αποδόσεις των εργασιών της χρονιάς 2017 που εμπίπτουν στις παρακάτω επιλεγμένες κατηγορίες: • Αξιολόγηση φοιτητών/μαθητών • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Υπολογιστική ΣκέψηThis thesis focuses on the study of papers presented at the ACM SIGCSE conference in the years 2016, 2017 and 2018. Initially, a categorization is defined, based on the main areas of IT education that are included in the aforementioned conferences. The categories in which the articles were classified are: • Student evaluation • Security and Privacy • Interactive learning environments • Gender Diversity / Multiculturalism • Software engineering education • CS1 • Computer Science Education • Integration of Information • E-learning • Visualization • Model curricula • K-12 • Collaborative learning • Computational Thinking • Computing Literacy Afterwards, reviews of the papers of the year 2017 are presented concerning the following categories: • Student evaluation • CS1 • Computer Science Education • K-12 • Collaborative learning • Computational Thinkin

Generic access to symbolic computing services

Symbolic computation is one of the computational domains that requires large computational resources. Computer Algebra Systems (CAS), the main tools used for symbolic computations, are mainly designed to be used as software tools installed on standalone machines that do not provide the required resources for solving large symbolic computation problems. In order to support symbolic computations an infrastructure built upon massively distributed computational environments must be developed. Building an infrastructure for symbolic computations requires a thorough analysis of the most important requirements raised by the symbolic computation world and must be built based on the most suitable architectural styles and technologies. The architecture that we propose is composed of several main components: the Computer Algebra System (CAS) Server that exposes the functionality implemented by one or more supporting CASs through generic interfaces of Grid Services; the Architecture for Grid Symbolic Services Orchestration (AGSSO) Server that allows seamless composition of CAS Server capabilities; and client side libraries to assist the users in describing workflows for symbolic computations directly within the CAS environment. We have also designed and developed a framework for automatic data management of mathematical content that relies on OpenMath encoding. To support the validation and fine tuning of the system we have developed a simulation platform that mimics the environment on which the architecture is deployed

Automated Realistic Test Input Generation and Cost Reduction in Service-centric System Testing

Service-centric System Testing (ScST) is more challenging than testing traditional software due to the complexity of service technologies and the limitations that are imposed by the SOA environment. One of the most important problems in ScST is the problem of realistic test data generation. Realistic test data is often generated manually or using an existing source, thus it is hard to automate and laborious to generate. One of the limitations that makes ScST challenging is the cost associated with invoking services during testing process. This thesis aims to provide solutions to the aforementioned problems, automated realistic input generation and cost reduction in ScST. To address automation in realistic test data generation, the concept of Service-centric Test Data Generation (ScTDG) is presented, in which existing services used as realistic data sources. ScTDG minimises the need for tester input and dependence on existing data sources by automatically generating service compositions that can generate the required test data. In experimental analysis, our approach achieved between 93% and 100% success rates in generating realistic data while state-of-the-art automated test data generation achieved only between 2% and 34%. The thesis addresses cost concerns at test data generation level by enabling data source selection in ScTDG. Source selection in ScTDG has many dimensions such as cost, reliability and availability. This thesis formulates this problem as an optimisation problem and presents a multi-objective characterisation of service selection in ScTDG, aiming to reduce the cost of test data generation. A cost-aware pareto optimal test suite minimisation approach addressing testing cost concerns during test execution is also presented. The approach adapts traditional multi-objective minimisation approaches to ScST domain by formulating ScST concerns, such as invocation cost and test case reliability. In experimental analysis, the approach achieved reductions between 69% and 98.6% in monetary cost of service invocations during testin

Flexible Integration and Efficient Analysis of Multidimensional Datasets from the Web

If numeric data from the Web are brought together, natural scientists can compare climate measurements with estimations, financial analysts can evaluate companies based on balance sheets and daily stock market values, and citizens can explore the GDP per capita from several data sources. However, heterogeneities and size of data remain a problem. This work presents methods to query a uniform view - the Global Cube - of available datasets from the Web and builds on Linked Data query approaches

On Language Processors and Software Maintenance

This work investigates declarative transformation tools in the context of software maintenance. Besides maintenance of the language specification, evolution of a software language requires the adaptation of the software written in that language as well as the adaptation of the software that transforms software written in the evolving language. This co-evolution is studied to derive automatic adaptations of artefacts from adaptations of the language specification. Furthermore, AOP for Prolog is introduced to improve maintainability of language specifications and derived tools.Die Arbeit unterstützt deklarative Transformationswerkzeuge im Kontext der Softwarewartung. Neben der Wartung der Sprachbeschreibung erfordert die Evolution einer Sprache sowohl die Anpassung der Software, die in dieser Sprache geschrieben ist als auch die Anpassung der Software, die diese Software transformiert. Diese Koevolution wird untersucht, um automatische Anpassungen von Artefakten von Anpassungen der Sprachbeschreibungen abzuleiten. Weiterhin wird AOP für Prolog eingeführt, um die Wartbarkeit von Sprachbeschreibungen und den daraus abgeleiteten Werkzeugen zu erhöhen