6,396 research outputs found
Contemporary developments in teaching and learning introductory programming: Towards a research proposal
The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction
The development of design guidelines for educational programming environments
Introductory programming courses at university are currently experiencing a significant dropout and failure rate. Whilst several reasons have been attributed to these numbers by researchers, such as cognitive factors and aptitude, it is still unclear why programming is a natural skill for some students and a cause of struggle for others. Most of the research in the computer science literature suggests that methods of teaching programming and studentsâ learning styles as reasons behind this trend. In addition to the choice of the first programming language taught.
With the popularity of virtual learning environments and online courses, several instructors are incorporating these e-learning tools in their lectures in an attempt to increase engagement and achievement. However, many of these strategies fail as they do not use effective teaching practices or recognise the learning preferences exhibited by a diverse student population. Therefore this research proposes that combining multiple teaching methods to accommodate different learners' preferences will significantly improve performance in programming.
To test the hypothesis, an interactive web based learning tool to teach Python programming language (PILeT) was developed. The toolâs novel contribution is that it offers a combination of pedagogical methods to support studentâs learning style based on the Felder-Silverman model.
First, PILeT was evaluated by both expert and representative users to detect any usability or interface design issues that might interfere with studentsâ learning. Once the problems were detected and fixed, PILeT was evaluated again to measure the learning outcomes that resulted from its use. The experimental results show that PILeT has a positive impact on students learning programming
Factors Affecting Student Performance in Intermediate Programming Courses: A Mixed Method Study
There is increasing demand for computing professionals in the United States and too few college graduates to fill the projected need. While extant research has explored a wide variety of student and course attributes to predict student success in introductory programming courses, similar studies focused on intermediate and advanced courses is lacking. Our study aims to explore and identify student and course attributes impacting student performance in intermediate programming courses. Using mixed methods, we provide insights for instructors and instructional designers in developing courses to facilitate the successful completion of course learning objectives for more students, leading to more students who graduate and are able to fill IT-related roles in the future
Hygiene and Sanitation Software: An Overview of Approaches
A review of the state of the art in methods and techniques for sanitation and hygiene behaviour change, and other non-hardware aspects of sanitation programming. Includes introductory text and detailed entries on more than 20 approaches and techniques, with key references, summary information on effectiveness and implementation and an assessment of when different approaches should be used
Teaching Psychological Principles to Cybersecurity Students
This paper will discuss our observations gained from teaching psychological principles and methods to undergraduate and postgraduate cybersecurity students. We will draw on and extend our previous work encouraging the teaching of psychology in computing and cybersecurity education. We pay special attention to the consideration of characteristics of cybersecurity students in terms of teaching psychology in a way that will be accessible and engaging. We then discuss the development and use of an online training tool which draws on psychology to help educators and companies to raise awareness of cybersecurity risks in students and employees. Finally, we offer some practical suggestions to incorporate psychology into the cybersecurity curriculum
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 learnerâs
background information such as age and gender. Using the algorithm, patterns of
behaviour were generated and associated with the studentsâ 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 Ravenâs 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 studentâs 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 studentâs 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 studentsâ 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 âcode thrashingâ.
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
Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)
"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 â October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.
TÀiendav tugi ESL- inglise keele Ôppimiseks koduÔppele elektrooniliste iseÔppematerjalidega pÔhikooli Ôpilastele (9. klass)
https://www.ester.ee/record=b551838
AI-enabled adaptive learning systems: A systematic mapping of the literature
Mobile internet, cloud computing, big data technologies, and significant breakthroughs in Artificial Intelligence (AI) have all transformed education. In recent years, there has been an emergence of more advanced AI-enabled learning systems, which are gaining traction due to their ability to deliver learning content and adapt to the individual needs of students. Yet, even though these contemporary learning systems are useful educational platforms that meet studentsâ needs, there is still a low number of implemented systems designed to address the concerns and problems faced by many students. Based on this perspective, a systematic mapping of the literature on AI-enabled adaptive learning systems was performed in this work. A total of 147 studies published between 2014 and 2020 were analysed. The major findings and contributions of this paper include the identification of the types of AI-enabled learning interventions used, a visualisation of the co-occurrences of authors associated with major research themes in AI-enabled learning systems and a review of common analytical methods and related techniques utilised in such learning systems. This mapping can serve as a guide for future studies on how to better design AI-enabled learning systems to solve specific learning problems and improve usersâ learning experiences.publishedVersio
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Building capacity in climate change policy analysis and negotiation: methods and technologies
Capacity building is often cited as the reason âwe cannot just pour money into developing countriesâ and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development.
Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability?
This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres
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