Architectures for developing multiuser, immersive learning scenarios

Nadolski, R. J., Hummel, H. G. K., Slootmaker, A., & Van der Vegt, W. (2012). Architectures for developing multiuser, immersive learning scenarios. Simulation & Gaming, 43(6), 825-852.Multi-user immersive learning scenarios hold strong potential for life long learning as they can support the acquisition of higher order skills in an effective, efficient and attractive way. Existing virtual worlds, game development platforms, and game engines only partly cater for the proliferation of such learning scenarios as they are often inadequately tuned for learning. First, this study aims to identify architectures that more effectively support the development of multi-user immersive learning scenarios. Second, this study takes up the challenge to define and assemble more flexible architectures that cater for fast and easy development, which will become important in the current period of economic breakdown. Third, this study describes how such architectures should enable research into guidelines for multi-user immersive learning scenario design and development. This study outlines a method for defining and setting up such architectures by using experts and existing literature

Defining the Competencies, Programming Languages, and Assessments for an Introductory Computer Science Course

The purpose of this study was to define the competencies, programming languages, and assessments for an introductory computer science course at a small private liberal arts university. Three research questions were addressed that involved identifying the competencies, programming languages, and assessments that academic and industry experts in California’s Central Valley felt most important and appropriate for an introduction to computer science course. The Delphi methodology was used to collect data from the two groups of experts with various backgrounds related to computing. The goal was to find consensus among the individual groups to best define aspects that would best comprise an introductory CS0 course for majors and non-majors. The output would be valuable information to be considered by curriculum designers who are developing a new program in software engineering at the institution. The process outlined would also be useful to curriculum designers in other fields and geographic regions who attempt to address their local education needs. Four rounds of surveys were conducted. The groups of experts were combined in the first round to rate the items in the straw models determined from the literature and add additional components when necessary. The academic and industry groupings were separated for the remainder of the study so that a curriculum designer could determine not only the items deemed most important, but also their relative importance among the two distinct groups. The experts selected items in each of the three categories in the second round to reduce the possibilities for subsequent rounds. The groups were then asked to rank the items in each of the three categories for the third round. A fourth round was held as consensus was not reached by either of the groups for any of the categories as determined by Kendall’s W. The academic experts reached consensus on a list of ranked competencies in the final round and showed a high degree of agreement on lists of ranked programming languages and assessments. Kendall’s W, values, however, were just short of the required 0.7 threshold for consensus on these final two items. The industry experts did not reach consensus and showed low agreement on their recommendations for competencies, programming languages, and assessments

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

Developing & Marketing a JavaScript Support Extension for the srcML Infrastructure

This work describes the development of a JavaScript grammar file for the srcML infrastructure\u27s future parser generator, the many files used to test it, and the marketing plan used to market the JavaScript Support extension to industry software developers and potential collaborators

Introducing Computational Thinking in K-12 Education: Historical, Epistemological, Pedagogical, Cognitive, and Affective Aspects

Introduction of scientific and cultural aspects of Computer Science (CS) (called "Computational Thinking" - CT) in K-12 education is fundamental. We focus on three crucial areas. 1. Historical, philosophical, and pedagogical aspects. What are the big ideas of CS we must teach? What are the historical and pedagogical contexts in which CT emerged, and why are relevant? What is the relationship between learning theories (e.g., constructivism) and teaching approaches (e.g., plugged and unplugged)? 2. Cognitive aspects. What is the sentiment of generalist teachers not trained to teach CS? What misconceptions do they hold about concepts like CT and "coding"? 3. Affective and motivational aspects. What is the impact of personal beliefs about intelligence (mindset) and about CS ability? What the role of teaching approaches? This research has been conducted both through historical and philosophical argumentation, and through quantitative and qualitative studies (both on nationwide samples and small significant ones), in particular through the lens of (often exaggerated) claims about transfer from CS to other skills. Four important claims are substantiated. 1. CS should be introduced in K-12 as a tool to understand and act in our digital world, and to use the power of computation for meaningful learning. CT is the conceptual sediment of that learning. We designed a curriculum proposal in this direction. 2. The expressions CT (useful to distantiate from digital literacy) and "coding" can cause misconceptions among teachers, who focus mainly on transfer to general thinking skills. Both disciplinary and pedagogical teacher training is hence needed. 3. Some plugged and unplugged teaching tools have intrinsic constructivist characteristics that can facilitate CS learning, as shown with proposed activities. 4. Growth mindset is not automatically fostered by CS, while not studying CS can foster fixed beliefs. Growth mindset can be fostered by creative computing, leveraging on its constructivist aspects

Using domain specific language and sequence to sequence models as a hybrid framework for a natural language interface to a database solution

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonThe aim of this project is to provide a new approach to solving the problem of converting natural language into a language capable of querying a database or data repository. This problem has been around for a while, in the 1970's the US Navy developed a solution called LADDER and since then there have been an array of solutions, approaches and tweaks that have kept the research community busy. The introduction of electronic assistants into the smart phone in 2010 has given new impetus to this problem. With the increasingly pervasive nature of data and its ever expanding use to answer questions within business science, medicine extracting data is becoming more important. The idea behind this project is to make data more democratised by allowing access to it without the need for specialist languages. The performance and reliability of converting natural language into structured query language can be problematic in handling nuances that are prevalent in natural language. Relational databases are not designed to understand language nuance. This project introduces the following components as part of a holistic approach to improving the conversion of a natural language statement into a language capable of querying a data repository. ● The idea proposed in this project combines the use of sequence to sequence models in conjunction with the natural language part of speech technologies and domain specific languages to convert natural language queries into SQL. The approach being proposed by this chapter is to use natural language processing to perform an initial shallow pass of the incoming query and then use Google's Tensor Flow to refine the query with the use of a sequence to sequence model. ● This thesis is also proposing to use a Domain Specific Language (DSL) as part of the conversion process. The use of the DSL has the potential to allow the natural language query to be translated into more than just an SQL statement, but any query language such as NoSQL or XQuery

Program and Abstracts from the Celebration of Student Scholarship, 2019

Program and Abstracts from the Celebration of Student Scholarship on April 24, 2019

2017-2018

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1029/thumbnail.jp