437 research outputs found
Introductory programming: a systematic literature review
As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.
This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research
Application of Collaborative Learning Paradigms within Software Engineering Education: A Systematic Mapping Study
Collaboration is used in Software Engineering (SE) to develop software.
Industry seeks SE graduates with collaboration skills to contribute to
productive software development. SE educators can use Collaborative Learning
(CL) to help students develop collaboration skills. This paper uses a
Systematic Mapping Study (SMS) to examine the application of the CL educational
theory in SE Education. The SMS identified 14 papers published between 2011 and
2022. We used qualitative analysis to classify the papers into four CL
paradigms: Conditions, Effect, Interactions, and Computer-Supported
Collaborative Learning (CSCL). We found a high interest in CSCL, with a shift
in student interaction research to computer-mediated technologies. We discussed
the 14 papers in depth, describing their goals and further analysing the CSCL
research. Almost half the papers did not achieve the appropriate level of
supporting evidence; however, calibrating the instruments presented could
strengthen findings and support multiple CL paradigms, especially opportunities
to learn at the social and community levels, where research was lacking. Though
our results demonstrate limited CL educational theory applied in SE Education,
we discuss future work to layer the theory on existing study designs for more
effective teaching strategies.Comment: 7 page
Analysis of typical programming mistakes made by first and second year IT students
The research paper contains a review and analysis of common programming mistakes made by first and second year students of Computer Science. The data were collected during the courses entitled âAlgorithmics and Data Structuresâ and âNumerical Methodsâ, where students have to write programs in the C++ language. The article includes examples of three selected mistake types. A comparison of mistakes made by first and second year students is presented. The analysis carried out shows that the percentage of mistakes made decreases when the students are in the second year, but three types of mistakes demonstrate the opposite trend. It can be concluded that those three types of mistakes are related to the course of Numerical Methods, where students have to deal with a significant amount of mathematical expressions. The results show that the students have the most significant problems with memory management
KYPO4INDUSTRY: A Testbed for Teaching Cybersecurity of Industrial Control Systems
There are different requirements on cybersecurity of industrial control systems and information technology systems. This fact exacerbates the global issue of hiring cybersecurity employees with relevant skills. In this paper, we present KYPO4INDUSTRY training facility and a course syllabus for beginner and intermediate computer science students to learn cybersecurity in a simulated industrial environment. The training facility is built using open-source hardware and software and provides reconfigurable modules of industrial control systems. The course uses a flipped classroom format with hands-on projects: the students create educational games that replicate real cyber attacks. Throughout the semester, they learn to understand the risks and gain capabilities to respond to cyber attacks that target industrial control systems. Our described experience from the design of the testbed and its usage can help any educator interested in teaching cybersecurity of cyber-physical systems
public class Graphic_Design implements Code { // Yes, but how? }: An investigation towards bespoke Creative Coding programming courses in graphic design education
Situated in the intersection of graphic design, computer science, and pedagogy, this dissertation investigates how programming is taught within graphic design education. The research adds to the understanding of the process, practice, and challenges associated with introducing an audience of visually inclined practitionersâwho are often guided by instinctâto the formal and unforgiving world of syntax, algorithms, and logic. Motivating the research is a personal desire to contribute towards the development of bespoke contextualized syllabi specifically designed to accommodate how graphic designers learn, understand, and use programming as an integral skill in their vocational practice.The initial literature review identifies a gap needing to be filled to increase both practical and theoretical knowledge within the interdisciplinary field of computational graphic design. This gap concerns a lack of solid, empirically based epistemological frameworks for teaching programming to non-programmers in a visual context, partly caused by a dichotomy in traditional pedagogical practices associated with teaching programming and graphic design, respectively. Based on this gap, the overarching research question posed in this dissertation is: âHow should programming ideally be taught to graphic designers to account for how they learn and how they intend to integrate programming into their vocational practice?âA mixed methods approach using both quantitative and qualitative analyses is taken to answer the research questions. The three papers comprising the dissertation are all built on individual hypotheses that are subsequently used to define three specific research questions.Paper 1 performs a quantitative mapping of contemporary, introductory programming courses taught in design schools to establish a broader understanding of their structure and content. The paper concludes that most courses are planned to favor programming concepts rather than graphic design concepts. The paperâs finding can serve as a point of departure for a critical discussion among researchers and educators regarding the integration of programming in graphic design education.Paper 2 quantitatively assesses how the learning style profile of graphic design students compares with that of students in technical disciplines. The paper identifies a number of significant differences that call for a variety of pedagogic and didactic strategies to be employed by educators to effectively teach programming to graphic designers. Based on the results, specific recommendations are given.Paper 3 proposes a hands-on, experiential pedagogic method specifically designed to introduce graphic design students to programming. The method relies on pre-existing commercial graphic design specimens to contextualize programming into a domain familiar to graphic designers. The method was tested on the target audience and observations on its use are reported. Qualitative evaluation of student feedback suggests the method is effective and well-received. Additionally, twenty-four heuristics that elaborate and extend the paperâs findings by interweaving other relevant and influential sources encountered during the research project are provided.
Together, the literature review, the three papers, and the heuristics provide comprehensive and valuable theoretical and practical insights to both researchers and educators, regarding key aspects related to introducing programming as a creative practice in graphic design education
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
Toward Predicting Success and Failure in CS2: A Mixed-Method Analysis
Factors driving success and failure in CS1 are the subject of much study but
less so for CS2. This paper investigates the transition from CS1 to CS2 in
search of leading indicators of success in CS2. Both CS1 and CS2 at the
University of North Carolina Wilmington (UNCW) are taught in Python with annual
enrollments of 300 and 150 respectively. In this paper, we report on the
following research questions: 1) Are CS1 grades indicators of CS2 grades? 2)
Does a quantitative relationship exist between CS2 course grade and a modified
version of the SCS1 concept inventory? 3) What are the most challenging aspects
of CS2, and how well does CS1 prepare students for CS2 from the student's
perspective? We provide a quantitative analysis of 2300 CS1 and CS2 course
grades from 2013--2019. In Spring 2019, we administered a modified version of
the SCS1 concept inventory to 44 students in the first week of CS2. Further, 69
students completed an exit questionnaire at the conclusion of CS2 to gain
qualitative student feedback on their challenges in CS2 and on how well CS1
prepared them for CS2. We find that 56% of students' grades were lower in CS2
than CS1, 18% improved their grades, and 26% earned the same grade. Of the
changes, 62% were within one grade point. We find a statistically significant
correlation between the modified SCS1 score and CS2 grade points. Students
identify linked lists and class/object concepts among the most challenging.
Student feedback on CS2 challenges and the adequacy of their CS1 preparations
identify possible avenues for improving the CS1-CS2 transition.Comment: The definitive Version of Record was published in 2020 ACM Southeast
Conference (ACMSE 2020), April 2-4, 2020, Tampa, FL, USA. 8 page
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