25,505 research outputs found
Structured Review of the Evidence for Effects of Code Duplication on Software Quality
This report presents the detailed steps and results of a structured review of code clone literature. The aim of the review is to investigate the evidence for the claim that code duplication has a negative effect on code changeability. This report contains only the details of the review for which there is not enough place to include them in the companion paper published at a conference (Hordijk, Ponisio et al. 2009 - Harmfulness of Code Duplication - A Structured Review of the Evidence)
Agents for educational games and simulations
This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications
Implicit Theories and Self-efficacy in an Introductory Programming Course
Contribution: This study examined student effort and performance in an
introductory programming course with respect to student-held implicit theories
and self-efficacy. Background: Implicit theories and self-efficacy shed a light
into understanding academic success, which must be considered when developing
effective learning strategies for programming. Research Questions: Are implicit
theories of intelligence and programming, and programming-efficacy related to
each other and student success in programming? Is it possible to predict
student course performance using a subset of these constructs? Methodology: Two
consecutive surveys (N=100 and N=81) were administered to non-CS engineering
students in I\c{s}{\i}k University. Findings: Implicit theories and
self-beliefs are interrelated and correlated with effort, performance, and
previous failures in the course and students explain failure in programming
course with "programming-aptitude is fixed" theory, and also that programming
is a difficult task for themselves.Comment: Programming Education. 8 page
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