Peachy Parallel Assignments (EduHPC 2018)

Peachy Parallel Assignments are a resource for instructors teaching parallel and distributed programming. These are high-quality assignments, previously tested in class, that are readily adoptable. This collection of assignments includes implementing a subset of OpenMP using pthreads, creating an animated fractal, image processing using histogram equalization, simulating a storm of high-energy particles, and solving the wave equation in a variety of settings. All of these come with sample assignment sheets and the necessary starter code.Departamento de Informática (Arquitectura y Tecnología de Computadores, Ciencias de la Computación e Inteligencia Artificial, Lenguajes y Sistemas Informáticos)Facilitar la inclusión de ejercicios prácticos de programación paralela en cursos de Computación Paralela o de alto rendimiento (HPC)Comunicación en congreso: Descripción de ejercicios prácticos con acceso a material ya desarrollado y probado

The impact of gamification on students learning engagement

Gamification is to use game elements in a non-game context to increase engagement between human and computer, on the other hand, to encourage in-demand for good behaviors in learning. This research tried to increase student engagements in learning by conducted Gamification technique especially in difficult subjects such as Programming Language courses. The previous work was shown that students dropped, failed, or withdrew from the course at rates of between 35% and 50%. Therefore the main objective of this study is to increase student engagements in learning programming subject, and also to measure the impact of game elements on student’s engagements. Finally, the findings have shown the score of game elements that have a good effect on student’s engagement in the experiment group

Trends in the Development of Basic Computer Education at Universities

Basic computer education in universities is experiencing huge problems. On the one hand, the amount of knowledge that a university graduate must have is increasing very quickly. On the other hand, the contingent of students varies greatly in terms of the level of training and motivation, and the level of this differentiation is constantly growing. As a result, the complexity of training and the percentage of dropouts increase. Scientists and educators are looking for a solution to these problems in the following areas: revising the knowledge necessary for obtaining at the university in the direction of the reality of their receipt in the allotted time; the use of new information technologies to simplify the learning process and improve its quality; development of the latest teaching methods that take into account the realities. This paper presents a strategic document in the field of computer education at universities - Computing Circulum 2020, as well as an overview of the areas of development of basic computer education, such as learning using artificial intelligence, virtual laboratories, microprocessor kits and robotics, WEB - systems for distance and blended learning, mobile application development, visual programming, gamification, computer architecture & organization, programming languages, learning technologies. In addition, the author gives his experience and vision of teaching basic computer education at universities

A Roadmap to Gamify Programming Education

Learning programming relies on practicing it which is often hampered by the barrier of difficulty. The combined use of automated assessment, which provides fast feedback to the students experimenting with their code, and gamification, which provides additional motivation for the students to intensify their learning effort, can help pass the barrier of difficulty in learning programming. In such environment, students keep receiving the relevant feedback no matter how many times they try (thanks to automated assessment), and their engagement is retained (thanks to gamification). While there is a number of open software and programming exercise collections supporting automated assessment, up to this date, there are no available open collections of gamified programming exercises, no open interactive programming learning environment that would support such exercises, and even no open standard for the representation of such exercises so that they could be developed in different educational institutions and shared among them. This gap is addressed by Framework for Gamified Programming Education (FGPE), an international project whose primary objective is to provide necessary prerequisites for the application of gamification to programming education, including a dedicated gamification scheme, a gamified exercise format and exercises conforming to it, software for editing the exercises and an interactive learning environment capable of presenting them to students. This paper presents the FGPE project, its architecture and main components, as well as the results achieved so far. 2012 ACM Subject Classification Social and professional topics ! Computer science education

Defining requirements for a gamified programming exercises format

Computer programming is a complex domain both to teach and learn. This incited endeavors to find methods that could mitigateat least some of the existing barriers. In the last years, automatic assessment has been playing an important role in reducing theburden of teachers in the assessment of students’ attempts to solve programming exercises and fostering the autonomy of studentsby allowing them to practice in any place and at any time with timely feedback.Even more recent development is the use of gamification in computer programming education in order to raise the enjoyment andengagement of students. Despite its rising spread, until now, there is not a programming exercise specification format addressingthe needs of gamification, such as the definition of challenges, the underlying storyline, including the links to other exercises, orthe rewards for solving challenges in form of points, badges or virtual items. Such a data format would allow the exchange ofready-to-use programming exercises along with the gamification-related data among different educational institutions and courses,providing instructors a possibility to make use of gamification in their courses without having to invest their own time in defininggamification rules themselves.In this paper, we analyze a set of concepts related to programming gamification developed in our previous work to identify therequirements for the specification of a gamified exercise format.info:eu-repo/semantics/publishedVersio

A Roadmap to Gamify Programming Education

Learning programming relies on practicing it which is often hampered by the barrier of difficulty. The combined use of automated assessment, which provides fast feedback to the students experimenting with their code, and gamification, which provides additional motivation for the students to intensify their learning effort, can help pass the barrier of difficulty in learning programming. In such environment, students keep receiving the relevant feedback no matter how many times they try (thanks to automated assessment), and their engagement is retained (thanks to gamification). While there is a number of open software and programming exercise collections supporting automated assessment, up to this date, there are no available open collections of gamified programming exercises, no open interactive programming learning environment that would support such exercises, and even no open standard for the representation of such exercises so that they could be developed in different educational institutions and shared among them. This gap is addressed by Framework for Gamified Programming Education (FGPE), an international project whose primary objective is to provide necessary prerequisites for the application of gamification to programming education, including a dedicated gamification scheme, a gamified exercise format and exercises conforming to it, software for editing the exercises and an interactive learning environment capable of presenting them to students. This paper presents the FGPE project, its architecture and main components, as well as the results achieved so far

PROud - a gamification framework based on programming exercises usage data

Solving programming exercises is the best way to promote practice in computer programming courses and, hence, to learn a programming language. Meanwhile, programming courses continue to have an high rate of failures and dropouts. The main reasons are related with the inherent domain complexity, the teaching methodologies, and the absence of automatic systems with features such as intelligent authoring, profile-based exercise sequencing, content adaptation, and automatic evaluation on the student’s resolution. At the same time, gamification is being used as an approach to engage learners’ motivations. Despite its success, its implementation is still complex and based on ad-hoc and proprietary solutions. This paper presents PROud as a framework to inject gamification features in computer programming learning environments based on the usage data from programming exercises. This data can be divided into two categories: generic data produced by the learning environment—such as, the number of attempts and the duration that the students took to solve a specific exercise—or code-specific data produced by the assessment tool—such as, code size, use memory, or keyword detection. The data is gathered in cloud storage and can be consumed by the learning environment through the use of a client library that communicates with the server through an established Application Programming Interface (API). With the fetched data, the learning environment can generate new gamification assets (e.g., leaderboards, quests, levels) or enrich content adaptations and recommendations in the inner components such as the sequencing tools. The framework is evaluated on its usefulness in the creation of a gamification asset to present dynamic statistics on specific exercises.info:eu-repo/semantics/publishedVersio

SusTrainable: Promoting Sustainability as a Fundamental Driver in Software Development Training and Education. 2nd Teacher Training, January 23-27, 2023, Pula, Croatia. Revised lecture notes

This volume exhibits the revised lecture notes of the 2nd teacher training organized as part of the project Promoting Sustainability as a Fundamental Driver in Software Development Training and Education, held at the Juraj Dobrila University of Pula, Croatia, in the week January 23-27, 2023. It is the Erasmus+ project No. 2020-1-PT01-KA203-078646 - Sustrainable. More details can be found at the project web site https://sustrainable.github.io/ One of the most important contributions of the project are two summer schools. The 2nd SusTrainable Summer School (SusTrainable - 23) will be organized at the University of Coimbra, Portugal, in the week July 10-14, 2023. The summer school will consist of lectures and practical work for master and PhD students in computing science and closely related fields. There will be contributions from Babe\c{s}-Bolyai University, E\"{o}tv\"{o}s Lor\'{a}nd University, Juraj Dobrila University of Pula, Radboud University Nijmegen, Roskilde University, Technical University of Ko\v{s}ice, University of Amsterdam, University of Coimbra, University of Minho, University of Plovdiv, University of Porto, University of Rijeka. To prepare and streamline the summer school, the consortium organized a teacher training in Pula, Croatia. This was an event of five full days, organized by Tihana Galinac Grbac and Neven Grbac. The Juraj Dobrila University of Pula is very concerned with the sustainability issues. The education, research and management are conducted with sustainability goals in mind. The contributions in the proceedings were reviewed and provide a good overview of the range of topics that will be covered at the summer school. The papers in the proceedings, as well as the very constructive and cooperative teacher training, guarantee the highest quality and beneficial summer school for all participants.Comment: 85 pages, 8 figures, 3 code listings and 1 table; editors: Tihana Galinac Grbac, Csaba Szab\'{o}, Jo\~{a}o Paulo Fernande