The influence of motivation and comfort-level on learning to program

This paper documents a study, carried out in the academic year 2004-2005, on the role of motivation and comfort-level in a first year object-oriented programming module. The study found that intrinsic motivation had a strong correlation with programming performance as did self-efficacy for learning and performance, r=0.512, p < 0.01 and r=0.567, p < 0.01 respectively. Aspects of comfort level were found to have significant correlations with performance with an instrument on programming-esteem rendering the most interesting results. A regression model based upon these factors was able to account for 60% of the variance in programming performance results

The influence of motivation and comfort-level on learning to program

This paper documents a study, carried out in the academic year 2004-2005, on the role of motivation and comfort-level in a first year object-oriented programming module. The study found that intrinsic motivation had a strong correlation with programming performance as did self-efficacy for learning and performance, r=0.512, p < 0.01 and r=0.567, p < 0.01 respectively. Aspects of comfort level were found to have significant correlations with performance with an instrument on programming-esteem rendering the most interesting results. A regression model based upon these factors was able to account for 60% of the variance in programming performance results

Aussie women game developers

Women are underrepresented in the digital games industry all over the world. In Australia, womens level of contribution to game development is much lower than the USA, Canada, and UK. Reviewing literature from the areas of computer science, information technology, and digital games, this study focuses on the impact of social, structural and cultural aspects, and how these factors might influence women choosing a career in the Australian digital games industry. Using a mixed-method, Grounded Theory approach, a large-scale census of Australian digital game studios was conducted, and followed up by semi-structured interviews of a small group of women game developers. Findings reveal that the number of women game developers in Australia has recently increased, and although work culture stereotypes and poor workplace conditions persist overseas, Australian women are not experiencing these issues. However, getting interested in digital game development is still a major obstacle in convincing young women to enroll in game development degrees at university. Once enrolled though, attrition is a problem that has been attributed to teaching styles, lack of confidence and how male peers treat female students in their first year. Those women, who eventually graduate and pursue a career in digital games, more often share the influence of strong parents, male siblings, and enjoyed playing games from a young age

An Analysis of Syntax Exercises on the Performance of CS1 Students

Students in introductory programming classes (CS1) generally have a difficult time learning the rules of programming. Although the general concepts of programming are relatively easy to learn, it can be difficult to learn what exactly can be typed in what order, which is known as syntax. To attempt to help students overcome this barrier, a study was conducted that introduced exercises into a CS1 class which taught the programming syntax in simple steps. The results of this study were obtained by analyzing the keys the students pressed, the errors of their code, their midterm exam scores, and their responses to a short survey. It was found that the syntax exercises did not reduce the amount of time spent on the assignments or the number of keys the students pressed. However, they did help build the students\u27 confidence, as shown by an increased number of students that continued to attempt the assignments. This could have a huge impact on the field of computer science, as a decrease in student frustration and an increase in student success will lead to more students remaining in computer science programs. More students in computer science programs will lead to a fuller, more diverse workforce

Public Perceptions of Faecal Sludge Biochar and Biosolids Use in Agriculture

Full-scale pyrolysis of faecal sludge is a credible technology for the safe removal of pathogens and the concurrent creation of biochar, which has been shown to enhance crop productivity. Faecal sludge biochar has the potential to improve acidic, low nutrient soils and crop yield in developing nations more at risk of climate change and food insecurity. Little research has been conducted into public acceptance of faecal sludge biochar as a soil enhancer in agriculture. In this study of the public in Swansea, Wales, an online survey examines their awareness of, and comfort levels of eating food grown using biosolids, wood biochar and faecal sludge biochar. Our findings show that males were almost twice as likely than females to have a positive perception of biosolids (OR 1.91, p value 0.004) and faecal sludge biochar (OR 2.02, p value 0.03). Those in the oldest age group (65+) were almost five times more likely to have a positive view of faecal sludge biochar than the youngest age group (OR 4.88, p value 0.001). Deployment of faecal sludge biochar must overcome a “disgust effect” related to its human faecal origins. This factor must be centrally taken into account when implementing management and policy decisions regarding the land application of biosolids and faecal sludge biochar

The Absence of Gender Differences Among Students in an MIS Program

The declining proportion of women in the IT profession contributes to the shortage of IT professionals and potentially has a detrimental effect on the success of design projects. However, we do not fully understand why that decrease is happening. Some studies have utilized a construct called stereotype threat to explain why women are rejecting IT as a profession. Others have claimed that the results of stereotype threat apply only in computer science programs housed in engineering schools. This study tests whether stereotype threat exists in an MIS program in a college of business and, if so, how it affects women’s confidence in their ability and motivation to continue their IT education. The results show no support for the stereotype threat hypothesis. Further analysis, however, shows that positive, supportive messages have more effect on these women than do the negative messages. Thus, while stereotype threat has been a successful model for explaining the behavior of women in the sciences, mathematics, and computer science, it does not appear to explain the decreases in the number of women in MIS programs in business schools. A discussion of the aspects of MIS programs that may attract women and possible ways to increase women are provided

The Interaction of Cyberaggression and Self-Efficacy within the Virtual World and the Real World

The present study seeks to analyze the impact of cyberaggression and positive feedback from an anonymous videogame player on one’s self-efficacy and performance both inside and outside of the videogame. The internet provides a unique way for individuals to interact, and the online disinhibition effect can lead users to engage in out of character behaviors once online. This shift in behavior can be an influencing factor for cyberbullying or isolated instances of cyberaggression. Negative feedback can lower one’s self-efficacy, and a lower self-efficacy can lead to a worse performance on the activity. It was hypothesized that mean comments from an anonymous competitor would lower self-efficacy both in the game and for an unrelated memory task, and similarly diminish the performance in both activities. It was also hypothesized that a positive comment after the first competition would both increase self-efficacy inside and outside the game and also improve performance on both activities. Participants in the present study took a memory test, played an online racing game, received predetermined feedback after losing the race, then played the videogame and took the memory test one final time, after rating their self-efficacy before every activity. It was discovered that the type of message received did not play a role on self-efficacy and performance both inside and outside of the videogame

An Overview of the Redevelopment of a Computer Science Support Centre and the Associated Pedagogy Impacts

"Support Centres” are a form of intervention, particularly prevalent in Ireland and the UK through which undergraduate students interact with one or more tutors who help them with their studies. They primarily exist in the Mathematics and Computer Science fields. These centres tend to be remedial, in general aiming to improve the knowledge of struggling students, while also offering additional material to students looking for more of a challenge. The Computer Science Centre at Maynooth University is a drop-in tutoring service which provides free tutoring to students, primarily of programming modules, in the first and second year of their degree. This service has been running in our Computer Science department since 2012. In the 2019-2020 academic year, two full time tutors were hired to refocus and improve the centre. This resulted in the creation of a redevelopment plan and relaunch of the centre, which will be presented in this paper. The results of this redevelopment were very promising with the attendance of the centre increasing by over 800% compared to the 2018-2019 academic year. The students who did attend the centre also performed better on average than those students who did not attend the centre in their first-year undergraduate programming modules. An analysis of data relating to students visits to the centre will be presented and discussed. This paper discusses in detail the redevelopment within the centre and the work carried out by these tutors in their first year, while also presenting future plans for the centre. Guidelines are presented on managing an effective support centre (through our redevelopment plan and support methods), with the hope that more institutions in both Ireland and abroad will consider supporting their students with this methodology

Data science for empowerment: understanding the data science training landscape for women and girls in Africa

The increasing datafication of African societies has led to a proliferation of data science-related training opportunities. These trainings provide young people with the opportunity to learn the skills to work on Data science, with some focused specifically on women and girls. While this is encouraging and brings new opportunities for women and girls to participate in the knowledge economy, it is important to understand the wider context of data science training in Africa, in particular, how women and girls experience their (data science) education, and how this knowledge can impact their lives, sustain livelihoods and bring empowerment. Through a review of the literature, as well as an examination of different pedagogical approaches and practices used by various formal and informal training programs in Africa, we examined the experience of women and girls. We conducted a mapping of the training and networks that have been set up to provide knowledge and skills and to empower women in data science. We highlight some of the facilitators that have positively contributed to a greater participation of women and girls in data science education, while also revealing some of the barriers and structural impediments to fair access to training for women in data science