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Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2最新文献

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MOCSIDE: An Open-source and Scalable Online IDE and Auto-Grader for Computer Science Education 一个开源和可扩展的在线IDE和计算机科学教育的自动评分器
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499125
Jonathan M. Cazalas, Max Barlow, Ibraheem Cazalas, Chase Robinson
{"title":"MOCSIDE: An Open-source and Scalable Online IDE and Auto-Grader for Computer Science Education","authors":"Jonathan M. Cazalas, Max Barlow, Ibraheem Cazalas, Chase Robinson","doi":"10.1145/3478432.3499125","DOIUrl":"https://doi.org/10.1145/3478432.3499125","url":null,"abstract":"Programming is learned through practice, with said practice in introductory programming courses often translating to a prohibitively large number of assignments, increasing the grading workload for faculty and/or teaching assistants. In short, this is unsustainable. Several publishers and a few notable companies have provided meritable auto-grading solutions, although most are plagued with problems including minimal problem sets, limited customization options, high cost, and at times even a disconnect with the pedagogical needs of academia. This poster presents our newly-developed web application, MOCSIDE, an open-source and scalable online IDE and auto-grader for computer science education. Results indicate a positive user experience from students and instructors alike, with cost savings, ease of use, and code collaboration highlighted as key features.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126881672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Do students Git it?: A Lightweight Intervention to Increase Usage of Advanced Git Features 学生们明白了吗?一个轻量级的干预来增加Git高级特性的使用
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499053
T. Sproull
{"title":"Do students Git it?: A Lightweight Intervention to Increase Usage of Advanced Git Features","authors":"T. Sproull","doi":"10.1145/3478432.3499053","DOIUrl":"https://doi.org/10.1145/3478432.3499053","url":null,"abstract":"Version control software, such as Git, is commonly used in Computer Science courses. Often students simply learn a few commands to submit an assignment without really understanding how the advanced features work and the benefits of version control. This research investigates the impact of introducing a Git tutorial in an introductory full-stack Web Development course. The semester with the tutorial intervention is compared to a previous semester with no tutorial intervention. The research consists of a survey at the beginning and end of the semester. From the surveys, we observe that students' perceptions of major Git concepts increased in both semesters. Also, when introducing a lightweight intervention of a tutorial, students' perceptions of concepts of how and why to create a branch in Git improve in a statistically significant manner. This research provides preliminary evidence that using lightweight interventions in assignments to engage students with tooling without reducing instructional time on other course concepts can encourage learning and usage of advanced tool features.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"343 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123187576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Free Ebooks for Computer Science Courses: Now With Support for Peer Instruction, Choice Questions, and Exam Generation 计算机科学课程的免费电子书:现在支持同伴指导，选择问题和考试生成
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499149
Barbara Ericson, Bradley N. Miller
{"title":"Free Ebooks for Computer Science Courses: Now With Support for Peer Instruction, Choice Questions, and Exam Generation","authors":"Barbara Ericson, Bradley N. Miller","doi":"10.1145/3478432.3499149","DOIUrl":"https://doi.org/10.1145/3478432.3499149","url":null,"abstract":"This workshop will introduce computer science teachers (both secondary and post-secondary) to Runestone ebooks and highlight some exciting new features including support for Peer Instruction, choice questions (choose which questions to answer from several), and exam generation (generate an exam from a list of concepts). Runestone Interactive (See http://runestone.academy) is an open-source platform for free ebooks. The ebooks support coding in the browser, code visualization/stepping, and a wide variety of practice activities, including multiple-choice, fill-in-the-blank, and mixed-up code (Parsons) problems. The Parsons problems are adaptive, which means that the difficulty of a problem is based on a learner's performance. Over 30 free textbooks are available for CS1, CS2, web development, data science, math, and Advanced Placement (AP) CS (both courses). The presenters have several years of experience creating and using Runestone ebooks. Several studies have demonstrated good usability and positive learning and attitude impacts on students using these ebooks. Participants will gain hands-on experience with the interactive features. Participants will learn how to use the instructor tools which allow them to create a custom course, enroll students in a custom course, create assignments, grade assignments, view student progress, and optionally require use of a spaced practice tool. Participants will also try out the new features. Laptop Required.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116265971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding and Tracking Computing Instructor Identity 理解和跟踪计算机教员身份
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499198
H. Ellis, G. Hislop
{"title":"Understanding and Tracking Computing Instructor Identity","authors":"H. Ellis, G. Hislop","doi":"10.1145/3478432.3499198","DOIUrl":"https://doi.org/10.1145/3478432.3499198","url":null,"abstract":"Instructors in computing live with constant change in our discipline along with evolution of teaching modes and methods. These changes lead many instructors to adjust their teaching and also seem to impact self-perception and identity of faculty as instructors. This BoF will discuss instructor identity in computing and ways that identity changes over time. The organizers have observed identity change among instructors who have begun to employ open source software for social good as a vehicle for student learning. The BoF is an invitation to discuss this identity change in a broader context. It seems likely, for example, that the pandemic may have changed instructor self-perceptions. The on-going high rate of change in computing may also impact instructors. The BoF ogranizers would like to discuss other instances of change in identity of computing faculty, and discuss how this phenomenon might be investigated. Faculty interested in an exploration of this area as a research project are particularly encouraged to join the BoF.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114023538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
CodeToon: A New Visual Programming Environment Using Comics for Teaching and Learning Programming
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499254
Sangho Suh
{"title":"CodeToon: A New Visual Programming Environment Using Comics for Teaching and Learning Programming","authors":"Sangho Suh","doi":"10.1145/3478432.3499254","DOIUrl":"https://doi.org/10.1145/3478432.3499254","url":null,"abstract":"Visual programming environments such as Scratch and Alice contributed to lowering the barrier to computer programming. They use virtual characters that users can manipulate with code, enabling creative activities, such as creating animations and interactive games and stories. We introduce CodeToon, a new visual programming environment that uses comics to visualize code. In the environment, users can generate stories from code and produce comics. We showcase the environment, the authoring process, how teachers and students can use it to teach and learn programming, and the benefits of using comics as the visual representation. Expected Audience: Instructors at various levels (K-12 to undergraduate) interested in improving their programming courses with comics; researchers interested in the coding strip research.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124131641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
How Do You Know if They Don't Know?: The Design of Pre-Tests in Computing Education Research 你怎么知道他们不知道?计算机教育研究中预考的设计
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499047
M. Parker, Yvonne S. Kao
{"title":"How Do You Know if They Don't Know?: The Design of Pre-Tests in Computing Education Research","authors":"M. Parker, Yvonne S. Kao","doi":"10.1145/3478432.3499047","DOIUrl":"https://doi.org/10.1145/3478432.3499047","url":null,"abstract":"As computing education expands to ''all'' students, so too must the assessment of computational learning. However, there are many challenges to designing and using computing assessments in a valid and reliable way. This is especially true with respect to pre-tests, or assessments given at the beginning of an intervention, course, or study. For elementary and middle school interventions, it is still likely that many students in any given study sample will have had no prior experience with computing. For high school interventions, students may have a wide range of prior experiences. How do you design or select a pre-test for these situations? In this poster, we discuss the design of pre-tests for the computing education research community. We outline the fundamental principles of pre-tests and the different purposes they serve in research studies. We complement these principles with examples of pre-tests used in current computing education research. This poster aims to provide guidance on how to intentionally develop and use pre-tests to strengthen the validity of our research findings and better inform on student learning outcomes.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126558151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects 团队软件开发项目中同伴评价反馈的初步研究
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499126
T. Crick, T. Prickett, Jill Bradnum
{"title":"A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects","authors":"T. Crick, T. Prickett, Jill Bradnum","doi":"10.1145/3478432.3499126","DOIUrl":"https://doi.org/10.1145/3478432.3499126","url":null,"abstract":"Team-based software development projects where teams of learners design and develop software artefacts are common in computing-related degree programmes in the UK and other jurisdictions. Peer assessment is a commonly used approach to ensure learners are fairly recognised and rewarded for their contributions to such projects. This poster presents a preliminary study analysing the relationship between peer marking using the Team-Q rubric and peer feedback from one cohort using open coding and sentiment analysis. The preliminary results from a UK institutional study (N=124) illustrate how learner behaviours within teams appear to impact upon peer scores and the sentiment and intensity of emotion expressed in peer feedback. Additionally, the results provide valuable insights into common behaviours within teams. Given the prominence of team projects in computing curricula, the insights offered from this UK institutional study can shape and inform future learning, teaching and assessment practice.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127941502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Reflections of Cybersecurity Workshop for K-12 Teachers and High School Students 面向中小学教师和高中生的网络安全研讨会的思考
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499094
C. Mourning, D. Juedes, Allyson Hallman-Thrasher, H. Chenji, S. Kaya, Avinash Karanth
{"title":"Reflections of Cybersecurity Workshop for K-12 Teachers and High School Students","authors":"C. Mourning, D. Juedes, Allyson Hallman-Thrasher, H. Chenji, S. Kaya, Avinash Karanth","doi":"10.1145/3478432.3499094","DOIUrl":"https://doi.org/10.1145/3478432.3499094","url":null,"abstract":"In this paper, we describe efforts to promote a robust cyber security workforce through a series of online workshops for K-12 teachers and grades 7-12 students. In 2021, we provided virtual workshops to high school teachers and students to increase cyber security awareness in three areas, (i) general cybersecurity issues, (ii) software security, and (iii) hardware security. The workshops employed Google classroom and Jupyter Notebooks, and high school teachers were provided with hardware (Raspberry Pi Zeros) to use as part of the workshops. We describe the design and implementation of the workshops and share evidence to demonstrate the effectiveness of the workshops and provide insights for future professional development for teachers. Our central question was: What impact do workshops have on teachers' preparation to effectively teach cybersecurity topics to their students and what do teachers report learning from their experiences in the workshop? We provide insights into workshops' effectiveness for computer science teachers and for STEM teachers who are not computer science teachers.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130239662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Testing Tutor: A Testing Pedagogical Active Learning Platform 测试导师:测试教学主动学习平台
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499257
Lucas Cordova, Jeffrey C. Carver, G. Walia
{"title":"Testing Tutor: A Testing Pedagogical Active Learning Platform","authors":"Lucas Cordova, Jeffrey C. Carver, G. Walia","doi":"10.1145/3478432.3499257","DOIUrl":"https://doi.org/10.1145/3478432.3499257","url":null,"abstract":"Testing Tutor is a web-based platform that helps instructors support software testing pedagogy by automatically diagnosing the fundamental testing concepts (e.g., boundary value) not covered in students' test suite and subsequently helping students initiate their own learning process about those concepts and systematically improve their test suites. The platform's differentiating features include 1) customizable feedback engine which allows instructors to scaffold the level of feedback (varying from conceptual to detailed), 2) a built-in repository of problems instructors can use, 3) access to digital learning content and 4) modes (learning and development) so instructors can scaffold the level of problems. This demo provides a brief overview of the platform and a walkthrough of two example use cases that illustrate the power of Testing Tutor from the perspectives of an instructor and a student. The two use cases will (1) demonstrate using Testing Tutor at different course levels by walking through the steps for an instructor to configure an assignment and the feedback engine and (2) demonstrate the student's experience submitting an assignment and receiving feedback. Information about Testing Tutor can be found at https://testingtutor.org. This work is supported by NSF IUSE grants 2013296 and 2013342.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"68 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134521376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Tool to Teach Expressions with Feedback About Broken Laws 一个用违反法律的反馈来教授表达的工具
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499082
O. Sychev, N. Penskoy, G. Terekhov
{"title":"A Tool to Teach Expressions with Feedback About Broken Laws","authors":"O. Sychev, N. Penskoy, G. Terekhov","doi":"10.1145/3478432.3499082","DOIUrl":"https://doi.org/10.1145/3478432.3499082","url":null,"abstract":"We developed a web-based tool for learning the order of evaluating expressions in C++ and Python languages. The variety of operator precedence and associativity among programming languages and the lack of direct visualization make understanding expression evaluation difficult for some students. The key feature of the new system is a detailed explanation of errors, containing fault reasons---the subject domain laws that the student violated. We evaluated the tool with 14 first-year Computer Science students and received positive feedback. This tool can be used for learning new concepts during homework without requiring more class time because it provides enough feedback for students to learn on their own.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132615645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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