Proceedings of the 24th Australasian Computing Education Conference最新文献

{"title":"Using Affective Learning Analytics in Industry-focused Projects: Experiences and Challenges","authors":"Claudia Ott, Veronica Liesaputra","doi":"10.1145/3511861.3511878","DOIUrl":"https://doi.org/10.1145/3511861.3511878","url":null,"abstract":"Project-based learning (PJBL) with real world clients provides students with the skills and knowledge required by industry. Similar to asynchronous online learning environments, PJBL students typically work in self-directed teams at times and places of their choice. Thus, it is difficult for the educators to identify technical and emotional challenges that students experience—especially with large cohorts. To bridge the disconnect between educators and students in such learning situations and to be able to provide students with timely feedback and support, we have experimented with the use of an emotion detection tool to automatically recognise students’ emotional states and the issues that they might face. Our results show that the detected emotions moderately to strongly correlate with students’ issues as observed by the academic coordinators and also with students’ final marks. However, our explorations also highlighted ethical challenges when using emotion-aware learning analytics. This paper describes our experiences and discusses possible ways to address those challenges.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"183 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133457065","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}

{"title":"A Bibliometrics Analysis of Australasian Computing Education Conference Proceedings","authors":"A. Ahadi, Luke Mathieson","doi":"10.1145/3511861.3511862","DOIUrl":"https://doi.org/10.1145/3511861.3511862","url":null,"abstract":"The Australasian Computing Education (ACE) conference is one of the key attractions for the computer science education research community, particularly in the Asia-Pacific region. Throughout its twenty three sessions, different authors representing multiple affiliations have submitted their research papers to ACE. The aim of this study is to identify the main topics that have been of interest to the ACE community and analyse the trends in topics and their evolution throughout time. We use a Bibliometrics approach to explore the metadata of all research papers published in ACE and report on the results of our analysis.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126343439","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}

{"title":"Second-grade Students’ Use of Visual Programming to Learn Multiplication: Leveraging the Concept of Iteration","authors":"Eric Bagley, Jessica F. Shumway, John Edwards","doi":"10.1145/3511861.3511870","DOIUrl":"https://doi.org/10.1145/3511861.3511870","url":null,"abstract":"The multiplication algorithms that we teach elementary students are designed to be efficient, but the conceptual understanding of these algorithms is usually hidden behind this efficiency. For example, one intuitive meaning of multiplication is that of iterated addition. In this paper, we investigate the ways a visual programming activity leverages the concept of iteration to learn multiplication. We report results of a mixed-methods study on second-grade students’ use of visual programming and iteration to set up and solve multiplication story problems. We found qualitative evidence that participants gained improved intuition of multiplication as repeated addition and that they made important connections between the programming blocks and multiplication story problems.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"240 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123099553","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}

{"title":"A Preliminary Study Using Academagogy to Uncover the Problems That Block Adult Online Learner Engagement","authors":"Kranthi Addanki, Jason Holdsworth, Dianna Hardy, Trina S. Myers","doi":"10.1145/3511861.3511872","DOIUrl":"https://doi.org/10.1145/3511861.3511872","url":null,"abstract":"Personalisation plays a vital role in the engagement of adult learners in online learning environments. Historically, research has focused on applying adaptive technologies, including Artificial Intelligence, without integrating those technologies within teaching and learning approaches. Academagogy is a teaching and learning approach that allows an educator to select appropriate parts from the models pedagogy (educator-centred), andragogy (learner-centred), and heutagogy (learner-driven) for better learning outcomes. Previous studies used academagogy in face-to-face learning contexts; however, academagogy's application has been limited in online learning contexts. This paper presents our interim observations of applying academagogy to an online Information Technology course. Using mixed methods to analyse learner self-reflections, online learning analytics, learner grades, learner surveys, and learner interviews, we observed that learners progressed along the PAH continuum towards andragogy and heutagogy, with some exceptions. The exceptions were found where learners regressed on the PAH continuum when they encountered problems. The exceptions provide insights into the problem areas that block learner engagement and achievement, laying a foundation for future work in personalising the online learning experience.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133458274","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}

{"title":"Pilot Study of Progvis: A Visualization Tool for Object Graphs and Concurrency via Shared Memory","authors":"Filip Strömbäck, Linda Mannila, Mariam Kamkar","doi":"10.1145/3511861.3511885","DOIUrl":"https://doi.org/10.1145/3511861.3511885","url":null,"abstract":"Concurrency and synchronization are two topics that are becoming increasingly important for computer science students due to the high number of cores available in most modern devices. These are topics that many students struggle with at first, perhaps partially due to the inherent nondeterminism and the difficulty to test for absence of race conditions. Furthermore, previous research indicate that some common mistakes when working with concurrency might be due students not connecting the concurrency concepts (such as synchronization) to the data that needs to be protected, especially when pointers and references are involved. To address these issues, we propose Progvis, which is a visualization tool aimed specifically at concurrency using the shared memory model. It provides a detailed visualization of objects in memory and their relation to the running threads in order to help students connect concurrency issues with the affected data. We have performed an initial, small scale evaluation on whether using the tool helps students solve synchronization problems during voluntary problem-solving sessions. The preliminary results indicate that students who used the tool did indeed perform better.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132644514","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}

{"title":"A Validated Computer Terminology Test for Predicting Non-native English-speaking CS1 Students’ Academic Performance","authors":"Suad Alaofi, Seán Russell","doi":"10.1145/3511861.3511876","DOIUrl":"https://doi.org/10.1145/3511861.3511876","url":null,"abstract":"This research examines the validity and efficacy of an English computer terminology multiple-choice test. The test was developed to investigate the relationship between non-native English-speaking students’ knowledge of computer terminology and their academic performance in CS1 courses. In this research, the Rasch model was used to find empirical evidence of test validity. Six aspects of construct validity were evaluated: content, substantive, structural, generalisability, external and consequential aspects. Based on analyses of 150 students’ responses, the test shows an acceptable level of validity in all six aspects of construct validity. Moreover, the efficacy of using this test to predict the students’ academic performance in CS1 courses was investigated. Statistical analysis of the data shows that the computer terminology test can predict approximately 50% of final exam performance in CS1 courses after controlling the impact of English proficiency. The aim of this research (along with other ongoing research) is to aid in the identification of non-native English-speaking students who require more specific language support. Additionally, the research will guide the development of resources and tools that can help these students.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132652078","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}

{"title":"Teaching Code Quality in High School Programming Courses - Understanding Teachers’ Needs","authors":"Diana Kirk, Tyne Crow, Andrew Luxton-Reilly, E. Tempero","doi":"10.1145/3511861.3511866","DOIUrl":"https://doi.org/10.1145/3511861.3511866","url":null,"abstract":"The introduction of computer programming into schools has meant that many teachers who are not trained in Computer Science are expected to become familiar with computing concepts and techniques. For senior high school programming students studying text-based programming, one key concept is code quality. Code quality has many aspects, for example, relating to usability, security and maintainability. Our goal for this study was to investigate teachers’ needs when teaching code quality, with a focus on the maintainability aspect. We wanted to know how we might support their teaching. This was motivated by a reported gap in resources suitable for teachers. We interviewed twenty teachers throughout New Zealand (NZ). We found that many teachers are struggling with teaching code quality in general and would like additional resources focused on quality, for example, simple examples and definitions. The contributions of the paper are the understanding that teachers do not distinguish between the various quality aspects and the highlighting of a teachers’ perspective on the resources that would benefit them most when teaching code quality to senior programming students. This poses a challenge to the research community to provide such resources for teachers.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"64 1-4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123394592","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}

{"title":"Online Assessment and COVID: Opportunities and Challenges","authors":"Simon, Meena Jha, S. Leemans, Regina Berretta, A. Bilgin, L.C.H. Jayarathna, Judithe Sheard","doi":"10.1145/3511861.3511865","DOIUrl":"https://doi.org/10.1145/3511861.3511865","url":null,"abstract":"As higher education moved abruptly online in response to COVID-19, it necessarily swept assessment along with it. Assessment has long been the subject of debate, particularly in the context of ensuring that the people being awarded the grades are those who actually did the work. While some universities have moved away from rigidly authenticated assessment, trusting the students to behave with integrity, others see value in ensuring that they assess the right people. This paper reports on interviews with a dozen leading computing educators in Australia, and finds that the move online brought by the pandemic has highlighted both of these positions. Some academics do indeed trust their students to behave with complete integrity and see no need to supervise or authenticate the students’ submitted work. Others strive to ensure integrity as long as all assessment remains online and unsupervised, and are desperate to return to invigilated formal examinations. We endeavour to find common ground in these positions, and discuss the likelihood of a sustainable future for assessment in computing education.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127665397","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}

{"title":"CodeProcess Charts: Visualizing the Process of Writing Code","authors":"R. Shrestha, Juho Leinonen, Arto Hellas, Petri Ihantola, John Edwards","doi":"10.1145/3511861.3511867","DOIUrl":"https://doi.org/10.1145/3511861.3511867","url":null,"abstract":"Instructors of computer programming courses evaluate student progress on code submissions, exams, and other activities. The evaluation of code submissions is typically a summative assessment that gives very little insight into the process the student used when designing and writing the code. Thus, a tool that offers instructors a view into how students actually write their code could have broad impacts on assessment, intervention, instructional design, and plagiarism detection. In this article we propose an interactive software tool with a novel visualization that includes both static and dynamic views of the process that students take to complete computer programming assignments. We report results of an exploratory think-aloud study in which instructors offer thoughts as to the utility and potential of the tool. In the think-aloud study, we observed that the instructors easily identified multiple coding strategies (or the lack of thereof), were able to recognize plagiarism, and noticed a clear need for wider dissemination of tools for visualizing the programming process.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128884629","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}

{"title":"Collaborative Paradigm of Teaching Penetration Testing using Real-World University Applications","authors":"Sufatrio, Jan Vykopal, E. Chang","doi":"10.1145/3511861.3511874","DOIUrl":"https://doi.org/10.1145/3511861.3511874","url":null,"abstract":"This paper shares our three years of experience in conducting collaborative-based cybersecurity teaching involving industrial-expertise sharing and an authentic-learning environment. Penetration testing (pen-testing) is widely adopted in the cybersecurity industry. It requires a wide range of skillsets, including non-technical aspects, which are not easy to be acquired in a standard lecture-style setting. While the fundamentals of the skillsets could be taught separately in different modules, an integrated pen-testing module using real-world target applications will provide students with a bird’s-eye view of security assessment in an authentic learning setting. There exist, however, challenges in providing a sustainable structured pen-testing module. These include the evolving industrial best practices and availability of authentic target environments. In this paper, we share our experience as well as best practices in designing and teaching a pen-testing module in our Bachelor of Computing degree program. The module unconventionally adopts a fruitful win-win collaborative paradigm. The students, guided along by professional pen-testers from the industry and academic instructors, pen-test our University’s operational applications selected by the University IT Department. With the completed six semesters to date, our students have tested various applications, including our University’s learning management system, student registration system, and student-hall dining system, which all manage sensitive data. We have received very positive feedback from the parties involved. This paper describes our module’s rationale, involved parties and roles, class arrangements and activities, as well as grading considerations. The paper also discusses encountered issues and our adopted solutions related to University application selection, student contribution assessment, and activity arrangements during the COVID-19 outbreak. Some notes are additionally given for others who are keen to offer similar modules using the same teaching pedagogy. Our experience thus demonstrates that, while provisioning industrial collaboration and authentic learning in education needs to address several technical and administrative issues, a collaborative based teaching paradigm can work well in a sustainable manner.","PeriodicalId":175694,"journal":{"name":"Proceedings of the 24th Australasian Computing Education Conference","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116853010","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}