United Kingdom & Ireland Computing Education Research conference.最新文献

Relating Spatial Skills and Expression Evaluation 关联空间技能和表达评价

United Kingdom & Ireland Computing Education Research conference. Pub Date : 2020-08-25 DOI: 10.1145/3416465.3416473

Jack Parkinson, Q. Cutts, Steve Draper

引用次数: 11

Reflections on Computing Education Research 对计算机教育研究的思考

United Kingdom & Ireland Computing Education Research conference. Pub Date : 2020-08-25 DOI: 10.1145/3416465.3416466

Steve Draper

引用次数: 1

Sense of Belonging: The Intersectionality of Self-Identified Minority Status and Gender in Undergraduate Computer Science Students 归属感:计算机科学本科学生自我认同的少数民族地位和性别的交叉性

United Kingdom & Ireland Computing Education Research conference. Pub Date : 2020-08-25 DOI: 10.1145/3416465.3416476

Catherine Mooney, Brett A. Becker

{"title":"Sense of Belonging: The Intersectionality of Self-Identified Minority Status and Gender in Undergraduate Computer Science Students","authors":"Catherine Mooney, Brett A. Becker","doi":"10.1145/3416465.3416476","DOIUrl":"https://doi.org/10.1145/3416465.3416476","url":null,"abstract":"Creating inclusive learning environments for all students is of primary importance. Student sense of belonging is an important part of this. However, sense of belonging can show variations according to factors such as ethnicity and gender as well as influencing attributes such as motivation and persistence. We utilised a survey adapted from the “Math Sense of Belonging Scale” to examine the relationship between undergraduate computer science students’ sense of belonging, gender identity, and self-declared minority status. We observed a lower sense of belonging in students who identified as women who also self-identified as being part of a minority group. However, students who identified as women who did not identify as belonging to a minority had a sense of belonging comparable to those identifying as men. Our results provide insight that may help us improve the sense of belonging of our undergraduate students, particularly those identifying as women and as belonging to a minority in computer science. It has also brought to our attention that action needs to be taken to mitigate the potentially disproportionately negative consequences that COVID-19 may have on these students due to reduced opportunities for social interaction and the negative impact that this has on sense of belonging.","PeriodicalId":215295,"journal":{"name":"United Kingdom & Ireland Computing Education Research conference.","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133755728","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: 25

Exploring the Instructional Efficiency of Representation and Engagement in Online Learning Materials 在线学习资料中表达与参与的教学效率探讨

United Kingdom & Ireland Computing Education Research conference. Pub Date : 2020-08-25 DOI: 10.1145/3416465.3416470

Ava Heinonen, Arto Hellas

引用次数: 2

Supporting the Computing Science Education Research Community with Rolling Reviews 通过滚动评审支持计算机科学教育研究界

United Kingdom & Ireland Computing Education Research conference. Pub Date : 2020-08-25 DOI: 10.1145/3416465.3416477

Joseph Maguire, Q. Cutts

引用次数: 0

Evaluating a Peer Assessment Approach in Introductory Programming Courses 在程式设计入门课程中评估同侪评估方法

United Kingdom & Ireland Computing Education Research conference. Pub Date : 2020-08-25 DOI: 10.1145/3416465.3416467

A. Alkhalifa, M. Devlin

{"title":"Evaluating a Peer Assessment Approach in Introductory Programming Courses","authors":"A. Alkhalifa, M. Devlin","doi":"10.1145/3416465.3416467","DOIUrl":"https://doi.org/10.1145/3416465.3416467","url":null,"abstract":"This paper describes a study of how peer assessment can be introduced to novice programmers to support programming knowledge. In the field of computer science, peer assessment is not a common approach in beginner programming courses as novice programmers generally may not have enough programming knowledge to assess their peers effectively. Therefore, this study contributes in empowering novice programmers and improving their learning quality at early stages. Thus, this study's aims are threefold: firstly, to identify an appropriate category-based assessment method, secondly, to determine how a peer assessment framework can be considered useful and valid as a tutor's assessment may be, and thirdly, to measure the students’ performance after a peer assessment activity. To achieve the first aim, a pilot study was completed across two universities with 42 undergraduate computer science participants. To accomplish the second and third aims, an experimental study with 170 undergraduate students was conducted. The results indicated that both rubric and marking scheme forms could be used to support peer assessment, as there was no significant difference in the results of use found between them. Moreover, although the convergence level of peer assessment with tutor assessment was not aligned, it was at a medium level with the students’ average scores when compared with the tutors’ assessments. In addition, the practice of peer assessment was found to have a positive effect on subsequent achievement for those students who took part in the mock peer assessment exercise.","PeriodicalId":215295,"journal":{"name":"United Kingdom & Ireland Computing Education Research conference.","volume":"28 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114111259","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

Measuring the Cognitive Load of Learning to Program: A Replication Study 测量学习编程的认知负荷:一项重复性研究

United Kingdom & Ireland Computing Education Research conference. Pub Date : 2020-08-25 DOI: 10.1145/3416465.3416468

Albina Zavgorodniaia, Rodrigo Duran, Arto Hellas, O. Seppälä, Juha Sorva

{"title":"Measuring the Cognitive Load of Learning to Program: A Replication Study","authors":"Albina Zavgorodniaia, Rodrigo Duran, Arto Hellas, O. Seppälä, Juha Sorva","doi":"10.1145/3416465.3416468","DOIUrl":"https://doi.org/10.1145/3416465.3416468","url":null,"abstract":"Cognitive load (CL) on a learner’s working memory has emerged as an influential concept in computing education and beyond. CL is commonly divided in at least two components, intrinsic load (IL) and extraneous load (EL). We seek progress on two questions: (1) How can CL components be measured in the programming domain? (2) How should CL measurement deal with the “third component” of germane load (GL)? We replicate two studies: Morrison and colleagues’ [49] evaluation of a questionnaire for self-assessing CL in programming, which is an adaptation of a generic instrument; and Jiang and Kalyuga’s [24] study, which found support for a two-component measure of CL in language learning, with GL redundant. We crowd-sourced CL data using Morrison’s questions at the end of a video tutorial on programming for beginners. A confirmatory factor analysis found strong support for a three-factor model, with factors matching the items intended to capture IL, EL, and GL, respectively. A two-factor model with IL-targeting and GL-targeting items combined gave a poorer fit. Our findings strengthen the claims of discriminant validity and internal reliability for Morrison’s CL questionnaire for programming; construct validity for GL remains open, however. We affirm the need for further research on the two-component theory of CL and the sensitivity of CL self-assessments to contextual factors.","PeriodicalId":215295,"journal":{"name":"United Kingdom & Ireland Computing Education Research conference.","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125341455","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: 9

The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community 新冠肺炎疫情与“应急远程教学”对英国计算机科学教育界的影响

United Kingdom & Ireland Computing Education Research conference. Pub Date : 2020-08-25 DOI: 10.1145/3416465.3416472

Tom Crick, Cathryn Knight, R. Watermeyer, Janet Goodall

{"title":"The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community","authors":"Tom Crick, Cathryn Knight, R. Watermeyer, Janet Goodall","doi":"10.1145/3416465.3416472","DOIUrl":"https://doi.org/10.1145/3416465.3416472","url":null,"abstract":"The COVID-19 pandemic has imposed “emergency remote teaching” across education globally, leading to the closure of institutions across a variety of settings, from early-years through to higher education. This paper looks specifically at the impact of these changes to those teaching the discipline of computer science in the UK. Drawing on the quantitative and qualitative findings from a large-scale survey of the educational workforce (N=2,197) conducted in the immediate aftermath of institutional closures in March 2020 and the shift to online delivery, we report how those teaching computer science in various UK settings (n=214) show significantly more positive attitudes towards the move to online learning, teaching and assessment than those working in other disciplines; these perceptions were consistent across schools, colleges and higher education institutions. However, whilst practitioners noted the opportunities of these changes for their respective sector – especially a renewed focus on the importance of digital skills – they raised a number of generalisable concerns on the impact of this shift to online on their roles, their institutions and their sectors as a whole; for example, the impact on workload, effective pedagogy and job fragility. More specifically for computer science practitioners, curricula and qualifications, there were concerns raised regarding the ability to meaningfully deliver certain core topics such as mathematical foundations and programming, as well as the impact on various types of formal examinations and assessment. Based on the data obtained from this rapid response survey, we offer informed commentary, evaluation and recommendations for emerging learning and teaching policy and practice in the UK computer science community as we move into the 2020-2021 academic year and beyond.","PeriodicalId":215295,"journal":{"name":"United Kingdom & Ireland Computing Education Research conference.","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124138806","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: 99

Developing Creativity in Computer Science Initial Teacher Education through Design Thinking 利用设计思维培养计算机科学初级教师的创造力

United Kingdom & Ireland Computing Education Research conference. Pub Date : 2020-08-25 DOI: 10.1145/3416465.3416469

Gemma O'Callaghan, C. Connolly

{"title":"Developing Creativity in Computer Science Initial Teacher Education through Design Thinking","authors":"Gemma O'Callaghan, C. Connolly","doi":"10.1145/3416465.3416469","DOIUrl":"https://doi.org/10.1145/3416465.3416469","url":null,"abstract":"Design thinking is a valuable component in teacher education enabling the development of creativity amongst the cohort. Studies have been developed to capture the effects of discipline specific design thinking, however design thinking amongst Computer Science pre-service teachers has not been thoroughly evaluated. Pre-service Computer Science post-primary teachers will need to have the capacity to develop these skills within their initial teacher education programmes. In this paper we propose a design thinking workshop model for use by pre-service teachers to engage and motivate students while covering core CS concepts, using web application development. Computer Science as a subject at post-primary will enable students solve real-world problems through the design and creation of computational artefacts developed using a collaborative human-centred approach. Developing such artefacts requires particular skills, such as creativity and problem-solving and it will be necessary for Computer Science pre-service teachers to use innovative problem-solving approaches when fostering these skills. The paper will present the project implementation along with qualitative and quantitative findings. In particular this paper highlights the pre-service teacher perception of the benefits of design thinking in Computer Science particularly applicability in the domain and increased engagement. This, we argue, is critical in our understanding and important in their initial teacher education.","PeriodicalId":215295,"journal":{"name":"United Kingdom & Ireland Computing Education Research conference.","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134092306","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

Compile Much? A Closer Look at the Programming Behavior of Novices in Different Compilation and Error Message Presentation Contexts 编译?在不同的编译和错误消息表示环境中，新手的编程行为

United Kingdom & Ireland Computing Education Research conference. Pub Date : 2020-08-25 DOI: 10.1145/3416465.3416471

Ioannis Karvelas, Joe Dillane, Brett A. Becker

{"title":"Compile Much? A Closer Look at the Programming Behavior of Novices in Different Compilation and Error Message Presentation Contexts","authors":"Ioannis Karvelas, Joe Dillane, Brett A. Becker","doi":"10.1145/3416465.3416471","DOIUrl":"https://doi.org/10.1145/3416465.3416471","url":null,"abstract":"Learning to program is a process that relies on learning theoretical fundamentals as well as practice, and almost always involves some type of programming environment. In order to build effective environments that support good learning for novices, it is important to explore the interaction between novices and these environments. A variety of feedback mechanisms are employed by various environments in use in classrooms today. Some, such as text-based error messages are common to almost all. Other interaction mechanisms, such as invoking the compiler, can vary rather drastically. In this study we investigate the difference between BlueJ 3 and BlueJ 4, two versions of a pedagogical programming environment that offer different mechanisms for compilation and error message presentation. We find evidence that these differences provide users with fundamentally different programming experiences. Specifically, we find that programming process data produced by BlueJ 3 users follow a very deterministic distribution compared to BlueJ 4. Based on this, we present a formula that describes the behaviour of BlueJ 3 users in terms of compilation and error metrics. Conversely, we demonstrate that BlueJ 4 allows users to interact more freely in terms of compilation mechanism as well as how they receive error messages, and their quantity. Which is more beneficial to novices however, is an open question.","PeriodicalId":215295,"journal":{"name":"United Kingdom & Ireland Computing Education Research conference.","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133772886","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: 6