Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2最新文献_第5页

Enhancing Girls' Feeling of Belonging to Computer Science: Possibilities of Interdisciplinary Online Courses to Increase Diversity of Learning 增强女孩对计算机科学的归属感:跨学科在线课程增加学习多样性的可能性

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532108

Kairos M. Marquardt

引用次数: 2

The Role of Direct Instruction in Computer Science Education Research 直接教学在计算机科学教育研究中的作用

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532151

Julie M. Smith

引用次数: 0

CAPTCHA-based Login Scheme in Security Education 安全教育中基于验证码的登录方案

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532126

Natalia Krzyworzeka, L. Ogiela, M. Ogiela

引用次数: 0

Integration of a Learning Playground into a LMS 学习型游乐场与LMS的整合

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532175

R. Queirós

引用次数: 0

Leveraging Community Software in CS Education to Avoid Reinventing the Wheel 利用社区软件进行计算机科学教育，避免重复发明轮子

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532169

Jeremiah J. Blanchard, J. R. Hott, Vincent Berry, Rebecca Carroll, Bob Edmison, R. Glassey, Oscar Karnalim, Brian Plancher, Seán Russell

{"title":"Leveraging Community Software in CS Education to Avoid Reinventing the Wheel","authors":"Jeremiah J. Blanchard, J. R. Hott, Vincent Berry, Rebecca Carroll, Bob Edmison, R. Glassey, Oscar Karnalim, Brian Plancher, Seán Russell","doi":"10.1145/3502717.3532169","DOIUrl":"https://doi.org/10.1145/3502717.3532169","url":null,"abstract":"Historically, computing instructors and researchers have developed a wide variety of tools to support teaching and educational research, including exam and code testing suites and data collection solutions. Many are then community or individually maintained. However, these tools often find limited adoption beyond their creators. As a result, it is common for many of the same functionalities to be re-implemented by different instructional groups within the CS Education community. We hypothesize that this is due in part to accessibility, discoverability, and adaptability challenges, among others. Further, instructors often face institutional barriers to deployment, which can include hesitance of institutions to utilize community developed solutions that often lack a centralized authority. This working group will explore what solutions are currently available, what instructors need, and reasons behind the above-mentioned phenomenon. This will be accomplished via a literature review and survey to identify the tools that have been developed by the community; the solutions that are currently available and in use by instructors; what features are needed moving forward for classroom and research use; what support for extensions is needed to support further CS Education research; and what institutional challenges instructors and researchers are currently facing or have faced in the past in developing, deploying or otherwise using community software solutions. Finally, the working group will identify factors that limit adoption of solutions and ways to integrate and improve the accessibility, discoverability, and dissemination of existing community projects, as well as manage and overcome institutional challenges.","PeriodicalId":274484,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125114746","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: 3

Eliciting Course Feedback through a Bug Bounty Program 通过Bug赏金计划获取课程反馈

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532159

A. Kapoor, A. Penton, H. Pierpont

{"title":"Eliciting Course Feedback through a Bug Bounty Program","authors":"A. Kapoor, A. Penton, H. Pierpont","doi":"10.1145/3502717.3532159","DOIUrl":"https://doi.org/10.1145/3502717.3532159","url":null,"abstract":"In this paper, we present a bug bounty program that can aid instructors in systematically gathering formative feedback for iterative refinement of their course content. We describe the logistics of implementing the program, explain the types of content in which bugs are reported, elaborate on how students received the program, and evaluate if the program can be effective in improving the course quality. We present data from a large undergraduate Data Structures and Algorithms (DSA) course that was offered consecutively for four semesters. In total, 898 students enrolled in our course, 200 students reported at least one bug, and 373 bugs were reported in total related to incorrect or ambiguous content in instructional material, logistical errors such as broken links, and bugs in short programming problems such as less exhaustive testing. We found that a majority of the students who participated reported a single bug. We also found that the normalized number of bugs reported per student gradually decreased across semesters to almost one-half after two iterations (0.53 bugs reported/student in the first two semesters vs 0.28 bugs reported/student in the last two). This suggests that the program can be effectively used to iteratively refine the course content and improve the learner experience. Students received the program enthusiastically with 97% showing positive or neutral valence on the continuation of the program in future course offerings.","PeriodicalId":274484,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125355825","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

Analyzing Semantically Distinctive English Word Usages in Computer Science for English-as-a-Second-Language Learners 为英语为第二语言的学习者分析计算机科学中英语词汇的语义特征

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532122

Yo Ehara

{"title":"Analyzing Semantically Distinctive English Word Usages in Computer Science for English-as-a-Second-Language Learners","authors":"Yo Ehara","doi":"10.1145/3502717.3532122","DOIUrl":"https://doi.org/10.1145/3502717.3532122","url":null,"abstract":"Computer science is full of terms that are used in unique ways - for example, the word \"string'' for a sequence of characters in programming or the word \"thread'' for a unit of parallel processing within a process. Simultaneously, computer science is an academic field studied by a large number of non-native English speakers (i.e., English-as-a-Second-Language (ESL) learners). Are these rare and distinctive computer science terminologies preventing ESL learners from studying computer science, or are there expressions that should be changed to make it easier for ESL learners to understand computer science? Few studies have addressed these critical issues. In this study, we evaluate how challenging it is for ESL learners to understand the distinctive terms used in computer science. We used state-of-the-art natural language processing techniques based on deep transfer learning, which determines if ESL learners can read the text considering semantics. We also used a standard dataset in which professional English teachers manually evaluated the complexity of English expressions for ESL learners. The experimental results showed that, while some expressions are distinctive to computer science, the number of expressions that are particularly confusing to ESL learners is limited. Our experimental results suggest that providing ESL learners with a list of such particularly confusing terms ahead of time may help them learn computer science.","PeriodicalId":274484,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2","volume":"223 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123031288","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

Leveraging Co-Creation for Computing-Infused Lessons 利用共同创造的计算机课程

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532117

Amy Isvik

引用次数: 1

Rethinking Digital Competencies in the New Curriculum for Wales 重新思考威尔士新课程中的数字能力

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532145

T. Crick

引用次数: 5

Steps Learners Take when Solving Programming Tasks, and How Learning Environments (Should) Respond to Them 学习者在解决编程任务时采取的步骤，以及学习环境(应该)如何响应它们

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 Pub Date : 2022-07-07 DOI: 10.1145/3502717.3532168

J. Jeuring, H. Keuning, S. Marwan, D. Bouvier, C. Izu, Natalie Kiesler, T. Lehtinen, Dominic Lohr, Andrew Petersen, Sami Sarsa

{"title":"Steps Learners Take when Solving Programming Tasks, and How Learning Environments (Should) Respond to Them","authors":"J. Jeuring, H. Keuning, S. Marwan, D. Bouvier, C. Izu, Natalie Kiesler, T. Lehtinen, Dominic Lohr, Andrew Petersen, Sami Sarsa","doi":"10.1145/3502717.3532168","DOIUrl":"https://doi.org/10.1145/3502717.3532168","url":null,"abstract":"Every year, millions of students learn how to write programs. Learning activities for beginners almost always include programming tasks that require a student to write a program to solve a particular problem. When learning how to solve such a task, many students need feedback on their previous actions, and hints on how to proceed. In the case of programming, the feedback should take the steps a student has taken towards implementing a solution into account, and the hints should help a student to complete or improve a possibly partial solution. Only a limited number of learning environments for programming give feedback and hints on intermediate steps students take towards a solution, and little is known about the quality of the feedback provided. To determine the quality of feedback of such tools and to help further developing them, we create and curate data sets that show what kinds of steps students take when solving programming exercises for beginners, and what kind of feedback and hints should be provided. This working group aims to 1) select or create several data sets with steps students take to solve programming tasks, 2) introduce a method to annotate students' steps in these data sets, 3) attach feedback and hints to these steps, 4) set up a method to utilize these data sets in various learning environments for programming, and 5) analyse the quality of hints and feedback in these learning environments.","PeriodicalId":274484,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131700285","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: 3