Proceedings of the 23rd Australasian Computing Education Conference最新文献_第2页

Automated Classification of Computing Education Questions using Bloom’s Taxonomy 使用Bloom分类法的计算机教育问题自动分类

Proceedings of the 23rd Australasian Computing Education Conference Pub Date : 2021-02-02 DOI: 10.1145/3441636.3442305

James Zhang, C. Wong, Nasser Giacaman, Andrew Luxton-Reilly

引用次数: 12

Reflective Debugging in Spinoza V3.0 Spinoza V3.0中的反射调试

Proceedings of the 23rd Australasian Computing Education Conference Pub Date : 2021-02-02 DOI: 10.1145/3441636.3442313

Fatima Abu Deeb, T. Hickey

引用次数: 4

Exploring the Effects of Contextualized Problem Descriptions on Problem Solving 探讨情境化问题描述对问题解决的影响

Proceedings of the 23rd Australasian Computing Education Conference Pub Date : 2021-02-02 DOI: 10.1145/3441636.3442302

Juho Leinonen, Paul Denny, Jacqueline L. Whalley

{"title":"Exploring the Effects of Contextualized Problem Descriptions on Problem Solving","authors":"Juho Leinonen, Paul Denny, Jacqueline L. Whalley","doi":"10.1145/3441636.3442302","DOIUrl":"https://doi.org/10.1145/3441636.3442302","url":null,"abstract":"Prior research has reported conflicting results on whether the presence of a contextualized narrative in a problem statement is a help or a hindrance to students when solving problems. On the one hand, results from psychology and mathematics seem to show that contextualized problems can be easier for students. On the other, a recent ITiCSE working group exploring the “problem description effect” found no such benefits for novice programmers. In this work, we study the effects of contextualized problems on problem-solving in an introductory programming course. Students were divided into three groups. Each group was given two different programming problems, involving linear equations, to solve. In the first group both problem statements used the same context while in the second group the context was switched. The third group was given problems that were mathematically similar to the other two groups, but which lacked any contextualized narrative. Contrary to earlier findings in introductory programming, our results show that context does have an effect on student performance. Interestingly depending on the problem, context either helped or was unhelpful to students. We hypothesize that these results are explained by a lack of familiarity with the context when the context was unhelpful, and by poor mathematical skills when the context was helpful. These findings contribute to our understanding of how contextualized problem statements affect novice programmers and their problem solving.","PeriodicalId":334899,"journal":{"name":"Proceedings of the 23rd Australasian Computing Education Conference","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124360136","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: 10

Examining the Exams: Bloom and Database Modelling and Design 检查考试:Bloom和数据库建模与设计

Proceedings of the 23rd Australasian Computing Education Conference Pub Date : 2021-02-02 DOI: 10.1145/3441636.3442301

A. Imbulpitiya, Jacqueline L. Whalley, Mali Senapathi

引用次数: 3

Assessing Understanding of Maintainability using Code Review 使用代码审查评估对可维护性的理解

Proceedings of the 23rd Australasian Computing Education Conference Pub Date : 2021-02-02 DOI: 10.1145/3441636.3442303

E. Tempero, Yu-Cheng Tu

引用次数: 2

Novice Difficulties with Analyzing the Running Time of Short Pieces of Code 新手分析短代码段运行时间的困难

Proceedings of the 23rd Australasian Computing Education Conference Pub Date : 2021-02-02 DOI: 10.1145/3441636.3441855

Ibrahim Albluwi, Haley Zeng

{"title":"Novice Difficulties with Analyzing the Running Time of Short Pieces of Code","authors":"Ibrahim Albluwi, Haley Zeng","doi":"10.1145/3441636.3441855","DOIUrl":"https://doi.org/10.1145/3441636.3441855","url":null,"abstract":"This work attempts to understand how novices approach runtime analysis tasks, where the number of operations performed by a given program needs to be analyzed by looking at the code. Such tasks are commonly used by instructors in courses on data structures and algorithms. The focus of this work is on the difficulties faced by novices when approaching such tasks and how novices differ from experts in how they approach these tasks. The study involved one-on-one think-aloud interviews with five instructors of an introductory data structures and algorithms course and 14 students enrolled in that course. The interviews were analyzed using a framework introduced in this study for describing the steps needed to perform runtime analysis of simple pieces of code. The study found the interviewed experts to clearly differentiate between the task of formulating a summation describing the number of operations performed by the code and the task of solving that summation to find how many operations are done. Experts in the study also showed fluency in looking at the code from different perspectives and sometimes re-wrote the code to simplify the analysis task. On the other hand, the study found several novices to make mistakes because of not explicitly tracing the code and because of not explicitly describing the number of performed operations using a summation. Many of the novices also seemed inclined to approach the analysis of nested loops by multiplying two running times, even when that is incorrect. The study concluded with a discussion of the implications of these results on the teaching and assessment of runtime analysis.","PeriodicalId":334899,"journal":{"name":"Proceedings of the 23rd Australasian Computing Education Conference","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115098891","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

Visual Analogy for Understanding Polymorphism Types 理解多态类型的视觉类比

Proceedings of the 23rd Australasian Computing Education Conference Pub Date : 2021-02-02 DOI: 10.1145/3441636.3442304

Nathan Mills, Allen Wang, Nasser Giacaman

引用次数: 2

The Impact of Multiple Choice Question Design on Predictions of Performance 选择题设计对成绩预测的影响

Proceedings of the 23rd Australasian Computing Education Conference Pub Date : 2021-02-02 DOI: 10.1145/3441636.3442306

C. Wong, Paul Denny, Andrew Luxton-Reilly, Jacqueline L. Whalley

{"title":"The Impact of Multiple Choice Question Design on Predictions of Performance","authors":"C. Wong, Paul Denny, Andrew Luxton-Reilly, Jacqueline L. Whalley","doi":"10.1145/3441636.3442306","DOIUrl":"https://doi.org/10.1145/3441636.3442306","url":null,"abstract":"Multiple choice questions (MCQs) are a popular question format in introductory programming courses as they are a convenient means to provide scalable assessments. However, with typically only four or five answer options and a single correct answer, MCQs are prone to guessing and may lead students into a false sense of confidence. One approach to mitigate this problem is the use of Multiple-Answer MCQs (MAMCQs), where more than one answer option may be correct. This provides a larger solution space and may help students form more accurate assessments of their knowledge. We explore the use of this question format on an exam in a very large introductory programming course. The exam consisted of both MCQ and MAMCQ sections, and students were invited to predict their scores for each section. In addition, students were asked to report their preference for question format. We found that students over predicted their score on the MCQ section to a greater extent and that these prediction errors were more pronounced amongst less capable students. Interestingly, we found that students did not have a strong preference for MCQs over MAMCQs, and we recommend broader adoption of the latter format.","PeriodicalId":334899,"journal":{"name":"Proceedings of the 23rd Australasian Computing Education Conference","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133149570","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

A Simple, Language-Independent Approach to Identifying Potentially At-Risk Introductory Programming Students 一个简单的，独立于语言的方法来识别潜在的风险编程入门学生

Proceedings of the 23rd Australasian Computing Education Conference Pub Date : 2021-02-02 DOI: 10.1145/3441636.3442318

Brett A. Becker, Catherine Mooney, Amruth N. Kumar, Seán Russell

{"title":"A Simple, Language-Independent Approach to Identifying Potentially At-Risk Introductory Programming Students","authors":"Brett A. Becker, Catherine Mooney, Amruth N. Kumar, Seán Russell","doi":"10.1145/3441636.3442318","DOIUrl":"https://doi.org/10.1145/3441636.3442318","url":null,"abstract":"For decades computing educators have been trying to identify and predict at-risk students, particularly early in the first programming course. These efforts range from the analyzing demographic data that pre-exists undergraduate entrance to using instruments such as concept inventories, to the analysis of data arising during education. Such efforts have had varying degrees of success, have not seen widespread adoption, and have left room for improvement. We analyse results from a two-year study with several hundred students in the first year of programming, comprising majors and non-majors. We find evidence supporting a hypothesis that engagement with extra credit assessment provides an effective method of differentiating students who are not at risk from those who may be. Further, this method can be used to predict risk early in the semester, as any engagement – not necessarily completion – is enough to make this differentiation. Additionally, we show that this approach is not dependent on any one programming language. In fact, the extra credit opportunities need not even involve programming. Our results may be of interest to educators, as well as researchers who may want to replicate these results in other settings.","PeriodicalId":334899,"journal":{"name":"Proceedings of the 23rd Australasian Computing Education Conference","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114175958","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: 5

Analysis of a Process for Introductory Debugging 介绍性调试过程分析

Proceedings of the 23rd Australasian Computing Education Conference Pub Date : 2021-02-02 DOI: 10.1145/3441636.3442300

Jacqueline L. Whalley, Amber Settle, Andrew Luxton-Reilly

{"title":"Analysis of a Process for Introductory Debugging","authors":"Jacqueline L. Whalley, Amber Settle, Andrew Luxton-Reilly","doi":"10.1145/3441636.3442300","DOIUrl":"https://doi.org/10.1145/3441636.3442300","url":null,"abstract":"Debugging code is a complex task that requires knowledge about the mechanics of a programming language, the purpose of a given program, and an understanding of how the program achieves the purpose intended. It is generally accepted that prior experience with similar bugs improves the debugging process and that a systematic process is needed to be able to successfully move from the symptoms of a bug to the cause. Students who are learning to program may struggle with one or more aspect of debugging, and anecdotally, spend a lot of their time debugging faulty code. In this paper we analyse student answers to questions designed to focus student attention on the symptoms of a bug and to use those symptoms to generate a hypothesis about the cause of a bug. To ensure students focus on the symptoms rather than the code, we use paper-based exercises that ask students to reflect on various bugs and to hypothesize about the cause. We analyse the students’ responses to the questions and find that using our structured process most students are able to generalize from a single failing test case to the likely problem in the code, but they are much less able to identify the appropriate location or an actual fix.","PeriodicalId":334899,"journal":{"name":"Proceedings of the 23rd Australasian Computing Education Conference","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126168962","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