Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education最新文献

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Finding Exercise Equilibrium: How to Support the Game Balance at the Very Beginning? (Abstract Only) 寻找运动平衡:如何在一开始就支持游戏平衡?(抽象)
Jan Vykopal, Jakub Cegan
{"title":"Finding Exercise Equilibrium: How to Support the Game Balance at the Very Beginning? (Abstract Only)","authors":"Jan Vykopal, Jakub Cegan","doi":"10.1145/3017680.3022409","DOIUrl":"https://doi.org/10.1145/3017680.3022409","url":null,"abstract":"Cyber defence exercises (CDX) represent a popular form of hands-on security training. Learners are usually divided into several teams that have to defend or attack virtual IT infrastructure (red vs. blue teams). CDXs are prepared for learners whose level of skills, knowledge, and background may be unknown or very diverse. This is evident in the case of high-profile international CDXs with hundreds of participants coming from government agencies, military, academia, and the private sector. In this poster, we present techniques for distributing learners into teams with respect to their level of proficiency and the prerequisite skills required by the exercise. Our aim is to reach a balance between proficiency and the exercise to make the exercise beneficial for the learners and an effective investment for sponsors. The poster describes three methods and compares their advantages and disadvantages. First, we present self-assessment questionnaires, which we have already used in four runs of a national CDX for 80 participants. We outline our findings from an analysis of the learners' self-assessment before and after the exercise, and the score they achieved during the exercise. Second, we introduce a promising method for testing the prerequisites of the exercise. This is still a work in progress but we believe that this method enables the better assessment of learners' skills with respect to the exercise content, and supports the game balance better. Finally, we compare both methods to a naïve one that shuffles participants into teams randomly.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128654006","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
Using Upper-Elementary Student Performance to Understand Conceptual Sequencing in a Blocks-based Curriculum 用小学高年级学生的表现来理解以块为基础的课程中的概念顺序
Diana Franklin, Gabriela Skifstad, Reiny Rolock, Isha Mehrotra, Valerie Ding, A. Hansen, David Weintrop, Danielle B. Harlow
{"title":"Using Upper-Elementary Student Performance to Understand Conceptual Sequencing in a Blocks-based Curriculum","authors":"Diana Franklin, Gabriela Skifstad, Reiny Rolock, Isha Mehrotra, Valerie Ding, A. Hansen, David Weintrop, Danielle B. Harlow","doi":"10.1145/3017680.3017760","DOIUrl":"https://doi.org/10.1145/3017680.3017760","url":null,"abstract":"As more elementary schools commit to integrating computer science instruction into their curricula, they seek guidance on what concepts are appropriate for students at different grade levels. Currently, little is known about how best to sequence computer science learning across elementary grades. In this paper, we present an analysis of 123 students' (age 9-12, grades 4-6) activities in a curriculum implemented in a visual block-based programming language. The goal of this work is to better understand the developmental appropriateness of foundational computer science ideas. All 4th, 5th, and 6th grade students in a single school completed the first module of a curriculum during the same school year with the same instructor. We analyzed each task students attempted and found that for simple concepts, there was little difference in performance between grade levels. However, differences were found for more complex topics, such as whether they completed initialization tasks and the way in which they solved 2-d navigation tasks. A closer look revealed that students understood the basic concepts, but were challenged by deeper applications of the basic concepts and influenced by non-computer science skills. This work serves as an empirically grounded investigation of elementary computer science learning and contributes to our understanding of computer science learning trajectories and concept sequencing in the late elementary grades.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129249173","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: 82
Enhancing Cybersecurity Education Using POGIL (Abstract Only) 利用POGIL加强网络安全教育(仅摘要)
Xiaohong Yuan, Li Yang, Wu He, Jennifer T. Ellis, Jinsheng Xu, Cynthia K. Waters
{"title":"Enhancing Cybersecurity Education Using POGIL (Abstract Only)","authors":"Xiaohong Yuan, Li Yang, Wu He, Jennifer T. Ellis, Jinsheng Xu, Cynthia K. Waters","doi":"10.1145/3017680.3022423","DOIUrl":"https://doi.org/10.1145/3017680.3022423","url":null,"abstract":"This poster presents our NSF collaborative project \"Enhancing Cybersecurity Education Using POGIL\". Although the POGIL (Process Oriented Guided Inquiry Learning) instructional approach has been used and evaluated in science and engineering disciplines, the use of POGIL in cybersecurity education is not in place due to the lack of POGIL materials in cybersecurity. To deliver key learning outcomes as well as \"soft skills\" in cybersecurity students, we are developing POGIL materials for teaching cybersecurity, implementing the POGIL teaching pedagogy in cybersecurity courses, and evaluating the teaching and learning effectiveness of the developed POGIL materials and teaching method. We are developing POGIL materials for fifteen topics in six areas: cryptography, access control, network security, risk management, web security, and secure coding. These POGIL materials will be implemented and evaluated in eight different courses at three universities. Through assessing the developed POGIL materials and teaching method, we seek to answer the following research question: Is using the POGIL method more effective than the traditional/lecture-based teaching method in terms of learning outcomes, learning experience, attitudes and motivation? The developed POGIL materials will contribute to the effective resources for cybersecurity education, and enhance cybersecurity education by developing student key skills as well as improving student attitudes, motivation and enjoyment in learning.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124561888","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 Visual Programming Environment for Learning Distributed Programming 学习分布式编程的可视化编程环境
B. Broll, Á. Lédeczi, P. Völgyesi, J. Sallai, M. Maróti, Alexia Carrillo, S. Weeden-Wright, C. Vanags, Joshua D. Swartz, Melvin Lu
{"title":"A Visual Programming Environment for Learning Distributed Programming","authors":"B. Broll, Á. Lédeczi, P. Völgyesi, J. Sallai, M. Maróti, Alexia Carrillo, S. Weeden-Wright, C. Vanags, Joshua D. Swartz, Melvin Lu","doi":"10.1145/3017680.3017741","DOIUrl":"https://doi.org/10.1145/3017680.3017741","url":null,"abstract":"This paper introduces NetsBlox, a visual programming environment for learning distributed programming principles. Extending both the visual formalism and open source code base of Snap!, NetsBlox provides two accessible distributed programming abstractions to simplify the process of creating networked applications: message passing and Remote Procedure Calls (RPC). Messaging passing allows NetsBlox applications to send data to other connected NetsBlox clients. Remote Procedure Calls enable seamless integration of third party services, such as Google Maps, weather, traffic and other public domain data sources, into NetsBlox applications. Other RPCs help coordinating distributed clients which may be difficult for novice programmers allowing the user to more quickly create captivating and sophisticated applications. These abstractions empower users to develop networked programs, including multi-player games and client-server applications. By providing networking support, NetsBlox not only allows users to learn distribute programming concepts but also makes programming more engaging by incorporating diverse services available on the web.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129296410","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: 58
Automatically Classifying Students in Need of Support by Detecting Changes in Programming Behaviour 通过检测编程行为的变化来自动分类需要支持的学生
A. Estey, H. Keuning, Y. Coady
{"title":"Automatically Classifying Students in Need of Support by Detecting Changes in Programming Behaviour","authors":"A. Estey, H. Keuning, Y. Coady","doi":"10.1145/3017680.3017790","DOIUrl":"https://doi.org/10.1145/3017680.3017790","url":null,"abstract":"Educational research has established that learning can be defined as an enduring change in behaviour, which results from practice or other forms of experience. In introductory programming courses, proficiency is typically approximated through relatively small but frequent assignments and tests. Scaling these assessments to track significant behavioural change is challenging due to the subtle and complex metrics that must be collected from large student populations. Based on a four-semester study, we present an analysis of learning tool interaction data collected from 514 students and 38,796 solutions to practice programming exercises. We first evaluate the effectiveness of measuring workflow patterns to detect students at-risk of failure within the first three weeks of the semester. Our early predictor analysis accurately detects 81% of the students who struggle throughout the course. However, our early predictor also captures transient struggling, as 43% of the students who ultimately did well in the course were classified as at-risk. In order to better differentiate sustained versus transient struggling, we further propose a trajectory metric which measures changes in programming behaviour. The trajectory metric detects 70% of the students who exhibit sustained struggling, and mis-classifies only 11% of students who go on to succeed in the course. Overall, our results show how detecting changes in programming behaviour can help us differentiate between learning and struggling in CS1.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123369708","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: 24
Process Oriented Guided Inquiry Learning (POGIL) in the CS Classroom (Abstract Only) 计算机科学课堂中的过程导向探究学习(POGIL)(仅摘要)
Saturnino Garcia
{"title":"Process Oriented Guided Inquiry Learning (POGIL) in the CS Classroom (Abstract Only)","authors":"Saturnino Garcia","doi":"10.1145/3017680.3022368","DOIUrl":"https://doi.org/10.1145/3017680.3022368","url":null,"abstract":"Process-Oriented Guided Inquiry Learning (POGIL) is a research-based instructional strategy with a proven history across STEM disciplines. In a POGIL classroom, teams of students work on activities that are specifically designed to guide them to construct their own understanding of key concepts. At the same time, students develop process skills such as communication, teamwork, problem solving, and critical thinking. POGIL incorporates practices shown to be particularly helpful for students from underrepresented populations. In a POGIL classroom, teachers are facilitators, not lecturers. Multiple studies have shown that students in POGIL classes do better on common exams and in subsequent courses. For more information, see http://cspogil.org and http://pogil.org. This BOF will (1) enable people unfamiliar with POGIL to ask questions and learn more, and (2) bring together experienced POGIL practitioners to share experiences, concerns, ideas, and insights. As in a POGIL classroom, we will discuss topics in small teams and report out to the larger group.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121143236","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
An Empirical Study of Debugging Patterns Among Novices Programmers 新手程序员调试模式的实证研究
Basma S. Alqadi, Jonathan I. Maletic
{"title":"An Empirical Study of Debugging Patterns Among Novices Programmers","authors":"Basma S. Alqadi, Jonathan I. Maletic","doi":"10.1145/3017680.3017761","DOIUrl":"https://doi.org/10.1145/3017680.3017761","url":null,"abstract":"Students taking introductory computer science courses often have difficulty with the debugging process. This work investigates a number of different logical errors that novice programmers encounter and the associated debugging behaviors. Data is collected and analyzed data in two different experiments from 142 subjects. The results show some errors are more difficult than others. Different types of bugs and novices' debugging behaviors are identified. Years of experience showed a significant role in the process of debugging in terms of correctness level and time required for debugging","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121543101","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: 31
The Power of Analogies in Introductory CS Education (Abstract Only) 类比在计算机科学入门教育中的作用(仅摘要)
Yingjun Cao, S. Anderson
{"title":"The Power of Analogies in Introductory CS Education (Abstract Only)","authors":"Yingjun Cao, S. Anderson","doi":"10.1145/3017680.3022375","DOIUrl":"https://doi.org/10.1145/3017680.3022375","url":null,"abstract":"To convey abstract concepts to students with little to no computing background, faculty members often adopt real world analogies to make CS concepts more relatable. Existing work on the power of analogies in CS education [1-2] has looked into the effectiveness and limitations of metaphors. However, there is no existing forum or repository that educators can share successful and interesting analogies. For this Bird of Feathers session, we invite all interested computer science instructors to share their successful (or unsuccessful) analogies with details on where and how the analogies were used, the related CS concepts, and how a particular analogy might fail to convey the instructor's ideas. We propose to focus on analogies for CS1/CS2 concepts because students in those classes may benefit the most from this teaching technique, and appropriate use of analogies for non-majors might help attract students to the field of computing. This BOF's topic relates to the general trend of teaching diverse groups of students in introductory programming courses and provides an excellent opportunity for CS educators to discuss successes and failures in using metaphors in our classes. The second purpose of this BOF session is to propose a suitable online medium where existing and new analogies can be shared with the CS education community. This BOF can be the beginning of a long-term online collaborative project where faculty members continue to share their metaphors with the community.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131449327","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
Applications of Specifications Grading in Computer Science Courses (Abstract Only) 规范评分在计算机科学课程中的应用(仅摘要)
Christian Roberson
{"title":"Applications of Specifications Grading in Computer Science Courses (Abstract Only)","authors":"Christian Roberson","doi":"10.1145/3017680.3022403","DOIUrl":"https://doi.org/10.1145/3017680.3022403","url":null,"abstract":"Traditional, points-based grading poses several challenges to computer science educators. Students can lose focus on learning the material and instead focus on the game of trying to accumulate enough partial credit to get to the next grade tier. Faculty can waste large amounts of time obsessing over partial credit point assignment for a particular assignment. It can be difficult to use course grades to connect student performance with learning outcomes for the course and the program. This poster presents an overview of an alternative approach to traditional grading: specifications grading. Specifications grading is a points-free, mastery style of grading that replaces partial credit with quality feedback and revision opportunity. This model provides several advantages over the traditional grading approach. These advantages include better support for high academic standards and rigor, an increased focus for students on learning by removing the intrinsic motivation to earn points, and a stronger connection between student grade assessments and course learning outcomes. The poster will provide an overview of specifications grading and its benefits, along with details of implementation for an Android application development course and an introductory-level programming course. Additionally, the poster will include student evaluation data from previous offerings of the courses.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132126524","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
Investigating Student Plagiarism Patterns and Correlations to Grades 调查学生抄袭模式及其与成绩的关系
Jonathan Pierce, C. Zilles
{"title":"Investigating Student Plagiarism Patterns and Correlations to Grades","authors":"Jonathan Pierce, C. Zilles","doi":"10.1145/3017680.3017797","DOIUrl":"https://doi.org/10.1145/3017680.3017797","url":null,"abstract":"We analyzed 6 semesters of data from a large enrollment data structures course to identify instances of plagiarism in 4 assignments. We find that the majority of the identified plagiarism instances involve cross-semester cheating and are performed by students for whom the plagiarism is an isolated event (in the studied assignments). Second, we find that providing students an opportunity to work with a partner doesn't decrease the incidence of plagiarism. Third, while plagiarism on a given assignment is correlated with better than average scores on that assignment, plagiarism is negatively correlated with final grades in both the course that the plagiarism occurred and in a subsequent related course. Finally, we briefly describe the Algae open-source suite of plagiarism detectors and characterize the kinds of obfuscation that students apply to their plagiarized submissions and observe that no single algorithm appears to be sufficient to detect all of the cases.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132476729","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: 27
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