ACM Transactions on Computing Education (TOCE)最新文献

{"title":"Impact of UX Internships on Human-computer Interaction Graduate Students: A Qualitative Analysis of Internship Reports","authors":"Jin Kang, A. Girouard","doi":"10.1145/3517132","DOIUrl":"https://doi.org/10.1145/3517132","url":null,"abstract":"Objectives. Internships can bring a host of professional and academic benefits to students. Then, how do User Experience (UX) internships influence Human-Computer Interaction (HCI) graduate students’ professional and academic growth? What are the challenges experienced by HCI graduate students during internships? We explored these two research questions. Participants. Our study participants were 42 HCI graduate students who completed UX internships. They came from computing and related disciplines, including computer science, information technology, psychology, and design. Some of the participants’ internship titles were Interaction Designer, Design Researcher, UX Programmer, and Business Intelligence Analyst. Study Method. We conducted a thematic analysis on 42 graduate students’ UX internship reports that were collected over 6 years to uncover themes in relation to our two research questions. Findings. As for UX internship benefits, we found that students learned about the workplace culture (e.g., academia vs. industry/government on research design processes) and core UX technical (e.g., research, design, programming) and people skills (e.g., teamwork, empathy toward end-users); they also realized what they wanted in future careers after completing their internships. We also found internship challenges that were related to the internship program (e.g., the availability of internship opportunities), the host organizations (e.g., the quality of mentorship received), and remote working (e.g., difficulty over conducting remote usability testing). Conclusions. We make practical recommendations for HCI educators, UX practitioners, and HCI graduate students on how they can work collaboratively to create a meaningful UX internship experience. These recommendations include researching the host organization prior to internships, providing comprehensive onboarding, and being transparent with internship constraints.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121198820","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 Qualitative Study of Experienced Course Coordinators’ Perspectives on Assessment in Introductory Programming Courses for Non-CS Majors","authors":"Emma Riese, Olle Bälter","doi":"10.1145/3517134","DOIUrl":"https://doi.org/10.1145/3517134","url":null,"abstract":"Assessment plays an important role in education and can both guide and motivate learning. Assessment can, however, be carried out with different aims: providing the students with feedback that supports the learning (formative assessment) and judging to which degree the students have fulfilled the intended learning outcomes (summative assessment). In this study, we explore the instructors’ perspective on assessment within the context of introductory programming courses offered to non-computer-science majors at a public tuition-free state-funded university in a Nordic country. These courses are given to a large number of students and also employ several teaching assistants (TAs). We used constructivism as a basis for our study and investigated how instructors implement formative and summative assessments, how they view their role, and what expectations they have of their TAs in these assessments. We interviewed seven course coordinators (main instructors for introductory programming courses with additional administrative duties but without formal responsibility of the grading) and analyzed 205 course artifacts, such as syllabi, lab assignment instructions, and course material from the cross-department TA training course. The results showed that course coordinators use formative and summative assessments both separately and within the same activity. They view themselves as responsible for the assessments, as the planners and material developers, as the organizers and administrators, and as monitors of the assessments. However, the results also showed that these course coordinators delegate much of the responsibility for the assessments to their TAs and expect TAs to both grade the students and provide them with feedback and guidance. In addition, the TAs are also expected to act as informants about their students’ performance. The course coordinators’ role entails many different aspects, where communicating through instructions to both students and TAs is essential. We see that this implementation of assessment, with lots of responsibility distributed to the TAs, could be difficult to manage for a single faculty member who is not necessarily responsible for the grading. Based on the results, we outline some recommendations, such as offering TA training.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129538431","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":"Assessment of Code, Which Aspects Do Teachers Consider and How Are They Valued?","authors":"Tom Neutens, K. Coolsaet, F. Wyffels","doi":"10.1145/3517133","DOIUrl":"https://doi.org/10.1145/3517133","url":null,"abstract":"In many countries, computer programming is becoming an integral part of the secondary school curriculum. However, many teachers, especially in the first years of Flemish secondary school, have limited experience with teaching programming. To improve their knowledge about programming, many different types of professional development programs have been proposed. Nevertheless, these programs mostly focus on technical skills and less on pedagogical skills. One aspect that is often overlooked in these programs is how teachers can assess code. To get insight into what teachers currently value when assessing code, we designed an experiment that analyzes the different aspects teachers consider during the assessment of code. During the experiment, the teachers (N=13) assess a set of programs from five different fictional learners. After the assessment, they participated in a semi-structured interview, giving us insight into the assessment process. We evaluated the transcripts of the interviews using deductive thematic analysis using a coding schema defining the different aspects of code that can be assessed. Additionally, we linked the assessment strategies of teachers to their teaching experience. Our results indicate that many teachers are unaware of the different concepts that can be part of the assessment of code, which might lead to inaccurate or invalid feedback. Moreover, although our experimental group was too small to draw hard conclusions about the inter-case results, our results indicate that the number of concepts considered by teachers seems to increase with experience. These results provide an initial insight into the code assessment practices of teachers and reveals interesting pathways for future research into the assessment of code.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133615913","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":"Equity-based CS Case Study: An Approach to Exploring White Teachers’ Conceptions of Race and Racism in a Professional Development Setting","authors":"Sneha Veeragoudar, Florence R. Sullivan","doi":"10.1145/3487332","DOIUrl":"https://doi.org/10.1145/3487332","url":null,"abstract":"Here, we present the results of a study of in-service teachers’ responses to equity-based case study vignettes focused on racialized classroom incidents. This study was conducted in the context of an ongoing research practice partnership aimed at integrating computer science concepts in elementary grades. Our work took place in a public school district that enrolls primarily students of color, while largely employing White teachers and administrators. Using a racial literacy framework [Guinier 2004], we conceptualized a continuum and developed codes to analyze teachers’ responses from racially liberal to racially literate. Our results describe a range of positions across the continuum, including those consistent with the racial liberalism viewpoint that expresses individualistic views of meritocracy and colorblindness that sometimes supports a deficit view of students, those that reside in the middle who validate equity work through minimal acknowledgment yet find ways to resist further engagement with race or equity, and those who express views consistent with racial literacy practices including student-centered perspectives, asset-orientations, and the willingness to engage race directly. Further, our results indicate that teachers may express contradictory views or views across the continuum. These findings point to the developmental nature of racial literacy and the difficulty of unlearning racist mindsets. We discuss the efficacy of our case study design: anonymized, locally derived vignettes, and our case study learning activity design: written reflections, small group dialogues, and whole group share-outs in supporting teacher reflection and learning. Finally, we demonstrate the special leadership role of teachers who are moving toward racial literacy.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122521241","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":"Disrupting Computing Education: Teen-Led Participatory Design in Libraries","authors":"Wendy Roldan, Kung Jin Lee, Khoa Nguyen, Lia Berhe, Jason C. Yip","doi":"10.1145/3484494","DOIUrl":"https://doi.org/10.1145/3484494","url":null,"abstract":"Large-scale disparities in computing exist for many youth of color. Learning in informal settings can increase the participation of youth in computing; however, computing education programs have typically been developed by adults for youth. We argue computing education can contribute toward decolonization by directly involving youth from nondominant communities as design partners. When we directly involve youth voices, we can move away from focusing solely on the structural barriers faced by youth of color toward an assets-based approach. We examine a 10-week case study within KidsTeam Libraries, an intergenerational digital design program where local youth conceptualize what digital learning could look like in libraries. Our qualitative dataset includes over 15 hours of video recordings from participatory design sessions, six interviews with participants, 10 researcher jottings, and a corpus of 25 researcher memos written by researchers, librarians, and teens. Throughout our investigation, our knowledge claims are co-constructed with the two teenagers who led the design and implementation of a three-dimensional printing curriculum in their local library with 10 children. Our findings emphasize (1) the ways in which the involvement of teen leaders can foster and sustain community-level relationships for computing education; (2) how we noticed, enforced, and disrupted power within our computing education program; and (3) the systemic challenges we confronted in our process toward disrupting computing education. We provide empirical evidence of teen-led participatory design approaches for computing education in their community through detailed vignettes from sessions and through quotes from key participants. We contribute to the computing education community a novel approach in which youth are positioned as design partners for reimagining a computing education experience in libraries that centers and serves community members.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125877065","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 Qualitative Study of Emotions Experienced by First-year Engineering Students during Programming Tasks","authors":"Zahra Atiq, M. Loui","doi":"10.1145/3507696","DOIUrl":"https://doi.org/10.1145/3507696","url":null,"abstract":"In introductory computer programming courses, students experience a range of emotions. Students often experience anxiety and frustration when they encounter difficulties in writing programs. Continued frustration can discourage students from pursuing engineering and computing careers. Although prior research has shown how emotions affect students’ motivation and learning, little is known about students’ emotions in programming courses. In this qualitative study of first-year engineering students taking an introductory programming course, we examined the emotions that these students experienced during programming tasks and the reasons for experiencing those emotions. Our study was grounded in the control-value theory of achievement emotions. Each research participant came to two laboratory sessions: a programming session and a retrospective think-aloud interview session. In the programming session, each participant worked individually on programming problems. We collected screen capture, biometrics, and survey responses. In the interview session, each participant watched a video of their actions during the programming session. After every 2 minutes of viewing, the participants reported the emotions that they had experienced during this 2-minute period. We performed a thematic analysis of the interview data. Our results indicate that the participants experienced frustration most frequently. Sometimes they experienced multiple emotions. For example, one participant felt annoyed because she had made a mistake, but she felt joy and pride when she fixed the mistake. To promote student learning, educators should take students’ emotions into account in the design of curriculum and pedagogy for introductory programming courses.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127930767","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":"Can Computing Be Diversified on “Principles” Alone? Exploring the Role of AP Computer Science Courses in Students’ Major and Career Intentions","authors":"Linda J. Sax, Kaitlin N. S. Newhouse, J. Goode, Tomoko M. Nakajima, Max Skorodinsky, Michelle Sendowski","doi":"10.1145/3479431","DOIUrl":"https://doi.org/10.1145/3479431","url":null,"abstract":"The Advanced Placement Computer Science Principles (APCSP) course was introduced in 2016 to address long-standing gender and racial/ethnic disparities in the United States among students taking Advanced Placement Computer Science (APCS) in high school, as well as among those who pursued computing majors in college. Although APCSP has drawn a more diverse population of course takers than the traditional Advanced Placement Computer Science A (APCSA) course, questions remain about whether the new course portends students’ longer-term interest in computing and technology. This study used data from more than 120,000 first-year college students in the United States to understand the relationship between taking APCSA, APCSP, or both APCS courses and students' aspirations to major in computing or to pursue a computing or technology career. Our results indicated that taking APCSA or taking both APCS courses positively predicted students’ major or career aspirations in computing and technology, but that taking only APCSP did not predict long-term computing interest (although positive associations were identified for women). The findings identify a possible tension in the function of APCSP, as it appears to broaden access to computing knowledge, but may not necessarily encourage longer-term computing aspirations for all groups of underrepresented students.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131579315","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":"Examining the What, Why, and How of Multilingual Student Identity Development in Computer Science","authors":"S. Jacob, Jonathan Montoya, Ha Nguyen, Debra J. Richardson, M. Warschauer","doi":"10.1145/3500918","DOIUrl":"https://doi.org/10.1145/3500918","url":null,"abstract":"Developing student interest is critical to supporting student learning in computer science. Research indicates that student interest is a key predictor of persistence and achievement. While there is a growing body of work on developing computing identities for diverse students, little research focuses on early exposure to develop multilingual students’ interest in computing. These students represent one of the fastest growing populations in the US, yet they are dramatically underrepresented in computer science education. This study examines identity development of upper elementary multilingual students as they engage in a year-long computational thinking curriculum, and follows their engagement across multiple settings (i.e., school, club, home, community). Findings from pre- and post-surveys of identity showed significant differences favoring students’ experiences with computer science, their perceptions of computer science, their perceptions of themselves as computer scientists, and their family support for computer science. Findings from follow-up interviews and prior research suggest that tailored instruction provides opportunities for connections to out-of-school learning environments with friends and family that may shift students’ perceptions of their abilities to pursue computer science and persist when encountering challenges.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128011437","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":"Alignment among Normative, Prescriptive, and Descriptive Models of Computer Science Curriculum: The Effect of ABET Accreditation on CS Education","authors":"Richard L. Blumenthal","doi":"10.1145/3513141","DOIUrl":"https://doi.org/10.1145/3513141","url":null,"abstract":"In May and June 2021, the author conducted a survey of the computing and mathematical graduation requirements of 500 Bachelor of Science in Computer Science (BSCS) programs in the U.S. to determine alignment among these requirements and those recommended by ACM/IEEE-CS’s Computer Science Curricula 2013 guidelines and ABET’s Criteria for Accrediting Computing Programs 2021–2022 curricular criterion. Specifically, computing and mathematics credit-hour and course graduation requirements were determined for ABET-accredited and non-accredited BSCS programs within public and private universities. As (i) curricular guidelines are recommendations that do not have to be followed, (ii) curricular accreditation criteria are minimal constraints that may be exceeded, and (iii) non-accredited programs may choose to meet or exceed curricular accreditation criterion, it is possible that graduating computer science students are exposed to similar, or a wide variety, of coursework and associated topics. The survey results presented in this article provide broad answers to these three curricular possibilities. In turn, these results can contribute to future discussions concerning the perceived value of accreditation to students and industry stakeholders, allow educators in computer science departments to compare their curriculum to a large sample of other universities, and provide curricular committees additional insight into how various curricular guidelines are realistically being used.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"04 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130235926","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":"Adaptive Assessment and Content Recommendation in Online Programming Courses: On the Use of Elo-rating","authors":"B. Vesin, Katerina Mangaroska, Kamil Akhuseyinoglu, M. Giannakos","doi":"10.1145/3511886","DOIUrl":"https://doi.org/10.1145/3511886","url":null,"abstract":"Online learning systems should support students preparedness for professional practice by equipping them with the necessary skills while keeping them engaged and active. In that regard, the development of online learning systems that support students’ development and engagement with programming is a challenging process. Early career computer science professionals are required not only to understand and master numerous programming concepts but also to efficiently learn how to apply them in different contexts. A prerequisite for an effective and engaging learning process is the existence of adaptive and flexible learning environments that are beneficial for both students and teachers. Students can benefit from personalized content adapted to their individual goals, knowledge, and needs; while teachers can be relieved from the pressure to uniformly and promptly evaluate hundreds of student assignments. This study proposes and puts into practice a method for evaluating learning content difficulty and students’ knowledge proficiency utilizing a modified Elo-rating method. The proposed method effectively pairs learning content difficulty with students’ proficiency, and creates personalized recommendations based on the generated ratings. The method was implemented in a programming tutoring system and tested with interactive learning content for object oriented-programming. By collecting quantitative and qualitative data from students who used the system for one semester, the findings reveal that the proposed method can generate recommendations that are relevant to students and has the potential to assist teachers in grading students by providing a more holistic understanding of their progress over time.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114347004","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}