ACM Transactions on Computing Education (TOCE)最新文献

{"title":"Coding with Purpose: Learning AI in Rural California","authors":"Stephanie Tena-Meza, Miroslav Suzara, AJ Alvero","doi":"10.1145/3513137","DOIUrl":"https://doi.org/10.1145/3513137","url":null,"abstract":"We use an autoethnographic case study of a Latinx high school student from a rural, agricultural community in California to highlight how AI is learned outside classrooms and how her personal background influenced her social-justice-oriented applications of AI technologies. Applying the concept of learning pathways from the learning sciences, we argue that redesigning AI education to be more inclusive with respect to socioeconomic status, ethnoracial identity, and gender is important in the development of computational projects that address social-injustice. We also learn about the role of institutions, power structures, and community as they relate to her journey of learning and applying AI. The future of AI, its potential to address issues of social injustice and limiting the negative consequences of its use, will depend on the participation and voice of students from the most vulnerable communities.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134167506","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":"Self-evaluation Interventions: Impact on Self-efficacy and Performance in Introductory Programming","authors":"A. Lishinski, Aman Yadav","doi":"10.1145/3447378","DOIUrl":"https://doi.org/10.1145/3447378","url":null,"abstract":"Research has repeatedly shown self-efficacy to be associated with course outcomes in CS and across other fields. CS education research has documented this and has developed CS-specific self-efficacy measurement instruments, but to date there have been only a few studies examining interventions intended to improve students’ self-efficacy in CS, and several types of self-efficacy interventions suggested by previous research remain to be tested in CS. This study attempts to address this lack of research by reporting on the results of a trial intervention intended to improve students’ self-efficacy in an introductory programming course. Students were recruited to complete a self-evaluation task, which previous research has suggested could have a beneficial impact on self-efficacy, which should in turn have a beneficial impact on course performance. Participating students’ course outcomes and self-efficacy were compared with those of the students who did not complete the self-evaluation task, using propensity score weighting adjustments to control for differences between the groups on entering characteristics and prior values of self-efficacy and course outcomes. We found that, whereas there was only marginal evidence for the self-evaluation intervention having a direct effect on self-efficacy, students who completed the self-evaluation task had significantly higher project scores during the weeks they were asked to complete it, compared to the students who did not participate. These findings suggest that there are potential benefits to incorporating self-evaluation tasks into introductory CS courses, although perhaps not by virtue of directly influencing self-efficacy.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122225363","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":"Gender Differences in Hackathons as a Non-traditional Educational Experience","authors":"Caroline D. Hardin","doi":"10.1145/3433168","DOIUrl":"https://doi.org/10.1145/3433168","url":null,"abstract":"Hackathons, the time-bound collaborative project-based computer science competitions increasingly popular with computer science students, are one of the largest-scale innovations in computing education of the past decade. This research examined three hackathons and 46,500 surveys to find that educational benefits were unequal between genders in ways that would especially impact women returning to the workforce.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127547365","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":"Informal Technology Education for Women Transitioning from Incarceration","authors":"Hyunjin Seo, Darcey Altschwager, B. Choi, Sejun Song, Hannah Britton, Megha Ramaswamy, Bernard Schuster, M. Ault, Kaushik Ayinala, Rafida Zaman, Ben Tihen, Lohitha Yenugu","doi":"10.1145/3425711","DOIUrl":"https://doi.org/10.1145/3425711","url":null,"abstract":"As society increasingly relies on digital technologies in many different aspects, those who lack relevant access and skills are lagging increasingly behind. Among the underserved groups disproportionately affected by the digital divide are women who are transitioning from incarceration and seeking to reenter the workforce outside the carceral system (women-in-transition). Women-in-transition rarely have been exposed to sound technology education, as they have generally been isolated from the digital environment while in incarceration. Furthermore, while women have become the fastest-growing segment of the incarcerated population in the United States in recent decades, prison education and reentry programs are still not well adjusted for them. Most programs are mainly designed for the dominant male population. Consequently, women-in-transition face significant post-incarceration challenges in accessing and using relevant digital technologies and thus have added difficulties in entering or reentering the workforce. Against this backdrop, our multi-disciplinary research team has conducted empirical research as part of technology education offered to women-in-transition in the Midwest. In this article, we report results from our interviews with 75 women-in-transition in the Midwest that were conducted to develop a tailored technology education program for the women. More than half of the participants in our study are women of color and face precarious housing and financial situations. Then, we discuss principles that we adopted in developing our education program for the marginalized women and participants’ feedback on the program. Our team launched in-person sessions with women-in-reentry at public libraries in February 2020 and had to move the sessions online in March due to COVID-19. Our research-informed educational program is designed primarily to support the women in enhancing their knowledge and comfort with technology and nurturing computational thinking. Our study shows that low self-efficacy and mental health challenges, as well as lack of resources for technology access and use, are some of the major issues that need to be addressed in supporting technology learning among women-in-transition. This research offers scholarly and practical implications for computing education for women-in-transition and other marginalized populations.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"385 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116568477","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 Real-world Approach to Motivate Students on the First Class of a Computer Science Course","authors":"A. Bellino, Valeria Herskovic, Michael Hund, J. Munoz-Gama","doi":"10.1145/3445982","DOIUrl":"https://doi.org/10.1145/3445982","url":null,"abstract":"A common belief among students is that computing is a boring subject that lacks a connection to the real world. The first class (one 80-minute session) in an introductory computer science course may be an appropriate instance to combat such a belief. Previous studies have used coursewide interventions, e.g., games and physical/tangible devices to improve students’ motivation. However, although other approaches help motivate students, they may lack real-world context or have a high cost of deployment. This article proposes a novel real-world based approach to introduce programming concepts in the first class of the introductory computer science course. This approach, called Protobject based, is applicable to courses with over 100 students, has a low deployment entry barrier, requires low investment, and may be used creatively to implement different experiences. Furthermore, the Protobject-based approach has an equivalent motivational effect—at least in the short-term—to a Game-based approach even if it is entirely focused on the real world. The low requirements of the approach make it especially suitable for an 80-minute first class in an introductory computer science course. The Protobject-based approach has been preliminarily validated and compared to a pure game-based approach with a study with 376 participants, and we present the analysis of motivation questionnaires, a pre-test and post-test, and a homework assignment given to the students. We posit that more research into initiatives such as this one—that can show students how computer science can impact the real world around them—is warranted.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126655397","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":"Re-Entering Computing through Emerging Technology","authors":"Farzana Rahman, Elodie Billionniere","doi":"10.1145/3446840","DOIUrl":"https://doi.org/10.1145/3446840","url":null,"abstract":"Recruitment, retention, and graduation of women in the computing disciplines are critical needs in our nation. Research suggests that women drop out of academic programs and leave the workforce to care for their immediate or extended families, to address financial setbacks, to meet personal obligations, and to respond to active-duty calls [1]. Hence, returning women remain one of the largest untapped talent pools in the nation to fulfill the growing demand of computing jobs [2]. Returning women rarely choose to pursue computing education or cannot get into the computing profession for various reasons [3–6]. These include the following: (1) the field of computing is constantly evolving; (2) academic computing degree programs have a rigid structure and require specific backgrounds; (3) technical skills development can be time consuming and challenging; (4) there are not enough transitional programs that can leverage the existing background of returning women to develop new knowledge, and (5) the computing industry and academic programs have few and limited re-entry pathways to prepare returning women for the real-world job market. This special issue presents original research results that evaluate educational interventions and new pathways that have positively impacted women’s re-entry into computing education and careers and that appeal to a broad audience interested in exploring, designing, and developing re-entry initiatives related to computing education.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122886812","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":"Event-driven Programming in Programming Education","authors":"Aleksi Lukkarinen, L. Malmi, Lassi Haaranen","doi":"10.1145/3423956","DOIUrl":"https://doi.org/10.1145/3423956","url":null,"abstract":"During the past two decades, event-driven programming (EDP) has emerged as a central and almost ubiquitous concept in modern software development: Graphical user interfaces are self-evident in most mobile and web-based applications, as well as in many embedded systems, and they are most often based on reacting to events. To facilitate both teaching practice and research in programming education, this mapping review seeks to give an overview of the related knowledge that is already available in conference papers and journal articles. Starting from early works of the 1990s, we identified 105 papers that address teaching practices, present learning resources, software tools or libraries to support learning, and empirical studies related to EDP. We summarize the publications, their main content, and findings. While most studies focus on bachelor’s level education in universities, there has been substantial work in K-12 level, as well. Few courses address EDP as their main content—rather it is most often integrated with CS1, CS2, or computer graphics courses. The most common programming languages and environments addressed are Java, App Inventor, and Scratch. Moreover, very little of deliberate experimental scientific research has been carried out to explicitly address teaching and learning EDP. Consequently, while so-called experience reports, tool papers, and anecdotal evidence have been published, this theme offers a wide arena for empirical research in the future. At the end of the article, we suggest a number of directions for future research.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121364793","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":"What Do CS Students Value in Industry Internships?","authors":"Mia Minnes, Sheena Ghanbari Serslev, Omar Padilla","doi":"10.1145/3427595","DOIUrl":"https://doi.org/10.1145/3427595","url":null,"abstract":"Summer internships present an opportunity for Computer Science (CS) students to expand and test their skills in “the real world.” These multi-faceted experiences call on students to use technical tools and critical thinking in collaboration with others to solve problems. There are many opportunities for learning and growth: which of these do students find most valuable? In this project, we collect and analyze open-ended reflections by undergraduate CS students at the conclusion of a summer internship. We see that students focus on technical skills, expanding professional networks, and the satisfaction of completing a product that will be of use to others. These insights help inform academic programs that support Computer Science students engaging in these internships and strengthen their connection to on-campus education.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133936508","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":"People, Ideas, Milestones: A Scientometric Study of Computational Thinking","authors":"Mohammed Saqr, Kwok-chuen. Ng, S. Oyelere, M. Tedre","doi":"10.1145/3445984","DOIUrl":"https://doi.org/10.1145/3445984","url":null,"abstract":"The momentum around computational thinking (CT) has kindled a rising wave of research initiatives and scholarly contributions seeking to capitalize on the opportunities that CT could bring. A number of literature reviews have showed a vibrant community of practitioners and a growing number of publications. However, the history and evolution of the emerging research topic, the milestone publications that have shaped its directions, and the timeline of the important developments may be better told through a quantitative, scientometric narrative. This article presents a bibliometric analysis of the drivers of the CT topic, as well as its main themes of research, international collaborations, influential authors, and seminal publications, and how authors and publications have influenced one another. The metadata of 1,874 documents were retrieved from the Scopus database using the keyword “computational thinking.” The results show that CT research has been US-centric from the start, and continues to be dominated by US researchers both in volume and impact. International collaboration is relatively low, but clusters of joint research are found between, for example, a number of Nordic countries, lusophone- and hispanophone countries, and central European countries. The results show that CT features the computing’s traditional tripartite disciplinary structure (design, modeling, and theory), a distinct emphasis on programming, and a strong pedagogical and educational backdrop including constructionism, self-efficacy, motivation, and teacher training.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124562728","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":"Arising of Informal Women's Learn-to-code Communities","authors":"L. Lyon, C. Clayton","doi":"10.1145/3433167","DOIUrl":"https://doi.org/10.1145/3433167","url":null,"abstract":"Female-focused, grassroots communities purporting to help women learn to code are popping up in a variety of settings, indicating the motivation on the part of the participants to evade male-dominated settings while learning. However, little is known about how these groups function as an activity system. With current technology enabling the forming of virtual communities and the meteoric rise in use of the Salesforce CRM (customer relationship management) platform, a group of women have formed a coaching and learning community designed to help women move from Salesforce administrators to software developers through learning to code. We used activity systems analysis (ASA) to investigate this real-world instance of the larger phenomenon using an ethnographic approach. We used ASA to organize and make sense of the data by first creating a table listing the points on the activity system triangle (subject, rules, object, etc.) and filling in the points of the triangle based on the design of the coaching and learning group as described by participants; this gave us a high-level view of the activity system. To understand the subjects’ point of view of the system, we then created a new column in the table to fill in themes that emerged from our qualitative data analysis organized by dimension of the activity system. This process enabled us to capture the activity and the voices of participants as well as tensions that had emerged in the system. Findings show a range of outcomes, from participants crediting the group as a kickstart to the journey to successfully landing a job as a developer to members stalling in their progress after involvement. Results also show that purposeful tensions of welcoming novice questions and offering unsolicited verbal encouragement built into the activity system create a welcoming, safe environment for women learning to code.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114479244","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}