ACM Transactions on Computing Education (TOCE)最新文献_第6页

An Empirical Study of Students’ Perceptions on the Setup and Grading of Group Programming Assignments 学生对小组规划作业设置与评分认知的实证研究

ACM Transactions on Computing Education (TOCE) Pub Date : 2021-03-01 DOI: 10.1145/3440994

Efthimia Aivaloglou, A. V. D. Meulen

{"title":"An Empirical Study of Students’ Perceptions on the Setup and Grading of Group Programming Assignments","authors":"Efthimia Aivaloglou, A. V. D. Meulen","doi":"10.1145/3440994","DOIUrl":"https://doi.org/10.1145/3440994","url":null,"abstract":"Courses in computer science curricula often involve group programming assignments. Instructors are required to take several decisions on assignment setup and monitoring, team formation policies, and grading systems. Group programming projects provide unique monitoring opportunities due to the availability of both product and process data, as well as challenges in team composition, with students of varying levels of prior programming experience. To gain insights into the experiences and perceptions of students about the assignment setup and grading policies in group programming projects, we interviewed 20 computer science students from four universities. The thematic analysis highlighted factors in group composition that are considered important, as well as advantages and disadvantages of the self-selection of the teams. It also indicated three grading strategies experienced by the students, namely, being assigned the same group grade, individual grades distributed by the instructor, and grade distribution determined by the team, with perceptions about them varying greatly. Several practices for monitoring team contributions were identified. Checking the source code repositories was considered useful in recognizing slacking members, but automated metrics are not always representative of the work distribution. The analysis also uncovered student perceptions on the grading factors for programming assignments, including coding efficiency and skill.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"19 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":"114652603","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: 7

After-Hours Learning 下班后学习

ACM Transactions on Computing Education (TOCE) Pub Date : 2021-03-01 DOI: 10.1145/3446964

Joslenne Peña, Benjamin V. Hanrahan, M. Rosson, Carmen Cole

引用次数: 0

Exploration of Intersectionality and Computer Science Demographics 交叉性与计算机科学人口统计学的探索

ACM Transactions on Computing Education (TOCE) Pub Date : 2021-03-01 DOI: 10.1145/3445985

Stephanie J. Lunn, Leila Zahedi, Monique S. Ross, M. Ohland

{"title":"Exploration of Intersectionality and Computer Science Demographics","authors":"Stephanie J. Lunn, Leila Zahedi, Monique S. Ross, M. Ohland","doi":"10.1145/3445985","DOIUrl":"https://doi.org/10.1145/3445985","url":null,"abstract":"Although computing occupations have some of the greatest projected growth rates, there remains a deficit of graduates in these fields. The struggle to engage enough students to meet demands is particularly pronounced for groups already underrepresented in computing, specifically, individuals that self-identify as a woman, or as Black, Hispanic/Latinx, or Native American. Prior studies have begun to examine issues surrounding engagement and retention, but more understanding is needed to close the gap, and to broaden participation. In this research, we provide quantitative evidence from the Multiple-Institution Database for Investigating Engineering Longitudinal Development—a longitudinal, multi-institutional database to describe participation trends of marginalized groups in computer science. Using descriptive statistics, we present the enrollment and graduation rates for those situated at the intersection of race/ethnicity and gender between 1987 and 2018. In this work, we observed periods of significant flux for Black men and women, and White women in particular, and consistently low participation of Hispanic/Latinx and Native American men and women, and Asian women. To provide framing for the evident peaks and valleys in participation, we applied historical context analysis to describe the political, economic, and social factors and events that may have impacted each group. These results put a spotlight on populations largely overlooked in statistical work and have the potential to inform educators, administrators, and researchers about how enrollments and graduation rates have changed over time in computing fields. In addition, they offer insight into potential causes for the vicissitudes, to encourage more equal access for all students going forward.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"26 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":"125597737","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: 17

Crossing the Bridge to STEM 过桥去STEM

ACM Transactions on Computing Education (TOCE) Pub Date : 2021-02-12 DOI: 10.1145/3440892

H. Hsu, N. Memon

{"title":"Crossing the Bridge to STEM","authors":"H. Hsu, N. Memon","doi":"10.1145/3440892","DOIUrl":"https://doi.org/10.1145/3440892","url":null,"abstract":"The necessity for a steady STEM workforce has prompted academia to develop strategies to encourage people of diverse backgrounds to enter the STEM fields. A bridge program, also known as a conversion program, offers alternative pathways for individuals who have no prior computing education to receive the education that can help in developing their careers or acquiring a graduate-level degree in the computer science fields. This mixed-methods study consisted of two parts. First, an online post-baccalaureate bridge program was evaluated, with a focus on students’ performance. Factors for analysis included gender, prior major, and the length of the program, any or all of which might play a role in students’ unsuccessful attempts to complete the program. The results indicated that female students have a higher tendency to not complete the program. However, female students who completed the program and enrolled in a graduate school have as much potential to do well in the MS program as their male cohorts do. The second part of the study comprised a survey of students who completed or did not complete the program and interviews with women students. Grounded in self-determination theory (SDT), the results showed that strategies are needed to enhance women students’ perceived competence and relatedness in the program.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116712604","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

Coding Boot Camps 编程训练营

ACM Transactions on Computing Education (TOCE) Pub Date : 2021-02-12 DOI: 10.1145/3440891

L. Lyon, Emily Green

{"title":"Coding Boot Camps","authors":"L. Lyon, Emily Green","doi":"10.1145/3440891","DOIUrl":"https://doi.org/10.1145/3440891","url":null,"abstract":"College-educated women in the workforce are discovering a latent interest in and aptitude for computing motivated by the prevalence of computing as an integral part of jobs in many fields as well as continued headlines about the number of unfilled, highly paid computing jobs. One of these women's choices for retraining are the so-called coding boot camps that teach programming skills through intensive multi-week courses. This article reports on a qualitative research study focused on the Silicon Valley area of California. We used social cognitive career theory (SCCT) to investigate the larger context surrounding women entering computing professions through boot camp learning sites, including: the environment of a booming technology workforce, boot camps as learning settings, the characteristics of women who attend boot camps, how retraining at a coding boot camp influence women's computing self-efficacy and outcome expectations, and the performance attainments of women at boot camps. Interview data was collected from 14 women who had attended boot camps—first before graduating from the boot camp and again after six months in the workforce. To contextualize the computing ecosystem, we conducted single interviews with 6 boot camp organizers/curriculum developers, 7 industry hiring managers, and 14 university computer science faculty. To provide a contrast with women at boot camps, we interviewed 5 women who majored in computer science at the university and with 17 men who had attended boot camps. Structural data coding and analysis was done focused on the SCCT mechanisms of environment, person inputs, learning experiences, self-efficacy, outcome expectations, and performance attainments. Findings here demonstrate that training at a boot camp can be the catalyst for college-educated women to attain computing jobs and careers, although these entry-level jobs may be a compromise to the goal of a software development job and are unlikely to lead to a job at large, well-known, established technology companies.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127858836","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

A Theory of Robust API Knowledge 鲁棒API知识理论

ACM Transactions on Computing Education (TOCE) Pub Date : 2021-01-28 DOI: 10.1145/3444945

Kyle Thayer, Sarah E. Chasins, Amy J. Ko

{"title":"A Theory of Robust API Knowledge","authors":"Kyle Thayer, Sarah E. Chasins, Amy J. Ko","doi":"10.1145/3444945","DOIUrl":"https://doi.org/10.1145/3444945","url":null,"abstract":"Creating modern software inevitably requires using application programming interfaces (APIs). While software developers can sometimes use APIs by simply copying and pasting code examples, a lack of robust knowledge of how an API works can lead to defects, complicate software maintenance, and limit what someone can express with an API. Prior work has uncovered the many ways that API documentation fails to be helpful, though rarely describes precisely why. We present a theory of robust API knowledge that attempts to explain why, arguing that effective understanding and use of APIs depends on three components of knowledge: (1) the domain concepts the API models along with terminology, (2) the usage patterns of APIs along with rationale, and (3) facts about an API’s execution to support reasoning about its runtime behavior. We derive five hypotheses from this theory and present a study to test them. Our study investigated the effect of having access to these components of knowledge, finding that while learners requested these three components of knowledge when they were not available, whether the knowledge helped the learner use or understand the API depended on the tasks and likely the relevance and quality of the specific information provided. The theory and our evidence in support of its claims have implications for what content API documentation, tutorials, and instruction should contain and the importance of giving the right information at the right time, as well as what information API tools should compute, and even how APIs should be designed. Future work is necessary to both further test and refine the theory, as well as exploit its ideas for better instructional design.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130911909","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: 18

Extending Computational Thinking into Information and Communication Technology Literacy Measurement 将计算思维扩展到信息通信技术素养测评

ACM Transactions on Computing Education (TOCE) Pub Date : 2021-01-19 DOI: 10.1145/3427596

H. Kim, Soohwan Kim, Wooyoul Na, W. Lee

{"title":"Extending Computational Thinking into Information and Communication Technology Literacy Measurement","authors":"H. Kim, Soohwan Kim, Wooyoul Na, W. Lee","doi":"10.1145/3427596","DOIUrl":"https://doi.org/10.1145/3427596","url":null,"abstract":"As Information and Communication Technology (ICT) literacy education has recently shifted to fostering computing thinking ability as well as ICT use, many countries are conducting research on national curriculum and evaluation. In this study, we measured Korean students’ ICT literacy levels by using the national measurement tool that assesses abilities of the IT (Information Technology) area and the CT (Computational Thinking) area. A research team revised an existing ICT literacy assessment tool for the IT test and developed a new CT test environment in which students could perform actual coding through a web-based programming tool such as Scratch. Additionally, after assessing ICT literacy levels, differences in ICT literacy levels by gender and grade were analyzed to provide evidence for national education policies. Approximately 23,000 elementary and middle school students participated in the 2018 national assessment of ICT literacy, accounting for 1% of the national population of students. The findings demonstrated that female students had higher literacy levels in most sub-factors of IT and CT areas. Additionally, in the areas of strengths and weaknesses, the ratio of below-basic achievement among male students was at least two times greater than that of female students. Nonetheless, male students scored higher on CT automation, a coding item that involved problem solving using Scratch. Looking at the difference according to grade level, the level improved as the school year increased in elementary school, but there was no difference in middle school. When analyzing the detailed elements of middle school students, the automation factor of seventh grade students was found to be higher than eighth and ninth grade students. Based on these results, this study discussed some implications for ICT and computing education in elementary and middle schools.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115770262","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: 7

High School Calculus and Computer Science Course Taking as Predictors of Success in Introductory College Computer Science 高中微积分与计算机科学课程作为大学计算机科学导论成功的预测因素

ACM Transactions on Computing Education (TOCE) Pub Date : 2020-12-31 DOI: 10.1145/3433169

Chen Chen, Jane M. Kang, G. Sonnert, P. Sadler

{"title":"High School Calculus and Computer Science Course Taking as Predictors of Success in Introductory College Computer Science","authors":"Chen Chen, Jane M. Kang, G. Sonnert, P. Sadler","doi":"10.1145/3433169","DOIUrl":"https://doi.org/10.1145/3433169","url":null,"abstract":"Success in an introductory college computer science (CS) course encourages students to major and pursue careers in computer science and many other STEM fields, whereas weak performance is often a powerful deterrent. This article examines the role of high school course taking (AP, regular, or none) in mathematics and in CS as predictors of later success in college introductory computer science courses, measured by students’ final grades. Using a sample of 9,418 students from a stratified random sample of 118 U.S. colleges and universities, we found that the observed advantage of taking AP calculus over taking AP CS, seen in an uncontrolled model, was largely confounded by students’ background characteristics. After applying multinomial propensity score weighting, we estimated that the effects of taking AP calculus and AP CS on college CS grades were similar. Interestingly, enrollment in both AP calculus and AP CS did not have any additional positive effect, suggesting that both AP calculus and AP CS strengthened similar skills that are important for long-term CS achievement. Taking regular CS did not have a significant effect; taking regular calculus had a positive effect, about half the size of taking AP calculus or AP CS. Thus, the study showed that simply exposing students to any kind of CS course before college does not appear to be sufficient for improving college CS performance; and that advanced CS and advanced calculus in high school may substitute for each other in the preparation of college CS.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125989704","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: 7

On the Role of Design in K-12 Computing Education 论设计在K-12计算机教育中的作用

ACM Transactions on Computing Education (TOCE) Pub Date : 2020-12-31 DOI: 10.1145/3427594

A. Oleson, Brett Wortzman, Amy J. Ko

{"title":"On the Role of Design in K-12 Computing Education","authors":"A. Oleson, Brett Wortzman, Amy J. Ko","doi":"10.1145/3427594","DOIUrl":"https://doi.org/10.1145/3427594","url":null,"abstract":"Design is a distinct discipline with its own practices, tools, professions, and areas of scholarship. However, practitioners from other fields often leverage aspects of design in their own work, leading to subfields like engineering design and architecture design that are neither wholly design nor wholly the intersecting discipline. Similarly, design and computing are known to intersect in educational contexts. Unfortunately, we do not yet have a clear understanding of how to characterize the kinds of design that may accompany computing topics, resulting in challenges to teaching and learning. This gap is particularly prevalent in K-12 computing education, where design is often used to promote student engagement but rarely studied as its own disciplinary phenomenon. Toward the goal of better understanding the nature and role of design in computing education, this article motivates and describes two qualitative, exploratory analyses of how design skills manifest in popular K-12 computing education curricula and activities. We find evidence to suggest two types of design within existing computing education curricula and standards: nondisciplinary problem-space design, which deals with defining software requirements, and disciplinary program-space design, which deals with choosing how best to meet those requirements. We find that these two types of computing design may exist independently, but they often overlap, creating an intriguing intersection of discipline-specific computing design educational activity. Finally, we discuss the practical implications of proceeding with research and educational practice in light of these results, highlighting the need for further exploration into the unique overlap of design and computing education.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124088514","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: 6

Gamification and SQL 游戏化与SQL

ACM Transactions on Computing Education (TOCE) Pub Date : 2020-12-31 DOI: 10.1145/3427597

M. Morales-Trujillo, Gabriel Alberto García-Mireles

{"title":"Gamification and SQL","authors":"M. Morales-Trujillo, Gabriel Alberto García-Mireles","doi":"10.1145/3427597","DOIUrl":"https://doi.org/10.1145/3427597","url":null,"abstract":"Gamification, defined as the integration of game elements into non-gaming environments, is a promising approach to increase student engagement, motivation, and performance in Computer Science and Software Engineering education. This viewpoint encouraged the creation of QueryCompetition, a web system that allows students to practice SQL in a competitive environment. Our goal was to obtain empirical evidence on how gamifying elements, such as challenges, points, and leaderboards, integrated into QueryCompetition, affect student performance, motivation, and user experience. We carried out a quasi-experimental study with two groups in a Database course. One group used a gamified version of QueryCompetition having access to points and leaderboards, while the other used a non-gamified version with no access to the above mentioned elements. Quantitative and qualitative data were collected through tests and a survey. The results showed that there was a statistically significant improvement in student performance in the gamified group as compared to the non-gamified group. In addition, a higher motivation was observed in the gamified group. The empirical evidence presented in this article supports the claim that inclusion of challenges, points, and leaderboards, together with the competitive nature of QueryCompetition, impacts positively on student performance and motivation to practice SQL.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130909712","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: 9