ACM Transactions on Computing Education (TOCE)最新文献

筛选
英文 中文
The Effects of Computer Science Stereotypes and Interest on Middle School Boys’ Career Intentions 计算机科学刻板印象和兴趣对中学男生职业意向的影响
ACM Transactions on Computing Education (TOCE) Pub Date : 2020-06-16 DOI: 10.1145/3394964
Remy Dou, Karina Bhutta, Monique S. Ross, L. Kramer, Vishodana Thamotharan
{"title":"The Effects of Computer Science Stereotypes and Interest on Middle School Boys’ Career Intentions","authors":"Remy Dou, Karina Bhutta, Monique S. Ross, L. Kramer, Vishodana Thamotharan","doi":"10.1145/3394964","DOIUrl":"https://doi.org/10.1145/3394964","url":null,"abstract":"Like other STEM fields, computer science (CS) lacks representation of minorities, such as Black and Hispanic individuals, both in the number of bachelor’s degrees obtained and the number of individuals in the CS workforce. Out-of-school CS programs are often designed with the intent to inspire young people to pursue careers in CS. Much of this programming focuses on developing student interest in CS and CS careers. Nevertheless, it is not well understood how the stereotypes that children hold about computer scientists contribute to CS interest and career choice. In this study, we set out to examine the complex relationships between CS interest, held stereotypes, and CS career choice. We surveyed participants in an after-school CS program offered to middle school boys who identified with racial and ethnic minority groups (N = 110). We tested three linear regression models and confirmed that CS interest and socially divergent stereotypes—those that diverged from societal norms—of computer scientists play unique and contrary roles in young boys’ career decision-making process even when controlling for home and school factors. These models suggest educational CS programs should include curriculum to dispel participants’ socially divergent stereotypes about computer scientists rather than targeting CS interest alone, particularly if a goal is to inspire diverse young people to pursue careers in CS.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127424432","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: 13
Methods in Teaching Computer Networks 计算机网络教学方法
ACM Transactions on Computing Education (TOCE) Pub Date : 2020-06-16 DOI: 10.1145/3394963
M. Prvan, J. Ožegović
{"title":"Methods in Teaching Computer Networks","authors":"M. Prvan, J. Ožegović","doi":"10.1145/3394963","DOIUrl":"https://doi.org/10.1145/3394963","url":null,"abstract":"This article provides a survey of methods and paradigms for teaching Computer Networks (CN). Since the theoretical concepts are rather abstract in this subject, and students often find them too technical and difficult to understand, many authors attempt to answer the question on how to improve students’ motivation and interest for the complex teaching material of CN. In this work, we follow a rigorous paper collection methodology and extract a large number of previous studies that relate to the stated research questions. Also, we find that there is no review article in the current literature that would provide a clear systematization or a guided study on this topic. Hence, this work provides a literature overview by binding all the previously used methods for teaching CN in one place, and brings contribution by classifying the existing approaches into four basic classes: methods based on using visualization objects such as network simulators, multimedia applications, packet-tracing tools or visual analogies; methods based on using the virtualization techniques; methods precipitating active learning paradigm and methods based on the practical hands-on laboratory exercises. Moreover, the research in this article goes beyond the proposed classification. The classes of methods and tools are compared and contrasted based on the findings from the literature. Methods are evaluated by a detailed cross-comparison based on their advantages, disadvantages and challenges in the perspective of both teachers and students. The review is additionally strengthened by comparing the educational effectiveness of the classified methods. We examine, classify, and contrast the usual approaches used in teaching CN, provide useful insights on how appropriate they are in achieving specific educational goals and determine the future research directions.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130855016","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: 11
The Impact of Gamification on Learning Outcomes of Computer Science Majors 游戏化对计算机科学专业学生学习成果的影响
ACM Transactions on Computing Education (TOCE) Pub Date : 2020-04-30 DOI: 10.1145/3383456
Adnan Ahmad, Furkh Zeshan, M. Khan, Rutab Marriam, Amjad Ali, Alia Samreen
{"title":"The Impact of Gamification on Learning Outcomes of Computer Science Majors","authors":"Adnan Ahmad, Furkh Zeshan, M. Khan, Rutab Marriam, Amjad Ali, Alia Samreen","doi":"10.1145/3383456","DOIUrl":"https://doi.org/10.1145/3383456","url":null,"abstract":"Gamification is the use of game elements in domains other than games. Gamification use is often suggested for difficult activities because it enhances users’ engagement and motivation level. Due to such benefits, the use of gamification is also proposed in education environments to improve students’ performance, engagement, and satisfaction. Computer science in higher education is a tough area of study and thus needs to utilize various already explored benefits of gamification. This research develops an empirical study to evaluate the effectiveness of gamification in teaching computer science in higher education. Along with the learning outcomes, the effect of group size on students’ satisfaction level is also measured. Furthermore, the impact of gamification over time is analyzed throughout a semester to observe its effectiveness as a long-term learning technique. The analysis, covering both learning outcome and students’ satisfaction, suggests that gamification is an effective tool to teach tough courses at higher education level; however, group size should be taken into account for optimal classroom size and better learning experience.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114243445","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: 32
The Association of High School Computer Science Content and Pedagogy with Students’ Success in College Computer Science 高中计算机科学内容和教学方法与学生在大学计算机科学中的成功的关系
ACM Transactions on Computing Education (TOCE) Pub Date : 2020-04-24 DOI: 10.1145/3381995
H. Burgiel, P. Sadler, G. Sonnert
{"title":"The Association of High School Computer Science Content and Pedagogy with Students’ Success in College Computer Science","authors":"H. Burgiel, P. Sadler, G. Sonnert","doi":"10.1145/3381995","DOIUrl":"https://doi.org/10.1145/3381995","url":null,"abstract":"The number of computer science (CS) courses has been dramatically expanding in U.S. high schools (HS). In comparison with well-established courses in mathematics and science, little is known about how the decisions made by HS CS teachers regarding how and what to teach impact student performance later in introductory college CS courses. Drawing on a large sample of 2,871 introductory college CS students at 115 U.S. institutions who had taken a CS course in HS, we examined the topic coverage and prevailing instructional methods in the HS course and investigated how these experiences influenced student performance in college CS. Controlling for differences in student background, we find two predictors of higher grades in college CS: greater frequency of coding-related activities in HS (programming, debugging, studying algorithms) and lower frequency of “non-coding” computer use (e.g., data analysis, computer security). Interaction models revealed a more complex story. Coding-related activity more heavily benefited students who did not have coding help available at home. In the 28% of college CS courses in which instructors employed innovative pedagogies, students with higher ACT or SAT mathematics scores had a greater advantage than in traditionally taught courses. Finally, in the innovative college courses, students whose HS CS exams had typically included testing on vocabulary did worse than students whose exams had not included such tests.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114845165","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
Understanding the Motivations of Final-year Computing Undergraduates for Considering Accessibility 理解计算机专业大四学生考虑可访问性的动机
ACM Transactions on Computing Education (TOCE) Pub Date : 2020-04-19 DOI: 10.1145/3381911
Paula Conn, Taylor Gotfrid, Qiwen Zhao, Rachel Celestine, Vaishnavi Mande, Kristen Shinohara, S. Ludi, Matt Huenerfauth
{"title":"Understanding the Motivations of Final-year Computing Undergraduates for Considering Accessibility","authors":"Paula Conn, Taylor Gotfrid, Qiwen Zhao, Rachel Celestine, Vaishnavi Mande, Kristen Shinohara, S. Ludi, Matt Huenerfauth","doi":"10.1145/3381911","DOIUrl":"https://doi.org/10.1145/3381911","url":null,"abstract":"We investigate the degree to which undergraduate computing students in a United States university consider accessibility several years after instruction. Prior work has found that cultural and ethical norms become ingrained early in STEM professionals’ careers; so, we focus on students approaching graduation and after an internship experience, who are just getting started in their career. In semi-structured interviews, a majority of these final-year computing students (14 of 16) indicated that they were not motivated to improve their skills in accessibility, attributing this to not being required to consider accessibility in subsequent work or classes, not seeing accessibility as an essential skill in their profession, and challenges due to a learn-it-on-your-own approach in computing. Participants suggested instructional methods and topics that they believed would have better prepared them for considering accessibility. A survey of 114 additional final-year students revealed similar themes, including that students did not personally view accessibility training as essential career preparation. Prior research has largely focused on evaluating short-term changes in students’ knowledge after an educational intervention. Therefore, by focusing on students several years after an intervention, this work highlights lingering barriers for university programs in promoting accessibility among rising computing professionals.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"728 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122931124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Factors Considered in the Assessment of Computer Science Engineering Capstone Projects and Their Influence on Discrepancies Between Assessors 计算机科学工程顶点项目评估中考虑的因素及其对评估者差异的影响
ACM Transactions on Computing Education (TOCE) Pub Date : 2020-03-30 DOI: 10.1145/3381836
C. Domínguez, A. Jaime, F. J. García-Izquierdo, J. J. Olarte
{"title":"Factors Considered in the Assessment of Computer Science Engineering Capstone Projects and Their Influence on Discrepancies Between Assessors","authors":"C. Domínguez, A. Jaime, F. J. García-Izquierdo, J. J. Olarte","doi":"10.1145/3381836","DOIUrl":"https://doi.org/10.1145/3381836","url":null,"abstract":"A capstone project is an extensive learning experience traditionally developed during a student's final academic year. Assessing such a complex assignment involves several challenges and is usually based upon the evaluations of at least two different people: the capstone project advisor, and one or more other assessors. Quantitative studies comparing only different assessors' grades and qualitative studies investigating the origin of possible discrepancies have been conducted. In both cases, contradictory conclusions were reached. The objective of this study is to analyze the factors that are given consideration by assessors of engineering capstone projects and the influence of these factors on the discrepancies between different assessors’ opinions of the same project. This study quantitatively examined 162 computer science engineering capstone projects developed by one student and supervised by one advisor. Each project was assessed by the project advisor and a committee. For each project, the advisor and the committee were asked to complete an additional questionnaire on product characteristics, student competences, and project supervision. Competences demonstrated by the student were found to be the most relevant element when a capstone project was evaluated by the advisor and the committee; product characteristics were found to be second in influence. Furthermore, advisors grant minor significance to the advisor-involvement component. Discrepancies between grades seem to be associated with those aspects to which one assessor has access, while the other does not, such as student skills demonstrated during project development or their performance in the oral defense. Both the advisor's and the committee's perspectives are important in the assessment of this complex task and they complement one another.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129188871","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
The Intersection of Being Black and Being a Woman 黑人与女性的交集
ACM Transactions on Computing Education (TOCE) Pub Date : 2020-02-24 DOI: 10.1145/3377426
Monique S. Ross, Z. Hazari, G. Sonnert, P. Sadler
{"title":"The Intersection of Being Black and Being a Woman","authors":"Monique S. Ross, Z. Hazari, G. Sonnert, P. Sadler","doi":"10.1145/3377426","DOIUrl":"https://doi.org/10.1145/3377426","url":null,"abstract":"Computer science (CS) has been identified as one of the fastest-growing professions, with demand for CS professionals far outpacing the supply of CS graduates. The necessity for a trained CS workforce has compelled industry and academia to evaluate strategies for broadening participation in CS. The current literature in CS education emphasizes the importance of social relationships and supports for individuals from underrepresented groups. Unfortunately, this literature has largely been limited to either the exploration of issues of women or that of underrepresented racial/ethnic groups. These limited views generalize characteristics of specific underrepresented groups without considering intersections between these groups. This quantitative study (n = 3,206) addressed that shortcoming by leveraging inferential statistical methods to examine (i) the similarities and differences between the social CS-related experiences of Black women, Black men, and non-Black women in the United States; (ii) the relationship between these experiences and CS career choices; and (iii) the activities during which significant social experiences might occur. The results indicate that Black women's social experiences are often different from the experiences of both Black men and non-Black women. In particular, both Black men and non-Black women had more CS friends than Black women, whereas having these friends was more significant for the CS career choice for Black women. Introductions to CS in school, before college, were negatively related to career choice for all groups, whereas home support was positive for both Black women and men. This work suggests that considering intersectionality is important to understanding the needs of different individuals, as well as the importance of social supports for persistence in CS.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121311827","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: 45
Computational Sophistication of Games Programmed by Children 儿童编程游戏的计算复杂性
ACM Transactions on Computing Education (TOCE) Pub Date : 2020-02-06 DOI: 10.1145/3379351
L. Werner, J. Denner, Shannon Campe, David M. Torres
{"title":"Computational Sophistication of Games Programmed by Children","authors":"L. Werner, J. Denner, Shannon Campe, David M. Torres","doi":"10.1145/3379351","DOIUrl":"https://doi.org/10.1145/3379351","url":null,"abstract":"This article builds on prior work that aims to measure computational learning (CL) during middle school. Since game computational sophistication (GCS) has been used as a proxy for a student’s engagement in CL we build on their model to more completely describe the relationship between different types of building blocks of computer games and GCS. In doing so, we present a single quantitative measurement for GCS. Our model, called GCS 2.0, has face validity for 39 games, each programmed by a pair of middle school children. We choose four of these games, two with high GCS and two with low GCS, and discuss the computational building blocks found in each game. We do this to help the reader better understand our measurement of GCS and its relationship to CL.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"33 3-4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125630097","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
Small but Powerful 小而有力
ACM Transactions on Computing Education (TOCE) Pub Date : 2020-02-06 DOI: 10.1145/3377880
Michael T. Rücker, W. V. van Joolingen, Niels Pinkwart
{"title":"Small but Powerful","authors":"Michael T. Rücker, W. V. van Joolingen, Niels Pinkwart","doi":"10.1145/3377880","DOIUrl":"https://doi.org/10.1145/3377880","url":null,"abstract":"Enabling students to recognize and evaluate the ubiquitous impact of computing technology on society is an internationally proclaimed goal of a K-12 computing education. To that end, students need to actually engage with their computing knowledge in concrete everyday situations. From the perspectives of learning transfer and variation theory, we conducted three iterations of a classroom intervention and qualitatively analyzed students’ learning processes. As a result, we propose a model of four so-called critical aspects of everyday computing technology in that context. We present various classroom situations and learning experiences in relation to those aspects, and discuss what seems to have enabled or prevented meaningful learning. In particular, we found that several students had difficulties in conceiving of computing technology as simultaneously economical and powerful, thus limiting its potential ubiquity. We discuss our findings in the context of contemporary theories of learning transfer and argue that they suggest specific issues that may seriously inhibit students to appropriately engage with their computing knowledge in the context of everyday technologies.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"42 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116310870","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: 1
An Incremental Mindset Intervention Increases Effort During Programming Activities but Not Performance 增量思维干预在编程活动中增加了努力,而不是性能
ACM Transactions on Computing Education (TOCE) Pub Date : 2020-02-06 DOI: 10.1145/3377427
Jakeline G. Celis Rangel, Melissa King, Kasia Muldner
{"title":"An Incremental Mindset Intervention Increases Effort During Programming Activities but Not Performance","authors":"Jakeline G. Celis Rangel, Melissa King, Kasia Muldner","doi":"10.1145/3377427","DOIUrl":"https://doi.org/10.1145/3377427","url":null,"abstract":"Learning to program requires perseverance, practice, and the mindset that programming skills are improved through these activities (i.e., that everyone has the potential to become good at programming). In contrast to an entity mindset, individuals with an incremental mindset believe that ability is malleable and can be improved with effort. Prior research shows that an incremental mindset can be promoted through interventions and that, as a result, individuals report increased belief in the value of effort. Although this is encouraging, the majority of research targets a general mindset, and so little work exists exploring the effect of this construct in the programming domain. The present study (N = 47) used a programming activity to test the effect of an incremental mindset intervention on participants’ beliefs, effort, programming behaviors, and performance in an experimental study. The intervention was successful. Compared to the control group, the experimental group shifted significantly more toward an incremental mindset, which resulted in beneficial behaviors related to effort, namely higher time on task and more program creation and modification actions. These positive behaviors, however, did not translate to improvements in programming performance. We speculate the reason for this latter finding may be related to the need for additional domain-based support.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132408796","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: 8
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信