Proceedings of the eleventh annual International Conference on International Computing Education Research最新文献

Adaptive Parsons Problems with Discourse Rules 基于话语规则的自适应帕森斯问题

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-08-09 DOI: 10.1145/2787622.2787740

Barbara Ericson

引用次数: 2

Characterizing Graduateness in Computing Education 计算机教育研究生的特征

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787739

S. Dziallas

引用次数: 3

Session details: Doctoral Consortium 会议详情:博士联盟

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/3253905

M. Guzdial

引用次数: 0

The Effects of Procrastination Interventions on Programming Project Success 拖延干预对编程项目成功的影响

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787730

Joshua Martin, S. Edwards, C. Shaffer

{"title":"The Effects of Procrastination Interventions on Programming Project Success","authors":"Joshua Martin, S. Edwards, C. Shaffer","doi":"10.1145/2787622.2787730","DOIUrl":"https://doi.org/10.1145/2787622.2787730","url":null,"abstract":"In computer science, procrastination and related problems with managing programming projects are viewed as primary causes of student attrition. Unfortunately, the most successful techniques for reducing procrastination (such as courses in study skills) are resource-intensive and do not scale to large classrooms. In this paper, we describe three course interventions that are designed to be scalable for large classrooms and require few resources to implement. Reflective writing assignments require students to consciously consider how their time management choices impact their classroom performance. Schedule sheets force students to actively plan out the time required to solve a programming project. Email alerts inform students of their progress relative to their peers as they work on an assignment, and suggest ways to improve behavior if their progress is found to be unsatisfactory. We implemented these interventions in a junior-level data structures course and analyzed data from 330 students over two semesters. Separate analyses of reflective writing responses, schedule sheet contents, and e-mail alert contents are discussed, along with student opinions about the value and effectiveness of each treatment. We found a statistically significant relationship between the time when work is completed and its quality, with late work being of lower quality. We found that one of the three interventions had a statistically significant effect on reducing late work: e-mail alerts sent to students to make them more aware of how they were doing with respect to expectations were associated with both a reduction in assignments completed late, and an increase in assignments completed at least one day early. This result was found despite the fact that students reported subjectively that e-mail alerts were of marginal utility.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122544799","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: 38

Boys' Needlework: Understanding Gendered and Indigenous Perspectives on Computing and Crafting with Electronic Textiles 男孩的针线活:理解电子纺织品计算和工艺的性别和本土视角

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787724

Kristin A. Searle, Y. Kafai

{"title":"Boys' Needlework: Understanding Gendered and Indigenous Perspectives on Computing and Crafting with Electronic Textiles","authors":"Kristin A. Searle, Y. Kafai","doi":"10.1145/2787622.2787724","DOIUrl":"https://doi.org/10.1145/2787622.2787724","url":null,"abstract":"We draw attention to the intersection of race/ethnicity and gender in computing education by examining the experiences of ten American Indian boys (12-14 years old) who participated in introductory computing activities with electronic textiles. To date, the use of electronic textiles (e-textiles) materials in introductory computing activities have been shown to be particularly appealing to girls and women because they combine craft, circuitry, and computing. We hypothesized that e-textiles would be appealing to American Indian boys because of a strong community-based craft tradition linked to heritage cultural practices. In order to understand boys' perspectives on learning computing through making culturally-relevant e-textiles artifacts, we analyzed boys' completed artifacts as documented in photographs and code screenshots, their design practices as documented in daily field notes and video logs of classroom sessions, and their reflections from interviews guided by the following research questions: (1) How did American Indian boys initially engage with e-textiles materials? (2) How did boys? computational perspectives develop through the process of making and programming their own e-textiles artifacts? Our findings highlight the importance of connecting to larger community value systems as a context for doing computing, the importance of allowing space for youth to make decisions within the constraints of the design task, and the value of tangible e-textiles artifacts in providing linkages between home and school spaces. We connect our work to other efforts to engage racial and ethnic minority students in computing and discuss the implications of our work for computer science educators designing computing curricula for increasingly diverse groups of students, especially as pertains to the emerging field of culturally responsive computing.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"22 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127561972","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: 72

A Competence Graph to Derive Individual Learning Paths 用能力图推导个人学习路径

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787753

Daniela Zehetmeier

引用次数: 0

Integrating Intelligent Feedback into Block Programming Environments 将智能反馈集成到块编程环境中

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787748

T. Price

引用次数: 2

How Equity and Inequity Can Emerge in Pair Programming 结对编程中的公平和不公平是如何出现的

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787716

Colleen M. Lewis, Niral Shah

引用次数: 104

Computer Science Is Different!: Educational Psychology Experiments Do Not Reliably Replicate in Programming Domain 计算机科学是不同的!教育心理学实验在编程领域不能可靠地复制

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787744

Briana B. Morrison

引用次数: 10

Exploring Machine Learning Methods to Automatically Identify Students in Need of Assistance 探索机器学习方法自动识别需要帮助的学生

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787717

A. Ahadi, R. Lister, H. Haapala, Arto Vihavainen

{"title":"Exploring Machine Learning Methods to Automatically Identify Students in Need of Assistance","authors":"A. Ahadi, R. Lister, H. Haapala, Arto Vihavainen","doi":"10.1145/2787622.2787717","DOIUrl":"https://doi.org/10.1145/2787622.2787717","url":null,"abstract":"Methods for automatically identifying students in need of assistance have been studied for decades. Initially, the work was based on somewhat static factors such as students' educational background and results from various questionnaires, while more recently, constantly accumulating data such as progress with course assignments and behavior in lectures has gained attention. We contribute to this work with results on early detection of students in need of assistance, and provide a starting point for using machine learning techniques on naturally accumulating programming process data. When combining source code snapshot data that is recorded from students' programming process with machine learning methods, we are able to detect high- and low-performing students with high accuracy already after the very first week of an introductory programming course. Comparison of our results to the prominent methods for predicting students' performance using source code snapshot data is also provided. This early information on students' performance is beneficial from multiple viewpoints. Instructors can target their guidance to struggling students early on, and provide more challenging assignments for high-performing students. Moreover, students that perform poorly in the introductory programming course, but who nevertheless pass, can be monitored more closely in their future studies.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125871169","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: 197