Proceedings of the eleventh annual International Conference on International Computing Education Research最新文献_第5页

Analysis of Interactive Features Designed to Enhance Learning in an Ebook 互动功能的分析，旨在提高学习的电子书

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787731

Barbara Ericson, M. Guzdial, Briana B. Morrison

{"title":"Analysis of Interactive Features Designed to Enhance Learning in an Ebook","authors":"Barbara Ericson, M. Guzdial, Briana B. Morrison","doi":"10.1145/2787622.2787731","DOIUrl":"https://doi.org/10.1145/2787622.2787731","url":null,"abstract":"Educational psychology findings indicate that active processing (such as self-testing) is more effective for learning than passive reading or even rereading. Electronic books (ebooks) can include much more than static pictures and text. Ebooks can promote better learning by increasing the reader's interaction with the material through multi-modal learning supports, worked examples, and low cognitive load practice activities. For example, multiple choice questions with immediate feedback can help identify misconceptions and gaps in knowledge. Parsons problems, which are mixed up code segments that have to be put in the correct order, require learners to think about the order of the statements in a solution without having to worry about syntax errors. Our research group has been applying concepts from educational psychology to make learning from ebooks more effective and efficient. This paper reports on an observational study and log file analysis on the use of an ebook that incorporates interactive activities. We provide evidence that learners engaged in the interactive activities, but used some types of activities more than others. We also found evidence that learners encountered some \"desirable difficulties\" which can improve learning. This descriptive study informs a research agenda to improve the quality of instruction in computing education.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"45 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":"114575081","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: 98

Scaling up Women in Computing Initiatives: What Can We Learn from a Public Policy Perspective? 扩大女性在计算机领域的影响力:从公共政策的角度我们能学到什么?

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787725

E. Patitsas, Michelle Craig, S. Easterbrook

引用次数: 10

Leveraging Narrative Interactivity to Foster Computer Science Identities 利用叙事互动性培养计算机科学身份

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787734

Philip Sheridan Buffum

引用次数: 2

Session details: Papers: Social and Cultural Dynamics 会议细节:论文:社会和文化动态

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/3253897

S. Fincher

引用次数: 0

Does Outreach Impact Choices of Major for Underrepresented Undergraduate Students? 外联会影响代表性不足的本科生的专业选择吗?

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787711

Monica Mcgill, Adrienne Decker, Amber Settle

{"title":"Does Outreach Impact Choices of Major for Underrepresented Undergraduate Students?","authors":"Monica Mcgill, Adrienne Decker, Amber Settle","doi":"10.1145/2787622.2787711","DOIUrl":"https://doi.org/10.1145/2787622.2787711","url":null,"abstract":"Over the last decade, there has been a concerted effort to bring more diverse voices to the technology field, with much of this being done through outreach activities to girls and boys. Unfortunately, data demonstrating the long-term impact of outreach activities remains rare. To contribute to knowledge on the longitudinal effect of outreach programs, we used a quantitative methodology that followed a descriptive design approach to explore the impact of participation in outreach activities on the choice of undergraduate major. Of those surveyed, 45.3% of the 770 respondents recalled participating in these activities. The results indicate that these activities had a more positive impact on Asians and more negative impact on Hispanics. Blacks/African Americans were more likely to voluntarily participate in outreach activities than Hispanics, and whites were more likely to feel that they were a welcome part of the group than non-whites. The results also may indicate that when outreach programs are available in earlier grades, they are not reaching non-white participants to the same extent as white participants.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"35 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":"129911428","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: 26

Session details: Papers: Cognition and Procrastination 会议细节:论文:认知和拖延

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/3253896

Q. Cutts

引用次数: 0

Comparing the Effectiveness of Online Learning Approaches on CS1 Learning Outcomes 比较在线学习方法对CS1学习效果的影响

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787709

M. Lee, Amy J. Ko

{"title":"Comparing the Effectiveness of Online Learning Approaches on CS1 Learning Outcomes","authors":"M. Lee, Amy J. Ko","doi":"10.1145/2787622.2787709","DOIUrl":"https://doi.org/10.1145/2787622.2787709","url":null,"abstract":"People are increasingly turning to online resources to learn to code. However, despite their prevalence, it is still unclear how successful these resources are at teaching CS1 programming concepts. Using a pretest-posttest study design, we measured the performance of 60 novices before and after they used one of the following, randomly assigned learning activities: 1) complete a Python course on a website called Codecademy, 2) play through and finish a debugging game called Gidget, or 3) use Gidget's puzzle designer to write programs from scratch. The pre- and post-test exams consisted of 24 multiple choice questions that were selected and validated based on data from 1,494 crowdsourced respondents. All 60 of our novices across the three conditions did poorly on the exams overall in both the pre-tests and post-tests (e.g., the best median post-test score was 50% correct). However, those completing the Codecademy course and those playing through the Gidget game showed over a 100% increase in correct answers when comparing their post-test exam scores to their pre-test exam scores. Those playing Gidget, however, achieved these same learning gains in half the time. This was in contrast to novices that used the puzzle designer, who did not show any measurable learning gains. All participants performed similarly within their own conditions, regardless of gender, age, or education. These findings suggest that discretionary online educational technologies can successfully teach novices introductory programming concepts (to a degree) within a few hours when explicitly guided by a curriculum.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"110 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":"131813612","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: 110

Aggregate Compilation Behavior: Findings and Implications from 27,698 Users 聚合编译行为:来自27,698个用户的发现和含义

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787718

Matthew C. Jadud, Brian Dorn

引用次数: 41

School/Work: Development of Computing Students' Professional Identity at University 学校/工作:大学计算机专业学生职业认同的发展

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787732

R. McCartney, Kate Sanders

引用次数: 19

Fourth Grade Students Reading Block-Based Programs: Predictions, Visual Cues, and Affordances 四年级学生阅读基于块的程序:预测，视觉提示和启示

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787729

Hilary A. Dwyer, Charlotte Hill, A. Hansen, Ashley Iveland, Diana Franklin, Danielle B. Harlow

{"title":"Fourth Grade Students Reading Block-Based Programs: Predictions, Visual Cues, and Affordances","authors":"Hilary A. Dwyer, Charlotte Hill, A. Hansen, Ashley Iveland, Diana Franklin, Danielle B. Harlow","doi":"10.1145/2787622.2787729","DOIUrl":"https://doi.org/10.1145/2787622.2787729","url":null,"abstract":"Visual block-based programming environments allow elementary school students to create their own programs in ways that are more accessible than in textual programming environments. These environments help students write code by removing syntax errors and reducing typing. Students create code by dragging, dropping, and snapping constructs together (e.g. blocks) that are organized by lists, colors, shape, images, etc. However, programming in visual block-based environments is not always simple; in fact, it can become complex quickly. In addition to elements that create code, the visual aspects of these environments provide readers information about what happens, when, and how. Here, we focus on how students used visual cues when reading programs in our block-based programming environment, LaPlaya, a variant of Scratch. Specifically we identified the visual cues students noticed and acted upon. These included not only those that were intended by designers (perceptible affordances), but also those that were not intended by designers (false affordances). Through a detailed content analysis of 13 focus groups with fourth graders we created an initial taxonomy of visual cues in our programming environment and explored how students used these cues to make predictions about provided code, and the types of affordances such cues offered students.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"1 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":"131120542","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: 15