2021 IEEE Frontiers in Education Conference (FIE)最新文献

{"title":"The Effect of Assignment Scaffolding on Engineering Judgement","authors":"Jessica Swenson, A. Johnson, J. Toftegaard","doi":"10.1109/FIE49875.2021.9637166","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637166","url":null,"abstract":"This full research-to-practice paper examines the interaction between scaffolding and student thinking on an open-ended problem. The well-defined textbook problems typically assigned as engineering homework are very different from the ill-defined problems professional engineers solve in the workplace. These open-ended, ill-structured problems require professional engineers to employ engineering judgement. Our research team has been investigating how undergraduate engineering students make these judgements when given the opportunity through open-ended problems during their engineering science courses. This study examines how the problem scaffolding, or the design and structure of the homework problem, influences how students engage in engineering judgement while solving ill-defined and open-ended problems. Our results detail how scaffolding supported predictable behaviors, but also resulted in unpredictable engagement in engineering judgement. This unpredictable engagement can then be more explicitly scaffolded in the future to ensure that all students gain this experience.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115299636","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":"An Inventory of Goals from CS1 Programs Processing a Data Series","authors":"C. Izu, Violetta Lonati, Anna Morpurgo, Mario E. Sánchez","doi":"10.1109/FIE49875.2021.9637360","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637360","url":null,"abstract":"This Research Full Paper presents a study of programming strategies to manipulate data series presented in a range of CS1 courses. We collected and analyzed programs from multiple institutions in different countries, covering a range of programming languages (Python, Java, Go, and C). We started from a list of core strategies (that is, strategies that process the series as a whole, e.g., goals/plans for counting, linear search, etc.) drawn from the literature. We then expanded and refined the list, based on the analysis of the collected programs. We used a mixed method: we first analyzed the programs qualitatively to identify the recurring goals; then we conducted a quantitative analysis of the frequencies of goals. The result of the qualitative analysis is a data-driven list of basic goals that are required in order to cover the input, storage, and processing of data series, independently of the chosen programming language. The list has 13 well-separated goals (no goal in the list is a sub-goal of another one) that share a similar structure and the same level of abstraction. The quantitative analysis shows that the category of core goals is, not surprisingly, the most frequent one; around half of the programs contain a core goal, with total, count, and linear search being the most recurrent ones. Besides them, goals related to input and storage play a significant role as well: taken together, they occur with a frequency similar to that of core goals. The list of goals, if used to select or design practical exercises and teaching materials, can be a valid reference for CS1 instructors who want to foster the acquisition of strategic knowledge by their students. Implication for teaching and learning are discussed.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"06 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115628878","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":"Research Experiences for Teachers in Machine Learning","authors":"Kristen Jaskie, Jean S. Larson, Milton Johnson, Kathy Turner, M. O'Donnell, J. Christen, Sunil Rao, A. Spanias","doi":"10.1109/FIE49875.2021.9637132","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637132","url":null,"abstract":"Machine learning and Artificial Intelligence (AI) are national priority areas for research, education and workforce development. This work in progress paper describes a Research Experiences for Teachers program in sensors and machine learning launched in the summer of 2020. Motivated by national AI workforce needs, we designed a program that engaged high school teachers from STEM fields in machine learning research. In 2020, the program focused on AI algorithms for solar energy systems. Because of the COVID-19 conditions, the research experience was virtual and ran with a smaller teacher group than originally planned. The program included development of training content, algorithm and software training, research in solar energy monitoring, development of research reports and lesson plans, research presentations, and assessment. The assessment of the program included surveys, interviews, presentation observations, and follow-up in high school content delivery.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115644934","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":"Exploring the Impact of Non-conventional Gamification Elements on Student Motivation and Engagement","authors":"D. Dicheva, Christo Dichev, L. Cassel, Breonte Guy, Keith Irwin","doi":"10.1109/FIE49875.2021.9637199","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637199","url":null,"abstract":"This Full Paper in the Research-to-Practice track builds on research in gamification of instruction. A primary objective of gamifying learning is to encourage and sustain students' engagement in activities by making them more gamelike. However, it is still unclear what structures borrowed from games could afford such a “game-like” experience and in what contexts. Embedding classmates' duels in learning settings seems a promising gamification strategy for exploration due to its potential of increasing motivation and engagement through a “game-like” experience. Similar effects are expected from using virtual currency, another design element popular in video games. Accordingly, the goal of this study is to empirically investigate whether the incorporation of dueling leads to increased interest in out-of-class practicing. In addition, we were interested in investigating to what an extent adding virtual currency can boost students' interest in dueling. An introductory class in Python programming served as the experimental environment. Unlike most studies in which the control group works in a non-gamified condition and the experimental group works in a gamified condition, this experiment uses a different approach. We investigated the impact on learners' engagement of adding duels to an ongoing gamified activity. Engagement indicators were measured and logged throughout the semester while student motivation was examined through surveys. The opportunity to challenge classmates appeared after the first exam (around one-third of the semester) and continued for the remaining two thirds of the class time. Thus, the same students in the new condition served as the experimental group. After the third exam, we added virtual currency. Students were able to earn virtual currency by issuing and responding to duel requests as well as by doing extra practice. This had a noticeable effect on the use of dueling. The empirical results of the study show that overall, for this group of students, adding duels alone had no positive effect on students' engagement with the gamified practicing system. However, evidence from the survey suggests that the studied combination of gamification elements (points, badges, leaderboard, avatars, duels, and virtual currency) did increase student intrinsic motivation.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123119803","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":"Converting an Undergrad-Lab to an Interactive E-Learning Experience That Enables Student Teamwork","authors":"F. Keil, David Riehl, K. Hofmann","doi":"10.1109/FIE49875.2021.9637206","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637206","url":null,"abstract":"This Innovative Practice Work in Progress Paper presents a comprehensive approach to convert an undergrad hands-on electronics lab to an e-learning experience. Special care was taken to make the format interactive as well as to encourage teamwork between students. The conversion was made to conform with the social distancing measures implemented as a response to the COVID-19 pandemic. Instead of relying on pre-recorded lessons, the lab was offered through live video sessions. Multiple cameras were used to make it easy for students to follow the instructor performing the experiment. Students worked together in teams they had chosen at the beginning of the semester throughout the entire course, giving team members the opportunity to get to know each other or strengthen existing bonds. During the live sessions, the teams were repeatedly sent to breakout rooms to discuss and vote on questions related to the execution of the experiments and the measurement results. The votes, which were carried out using the Moodle learning management system (LMS), were then discussed in the plenary, and the course of the experiment was adjusted accordingly. Using data of student participation from the LMS and the results of a detailed survey, the success of the implemented measures can be proven empirically. 88.2 % of students found that the interactive elements helped them to stay concentrated during the live sessions. 79.6 % agreed that the breakout rooms improved cooperation within their team and 72.8 % plan to stay in touch with their team members.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"166 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124370652","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 Method for Evaluating a Computing Program's Continuous Improvement Plan","authors":"A. Azzouni, Jennifer Parham-Mocello","doi":"10.1109/FIE49875.2021.9637369","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637369","url":null,"abstract":"In today's competitive academic environment, academic computing programs must continuously improve, and for accredited programs, establishing and documenting a continuous improvement (CI) plan is a main requirement for accreditation. While many academic computing programs strive to implement a comprehensive CI plan that addresses all angles of the process, which we call 360-CI, they rarely do. One of the reasons for this deficiency is the ambiguity of what comprehensive CI (or 360-CI) is. From the literature, we identify 8 components of CI that should be addressed in every academic computing program's CI plan. These components include Administration, Curriculum, Course, Faculty, Research, Academic Advising, Facilities, and Support Staff. Each CI component is not addressed equally in the literature. The most emphasis is on Curriculum, Course, and Faculty, while the others receive much less attention. In this paper, we introduce an “ideal” 360-CI model utilizing all 8 CI components, and we use the 360-CI model to develop a method for scoring the comprehensiveness of an academic computing program's CI plan. To evaluate this method, we conducted a series of 21 semi-structured interviews and followup questionnaires with administrators and faculty in a large electrical engineering and computer science program. The results are consistent with the literature showing the most emphasis on Curriculum, Course, and Faculty CI and the least emphasis on Advising, Facilities, and Support Staff CI. Based on the results from this research, we propose potential approaches to help academic computing programs establish and maintain a CI plan that maximizes their CI score.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127133690","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":"Educational Robotics Applied to Computational Thinking Development: A Systematic Mapping Study","authors":"Isabelle M. L. Souza, W. Andrade, Lívia M. R. Sampaio","doi":"10.1109/FIE49875.2021.9637185","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637185","url":null,"abstract":"Educational Robotics (ER) is a tool that can favor teamwork, stimulate creativity, and the ability to solve students' problems through the process of assembling and programming robots. In this sense, ER has been used to improve educational practices. There are several initiatives that seek to stimulate Computational Thinking (CT) to stand out. Although ER being used to develop CT, there are still no guidelines based on scientific studies that support this use. The objective of this Research Full Paper is to identify: a) the main pedagogical approaches are applied in classes with ER focused on developing students' CT; b) the central difficulties are encountered in classes with ER focused on developing students' CT; c) the CT skills are presents in classes with ER focused on developing students' CT; d) the instruments are used to assess students' CT during classes with ER; e) the students' profile who participated in classes with ER focused o on developing students' CT; f) the educational robotics technologies are adopted in classes focused on developing students' CT. To achieve these goals, we planned and carried out systematic mapping of the literature. The results show that, through ER, CT is approached through the teaching of programming languages in a collaborative way in Early Childhood and High School. The most CT skills observed are related to programming, such as sequencing, algorithm, loop, generalization, decomposition, and debugging. The main instruments for assessing students are tests, and the most significant difficulty is the limitation of class hours. Finally, LEGO® is the most used technology in class.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124830948","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":"Understanding Career Identity Development and Preparedness of Freshmen Students to Leverage Convergence in Engineering Education","authors":"V. García, D. Golding, Irma Torres-Catanach, Crystal Cholewa, H. Geller, Gilbert Moreno, P. Golding","doi":"10.1109/FIE49875.2021.9637333","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637333","url":null,"abstract":"This Work in Progress paper reports on the intervention strategies formulated to leverage the career identity development and academic preparedness of freshmen students enrolled in introductory engineering classes at a Hispanic Serving Institution. The interventions were implemented by a newly initiated university program called ‘Yes SHE Can,’ which aims to develop new engagement techniques, mentoring approaches, professional development opportunities, and career pathways for underrepresented minority student groups in STEM academic programs, especially Hispanic female students. The main intervention activity consisted of incorporating the Mentorship Community of the Yes SHE Can program into an online education platform called “EduGuide.” Thirty-two trained mentors coached 53 freshmen students enrolled in two introductory engineering classes during the fall of 2020. Surveys and questionnaires were distributed to the freshmen students to collect information. The strategies implemented to influence career identity development and academic preparedness of freshmen students are elaborated and preliminary insights from the information collected through online surveys and observations are shared.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125116675","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 Systematic Literature Review on Teaching Programming to People with Cognitive Disabilities","authors":"Elaine Cristina Juvino De Araújo, W. Andrade","doi":"10.1109/FIE49875.2021.9637361","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637361","url":null,"abstract":"This Research Full Paper presents a Systematic Literature Review (SLR) that analyzes scientific studies based on teaching programming to people with cognitive disabilities. Teaching programming is naturally challenging, especially when faced with students with different learning levels, including cognitive impairment. Due to the lack of a panorama that contemplates the association between teaching programming and people with cognitive disabilities, we present this SLR to identify which initiatives are available to teach people with cognitive disabilities to programming. This SLR followed the protocol model of a systematic review adapted to cover specific requirements for planning, executing, and presenting results. There are some initiatives to include students with some cognitive impairment found in the literature. However, there are still gaps to explore. The main question answered by this research is to identify what are the efforts and contributions to teaching people with cognitive disabilities to program, looking for related papers in the Springerlink, ACM, and IEEE databases.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125897202","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":"PACT: A Citizen Science Project for Computing Education","authors":"Braz Araujo da Silva, S. Cavalheiro, Luciana Foss, A. Pernas, A. Garcez","doi":"10.1109/FIE49875.2021.9637147","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637147","url":null,"abstract":"This innovative practice full paper proposes a model for centralizing, categorizing and organizing Computational Thinking resources and knowledge. The term “Computational Thinking” usually refers to problem solving skills related to Computer Science. Yet, there is neither: a consensual definition of what exactly is this term about; nor which skills are involved. Even under these conditions, several studies are conducted regarding this theme around the world, as well as informal activities applied by non-researchers enthusiasts. Thus, a model to reunite both, academic and non-scientific community, around the Computational Thinking is proposed: the Partnership for Advancing Computational Thinking, PACT. On one hand it is an effort to guide convergence in the literature, leading to more standardized definitions and spotting similarities or disagreements between authors. And on the other hand, it is a platform for sharing resources and experiences between the communities, an initiative to bring the model of research with public participation (Citizen Science) to education. An expandable ontology that is able to consider the perspective of multiple authors over the subjects is used to implement the model. Three different author views and resources are instantiated to illustrate the range, expressiveness and operation of the ontology. It is revealed able to model author views from previous models, frameworks and even discursive texts, as well as linking resources of different natures by their purpose and subjects approached.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122671908","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}