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

{"title":"Disparity Between Textbook Examples and What Young Students Find Interesting","authors":"Bowen Hui, Parsa Rajabi, Angie Pinchbeck","doi":"10.1109/FIE49875.2021.9637145","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637145","url":null,"abstract":"To keep young students engaged in computer science, it is crucial to develop teaching material that they find interesting and relevant. Unfortunately, standard CS1 textbooks typically use examples that are uninspiring or inaccessible to young people. To better understand the disparity between textbook examples and student interests, we analyzed a collection of CS1 textbooks and compared the resulting topics to those elicited from young students via focus groups. We found 47% of textbook topics (out of 53 topics from 910 code examples) did not overlap with any topic mentioned by our participants. Conversely, among the topics elicited from the participants, we found 29% of these topics (out of 24 topics from 1936 items) missing from textbooks. To measure the overlap between these two data samples, we computed the Bhattacharyya coefficient and obtained 0.4452 indicating a strong difference between the two sets. These results lead us to advocate for changes in the teaching materials in order to make them more engaging for young students.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"214 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":"116473344","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":"Descriptive Analytics Dashboard for an Inclusive Learning Environment","authors":"Vladimir Costas-Jauregui, S. Oyelere, Bernardo Caussin-Torrez, Gabriel Barros-Gavilanes, F. J. Agbo, Tapani Toivonen, Regina Motz, Juan-Bernardo Tenesaca","doi":"10.1109/FIE49875.2021.9637388","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637388","url":null,"abstract":"The educational community continuously seeks ways to improve the learner-centered learning process through new approaches like Learning analytics and its dashboard, which is helpful to enhance the teaching and the learning process. It involves a process whose final goal is presenting results to support decision-making about improving the learning process. However, a descriptive Learning analytics interface for analyzing learning data of students, including the disadvantaged, where to view and interpret learners' historical data is -in general- missing in this research domain. Hence, more research is still required to establish the philosophy of learning analytics on inclusion with an interface for the stakeholders to understand learning and teaching in an inclusive learning environment. This paper fills this gap by providing an inclusive educational learning analytics dashboard to support teachers and students. This study aimed to present a learning analytics implementation in the context of a smart ecosystem for learning and inclusion. We gave the inclusive educational needs and discussed the workflow followed during the descriptive learning analytics dashboard development. Therefore, the study improved existing learning analytics dashboards with a descriptive approach and inclusiveness of students with disabilities. Owing to the software development nature of this study, agile methodology based on five stages was applied: requirement elicitation; data gathering; design and prototyping; implementation; and testing and integration. We performed an initial evaluation, which indicated that the dashboard is suitable for understanding teachers' and students' needs and expectations. Besides, the visualization of inclusive learning characteristics improves engagement and attainment of learning goals.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"139 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":"121538108","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":"Source Code Plagiarism Detection in an Educational Context: A Literature Mapping","authors":"Rodrigo Aniceto, M. Holanda, C. Castanho, Dilma Da Silva","doi":"10.1109/FIE49875.2021.9637155","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637155","url":null,"abstract":"Detection of plagiarism in students' source codes in college-level programming courses is an important topic for instructors and institutions that seek to pursue project-based learning while enforcing honor codes and maintaining traditional grade-based skill assessment methods. There are different approaches for plagiarism detection currently being researched. This paper aims to answer the question: What does the literature report on source code plagiarism detection in university settings? To answer that, we used a systematic mapping process of recent literature. We selected 109 papers published between 2015 and 2020 that deal with this subject specifically in an educational context. We found that this research area is currently expanding and being studied worldwide. There were papers from 37 different countries, and the number of publications per year has been increasing since 2017. The most targeted programming languages are Java, C++, C, and Python. The most studied plagiarism detection tools are MOSS, JPlag, SIM, Plaggie, and Sherlock. Our study also identified new methodologies created to tackle this problem, such as the analysis of students' typing patterns or their coding style. We noticed that the proposed solutions are mainly based on static source code analysis instead of following the development process. This paper describes our findings.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"5 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":"124502659","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":"Keeping Curriculum Relevant: Identifying Longitudinal Shifts in Computer Science Topics through Analysis of Q&A Communities","authors":"Habib Karbasian, A. Johri","doi":"10.1109/FIE49875.2021.9637144","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637144","url":null,"abstract":"Keeping up with new knowledge being produced in computing related domains is a difficult task given the pace of change in the field. Specifically, in domains that are undergoing a lot of innovation, such as Data Science or Artificial Intelligence, updating curricula is not easy. Yet, there is a need to be cognizant of new topics in order to create and update curricula and keep it relevant. In this paper we present an innovative approach to help educators keep a better track of changes in a domain and be able to map their curricula objectives to emerging topics and technologies. We leverage Q&A sites, Reddit and StackExchange, which provide a useful online platform for sharing of information and thereby generate a valuable corpus of knowledge. We use Data Science as a case study for our work and through a longitudinal analysis of these sites we identify popular topics and how they have changed over time. We believe innovations such as these are essential for improving computer science education and for bridging the workplace-school divide in teaching of newer topics. Our unique and innovative approach can be applied to other CS topics as well.","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":"126328769","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 Association between Self-Regulation of Learning and Programming Learning: A Multinational Investigation","authors":"Leonardo Silva, A. Mendes, A. Gomes, Gabriel Fortes Cavalcanti de Macêdo, C. Lam, Calana Chan","doi":"10.1109/FIE49875.2021.9637438","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637438","url":null,"abstract":"This Research Full Paper presents a collection of evidences about the association between self-regulation variables and programming learning. Researchers have been investigating this thematic and despite the apparent benefits, it is necessary to summarize the published evidence and provide a new collection of them, which this study seeks to contribute. An observational investigation was performed in two countries with fifty-nine students, who had their SRL and programming learning metrics collected and correlated. Moreover, a systematic literature review was also conducted, and the existing evidence summarized. The results support an association between metacognitive and motivational regulatory strategies with programming learning but do not support for cognitive strategies. Our analysis shows a need for more studies to provide a solid body of knowledge on this thematic.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"11 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":"126366545","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":"Encourage students to apply their knowledge and think “out of the box” while collaborating with local industry - Case Study Industrial Seminar","authors":"C. I. Sedano, Timo Vasankari","doi":"10.1109/FIE49875.2021.9637449","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637449","url":null,"abstract":"Our societies require talented engineers, who are trained in different engineering fields. Simultaneously these students should have the ability to collaborate and work with people of different disciplines and be able to look for innovation. Engineering programs have been developing different approaches to enhance these required skills, for example through capstones and hackathons. Capstones projects, which are often several months long, aim to prepare students for the transition from school to work. Frequently, these projects are designed to serve companies or startups. Hackathon events are intense and short sessions where students solve a challenge in short periods of time, often between 24 to 36 hours. However, it is needed an approach that exposes students, of different disciplines, to a wider number of industries with a more collaborative approach. We need interventions in which students can experience how their knowledge contributes to the innovation and visions of different stakeholders. Furthermore, these learning interventions, where we promote a collaborative experience among the participants where everybody learns from everybody, should require less time than with capstones or hackathons. The University of Turku developed the Industrial Seminar on Future Technologies course for master and phd advanced students, where we address: multidisciplinarity, collaboration, connection with engineering industry and innovation. Students in this course are exposed to challenges and visions of different companies in diverse domains, e.g. biotechnology, metal industry, maritime. Each seminar session focuses on one company, and we work together to address the session's aim in at most four hours. For each session participants have a pre-assignment, which is aligned to the objective of the session, and a post-assignment that focuses on the session's reflection. An important aspect to make each session successful is the preparation of the session with the local company. Hence this course addresses different objectives: (i) Expose students to industry, (ii) Students gain awareness of how their knowledge is relevant for different industry challenges and visions, (iii) Collaboration between session participants (from different backgrounds and from the guest company), (iv) Possibility to innovate (“think out of the box”), (v) University of Turku builds bridges with the local industry, as together with each guest company we go through a process of “sharpening” the company's challenge or vision for this particular seminar session. In this paper we analyze this course with its outcomes, utilizing the final results of each session, and the feedback from students and industry representatives.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"45 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":"121905592","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 Tool Supported Approach for Teaching Serious Game Learning Analytics","authors":"V. M. Pérez-Colado, I. Pérez-Colado, Manuel Freire-Morán, I. Martínez-Ortiz, Baltasar Fernandez-Manjon","doi":"10.1109/FIE49875.2021.9637062","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637062","url":null,"abstract":"This is an Innovative Practice Full Paper. Serious Game learning analytics can provide insight to improve both the learning process and the lifecycle of games. Due to the complexity and diversity of topics involved, from game design to implementation to tracing the user, teaching game learning analytics to engineering students is challenging. We have created a teaching approach built on an integrated set of tools to minimize the boilerplate setup and configuration typically required when building game learning analytics from disparate modules. Our approach relies on the combination of an authoring environment that eases the creation of adventure and location-based games, a standards-based interaction tracker, and a cloud-based analytics framework. In this environment, students can design and implement serious games with associated analytics models from the very beginning, allowing them to experiment from early on with analytics to improve their games' lifecycles. We have piloted this approach in two university courses for two years, where students prototyped serious games and then used analytics to understand how their users interacted with their games. The use of analytics helped our students to reflect on and refine their designs. While our approach can be applied with any tools, our authoring environment and analytics tools are available as open-source projects to facilitate development, prototyping, or testing of games with analytics.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"64 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":"129961836","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 Approach to Developing Competency Models for Programming Courses","authors":"Ryan Delane, S. Haynes","doi":"10.1109/FIE49875.2021.9637348","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637348","url":null,"abstract":"This work-in-progress paper is focused on the area of innovative practice in computing education. Existing research has found that many students who graduate from software development and computer science programs do so without acquiring all the necessary skills to become an effective professional developer. This paper advocates for implementation of competency-based education to address this competency gap. It does so by presenting a set of methods for developing competency models in practice to assist in the implementation of competency-based education. By providing educators with these recommendations, we hope to offer some tools to help provide students a more effective education and better prepare them for their futures.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"1 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":"130057293","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":"First-Year Engineering Students' Reflections: Plans and Actions for Meeting Course Learning Objectives","authors":"Kayla Ney, H. Diefes‐Dux","doi":"10.1109/FIE49875.2021.9637379","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637379","url":null,"abstract":"In this Research Category Full Paper, weekly structured reflections were given to students as a means to engage them in planning and acting to improve their learning. First-year engineering students struggle to self-regulate their study habits. The intention was to investigate students' planning and follow-through of different study strategies to gain a better understanding of how students formulate their study plans. This study was conducted in one section (n=114) of a first-year computer tools and problem-solving course. Students were given weekly structured reflections about the learning strategies they used to complete problem sets. The results showed that students overestimated the number of study strategies they planned to use. Frequently completed strategies were less time-intensive, while less frequently completed strategies were more time intensive and involved more deep-thinking. These findings can help inform instructors on how to support student learning and self-regulation.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"6 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":"131549381","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 Virtual Community of Practice for Enhanced Teaching and Convergence to Strengthen Student Learning, Engagement, and Inclusion","authors":"T. Hammond, Randy M. Brooks, Shawna L. Thomas, Charles W. Peak, P. Wade, Charles W. Patrick, S. Ray, Paul Taele","doi":"10.1109/FIE49875.2021.9637477","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637477","url":null,"abstract":"With the onset of the COVID-19 pandemic, faculty are suddenly thrown into a world where they have to teach virtually, forcing them to innovate in their teaching practice without the ability to “chat with their colleagues” next door. Additionally, many faculty do not know how to create an inclusive classroom, which is crucial for students who have also lost their learning community and support structure. Many faculty are afraid to include issues of inclusion and diversity, feeling ill equipped and unsupported. As tensions rise across the US, there is a critical need for engineering students to be able to discuss issues involving inclusion in the classroom as well as apply their abilities as engineers to make a significant impact (both positively or negatively) on inclusion through their applications and innovations. Without the proper support for the faculty to innovate and foster inclusive classrooms, millions of students will suffer in their education. Additionally, without a trusting support group, most engineering faculty would not choose to assume the risk. In response, we developed a community of practice with six teaching fellows who shared, watched, commented on, and emulated each other's classroom recordings. The teaching fellows learned a significant amount from each other, courageously implemented activities focused on inclusion and awareness in their classrooms, observed greater awareness among their students on inclusion issues, and were able to mentor faculty and publish about the data driven best practices that they completed.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"48 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":"131073839","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}