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Proceedings of the 18th Koli Calling International Conference on Computing Education Research最新文献

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An Exploration of Grit in a CS1 Context CS1语境下的勇气探究
Proceedings of the 18th Koli Calling International Conference on Computing Education Research Pub Date : 2018-11-22 DOI: 10.1145/3279720.3279743
Nikki Sigurdson, Andrew Petersen
{"title":"An Exploration of Grit in a CS1 Context","authors":"Nikki Sigurdson, Andrew Petersen","doi":"10.1145/3279720.3279743","DOIUrl":"https://doi.org/10.1145/3279720.3279743","url":null,"abstract":"Grit, defined as long-term focus and perseverance, has been proposed as a distinct personality trait that can help to predict success and achievement in challenging endeavours. In this work, we explore the concept of grit in computer science (CS) contexts and whether it has potential value to contribute to predictions of success. To validate the use of the scale in a CS context, we issued Duckworth's 12-item grit scale to 597 CS1 students. We confirm, using a factor analysis, that the items in the scale largely load as expected to two factors. We also evaluate the use of grit as a predictor and find little correlation between overall grit score and final course mark. However, we see a weak correlation between one component of grit -- perseverance of effort -- and final mark. These results suggest that grit, as a construct, may not have the same predictive power in CS1 as in other contexts but that perseverance in the face of difficulty contributes to success in CS1 and is a target of interest for further study.","PeriodicalId":411873,"journal":{"name":"Proceedings of the 18th Koli Calling International Conference on Computing Education Research","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132219204","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
Analysis of Students' Peer Reviews to Crowdsourced Programming Assignments 学生对众包编程作业的同行评议分析
Proceedings of the 18th Koli Calling International Conference on Computing Education Research Pub Date : 2018-11-22 DOI: 10.1145/3279720.3279741
Nea Pirttinen, Vilma Kangas, Henrik Nygren, Juho Leinonen, Arto Hellas
{"title":"Analysis of Students' Peer Reviews to Crowdsourced Programming Assignments","authors":"Nea Pirttinen, Vilma Kangas, Henrik Nygren, Juho Leinonen, Arto Hellas","doi":"10.1145/3279720.3279741","DOIUrl":"https://doi.org/10.1145/3279720.3279741","url":null,"abstract":"We have used a tool called CrowdSorcerer that allows students to create programming assignments. The students are given a topic by a teacher, after which the students design a programming assignment: the assignment description, the code template, a model solution and a set of input-output -tests. The created assignments are peer reviewed by other students on the course. We study students' peer reviews to these student-generated assignments, focusing on examining the differences between novice and experienced programmers. We then analyze whether the exercises created by experienced programmers are rated better quality-wise than those created by novices. Additionally, we investigate the differences between novices and experienced programmers as peer reviewers: can novices review assignments as well as experienced programmers?","PeriodicalId":411873,"journal":{"name":"Proceedings of the 18th Koli Calling International Conference on Computing Education Research","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128247715","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
What Are They Thinking?: Eliciting Student Reasoning About Troublesome Concepts in Introductory Computer Science 他们在想什么?引导学生对计算机科学入门中棘手概念的推理
Proceedings of the 18th Koli Calling International Conference on Computing Education Research Pub Date : 2018-11-22 DOI: 10.1145/3279720.3279728
Cazembe Kennedy, Eileen T. Kraemer
{"title":"What Are They Thinking?: Eliciting Student Reasoning About Troublesome Concepts in Introductory Computer Science","authors":"Cazembe Kennedy, Eileen T. Kraemer","doi":"10.1145/3279720.3279728","DOIUrl":"https://doi.org/10.1145/3279720.3279728","url":null,"abstract":"Understanding student conceptions and identifying student misconceptions is an important precursor to developing high quality pedagogical materials and approaches. We conducted a pencil-and-paper survey consisting of a demographic questionnaire and 21 content-based questions with 106 students at the start of a second semester course for CS majors (i.e., CS2) at a large public U.S. university with a focus on engineering and science. We then selected the questions that appeared to be most problematic for students and several closely related questions and analyzed the student reasoning for each question and across questions with similar concepts. We found that students exhibited misconceptions related to pass by value versus pass by reference semantics, \"false sharing\" of variables of the same name in different scopes, and believing that global variables may not be accessed from the main function and/or that a global variable may be modified via a local variable of the same name (i.e., in the presence of variable shadowing). Potential explanations for these misconceptions include fragile knowledge, lack of attention to detail, over-attention to newly acquired knowledge, information foraging (abductive reasoning) in the presence of misleading contextual clues, and lack of exposure to the use of global variables beyond the specification of constants.","PeriodicalId":411873,"journal":{"name":"Proceedings of the 18th Koli Calling International Conference on Computing Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130596995","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: 20
Designing a Blended Course in Android App Development using 4C/ID 使用4C/ID设计Android应用开发混合课程
Proceedings of the 18th Koli Calling International Conference on Computing Education Research Pub Date : 2018-11-22 DOI: 10.1145/3279720.3279739
M. Marcellis, E. Barendsen, J. Merriënboer
{"title":"Designing a Blended Course in Android App Development using 4C/ID","authors":"M. Marcellis, E. Barendsen, J. Merriënboer","doi":"10.1145/3279720.3279739","DOIUrl":"https://doi.org/10.1145/3279720.3279739","url":null,"abstract":"Developing an Android app is a complex skill that is difficult for students to master because many constituent skills have to be processed simultaneously, which might cause a cognitive overload. Cognitive Load Theory (CLT) offers a framework to analyze and reduce the cognitive load, but the question is how to apply CLT in a systematic way during course design. The Four-Component Instructional Design (4C/ID) model incorporates CLT and offers additional instructional methods that improve learning. This paper reports on a case study applying 4C/ID to develop a blended course in Android app development. The following 4C/ID components were designed using the Ten Steps to Complex Learning (Ten Steps) approach: learning tasks, supportive information and procedural information. Each designed component or part thereof was categorized as face-to-face or online, for both lecturer and student, resulting in a blended learning design. The Ten Steps approach proved to be valuable in designing a blended course in Android app development. Our case study will be the starting point of further research.","PeriodicalId":411873,"journal":{"name":"Proceedings of the 18th Koli Calling International Conference on Computing Education Research","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128881383","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
An Application to Discover Cheating in Digital Exams 一个发现数字考试作弊的应用程序
Proceedings of the 18th Koli Calling International Conference on Computing Education Research Pub Date : 2018-11-22 DOI: 10.1145/3279720.3279740
Julia Opgen-Rhein, B. Küppers, U. Schroeder
{"title":"An Application to Discover Cheating in Digital Exams","authors":"Julia Opgen-Rhein, B. Küppers, U. Schroeder","doi":"10.1145/3279720.3279740","DOIUrl":"https://doi.org/10.1145/3279720.3279740","url":null,"abstract":"Cheating is a common problem for both, paper-based and electronic examinations. Therefore, it is desirable to be able to detect cheating reliably. Since it is not always possible to recognize a cheating attempt in situ, other ways to detect cheating have to be found. One way is to analyze the answers that students hand in to verify that a particular student is in fact the author of those answers. This can be done based on the assumption that students develop an individual style for answering certain types of assignments, which can be extracted using techniques of artificial intelligence and then compared to reference material for which the author is verified. This paper presents FLEXauth, an application which tackles this task for electronic programming exams with Machine Learning techniques and discusses the state of the art of author verification as well as first results and open research questions that have to be addressed for the further development of FLEXauth.","PeriodicalId":411873,"journal":{"name":"Proceedings of the 18th Koli Calling International Conference on Computing Education Research","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132751083","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: 16
On Supplementing Theoretical Computer Science Courses using E-Learning 利用E-Learning辅助计算机科学理论课程
Proceedings of the 18th Koli Calling International Conference on Computing Education Research Pub Date : 2018-11-22 DOI: 10.1145/3279720.3279734
Arno Wilhelm-Weidner, Nadine Bergner
{"title":"On Supplementing Theoretical Computer Science Courses using E-Learning","authors":"Arno Wilhelm-Weidner, Nadine Bergner","doi":"10.1145/3279720.3279734","DOIUrl":"https://doi.org/10.1145/3279720.3279734","url":null,"abstract":"Courses on Theoretical Computer Science often have to deal with a high amount of frustration and high failure rates. To find a possibility to counter this, interactive learning units for self-studying and self-testing using exercises were created in the learning management system Moodle. These learning units were offered as supplementary material in the winter term 2017/2018 and the summer term 2018 in courses at the german universities Technische Universität Berlin and RWTH Aachen. In this article, the studies, which evaluated the effects of this offer, are presented and their results are discussed. The results indicate that the learning units were helpful for the students concerning the course content as well as several motivational aspects.","PeriodicalId":411873,"journal":{"name":"Proceedings of the 18th Koli Calling International Conference on Computing Education Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133688066","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
Improving Assessment of Computational Thinking Through a Comprehensive Framework 通过综合框架改进计算思维评估
Proceedings of the 18th Koli Calling International Conference on Computing Education Research Pub Date : 2018-11-22 DOI: 10.1145/3279720.3279735
D. Basso, Ilenia Fronza, A. Colombi, C. Pahl
{"title":"Improving Assessment of Computational Thinking Through a Comprehensive Framework","authors":"D. Basso, Ilenia Fronza, A. Colombi, C. Pahl","doi":"10.1145/3279720.3279735","DOIUrl":"https://doi.org/10.1145/3279720.3279735","url":null,"abstract":"In recent years, Computational Thinking (CT) made its way into K-12 as a key set of 21st-century skills. However, the issue of assessing student's learning of CT remains a challenging one: it is indeed not clear how to achieve a comprehensive evaluation that is able to assess not only the technical and domain-specific skills, but also the domain-independent meta-skills of CT. Finding a solution to this issue is crucial, because assessment not only determines whether or not educational goals are being met, but also supports the design of a curriculum. Multiple forms of assessments have been proposed within the main perspective of programming skills, neglecting the possible generalization of CT training on other skills. In this work, we first review the existing approaches to CT assessment. Then, we discuss what non-technical skills (relational skills and cognitive life-skills) should be included in a comprehensive CT assessment framework. Moreover, we provide an indication of possible solutions to capitalize on the existing experiences in order to achieve a feasible integration of different types of assessment.","PeriodicalId":411873,"journal":{"name":"Proceedings of the 18th Koli Calling International Conference on Computing Education Research","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132524177","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: 18
Role of Live-coding in Learning Introductory Programming 实时编码在学习入门编程中的作用
Proceedings of the 18th Koli Calling International Conference on Computing Education Research Pub Date : 2018-11-22 DOI: 10.1145/3279720.3279725
Adalbert Gerald Soosai Raj, J. Patel, Richard Halverson, Erica Halverson
{"title":"Role of Live-coding in Learning Introductory Programming","authors":"Adalbert Gerald Soosai Raj, J. Patel, Richard Halverson, Erica Halverson","doi":"10.1145/3279720.3279725","DOIUrl":"https://doi.org/10.1145/3279720.3279725","url":null,"abstract":"Live-coding is an approach to teaching programming by writing actual code during class as part of the lectures. In a live-coding session, the instructor thinks aloud while writing code and the students are able to understand the process of programming by observing the thought processes of the instructor. In our study, we conducted a live-coding session to two groups of students as a part of a teaching intervention that was originally designed for studying the effects of using the native language for learning programming. We analyzed the student feedback data that was collected and found that many students have mentioned about the usefulness of live-coding for learning programming. We conducted a grounded theory analysis of the student feedback data to understand the value of live-coding for learning introductory programming. We found that live-coding (1) makes the process of programming easy to understand for novice programmers, (2) helps students learn the process of debugging, and (3) exposes students to good programming practices. We also found that students prefer to code along with the instructor during a live-coding session rather than being mere observers.","PeriodicalId":411873,"journal":{"name":"Proceedings of the 18th Koli Calling International Conference on Computing Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130191122","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: 39
Leveraging Curricular Activities to Foster Software Engineering Principles in Non-Vocational Schools 利用课程活动在非职业学校培养软件工程原理
Proceedings of the 18th Koli Calling International Conference on Computing Education Research Pub Date : 2018-11-22 DOI: 10.1145/3279720.3279745
Ilenia Fronza, C. Pahl
{"title":"Leveraging Curricular Activities to Foster Software Engineering Principles in Non-Vocational Schools","authors":"Ilenia Fronza, C. Pahl","doi":"10.1145/3279720.3279745","DOIUrl":"https://doi.org/10.1145/3279720.3279745","url":null,"abstract":"The challenge of End-User Software Engineering (EUSE) in non-vocational schools is understanding how to leverage existing curricular activities (that do not have software development as their main objective) to foster Software Engineering principles. In this work, we show how the creation of infographics and videos represents an opportunity to promote eXtreme Programming in non-vocational schools.","PeriodicalId":411873,"journal":{"name":"Proceedings of the 18th Koli Calling International Conference on Computing Education Research","volume":"62 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114099615","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: 0
Discovering Missing Stages in the Teaching of Algorithm Analysis: an APOS-based study 算法分析教学中缺失阶段的发现:基于apos的研究
Proceedings of the 18th Koli Calling International Conference on Computing Education Research Pub Date : 2018-11-22 DOI: 10.1145/3279720.3279738
Andrew Kay, Shun Ha Sylvia Wong
{"title":"Discovering Missing Stages in the Teaching of Algorithm Analysis: an APOS-based study","authors":"Andrew Kay, Shun Ha Sylvia Wong","doi":"10.1145/3279720.3279738","DOIUrl":"https://doi.org/10.1145/3279720.3279738","url":null,"abstract":"Students learn abstract concepts such as algorithm analysis in stages, progressively understanding the same concept at higher levels of abstraction. Without supporting students to progress to each stage, students will not achieve higher levels of understanding. With the aim of improving teaching of algorithm analysis, we analyzed teaching materials and assessments from two undergraduate Data Structures & Algorithms modules to investigate whether there are \"missing\" stages in the teaching of algorithm analysis on these modules, using APOS theory as a framework to model the learning stages of algorithm analysis concepts and the progressions between them. In our analysis, we identified five stages of learning the concepts of \"growth function\", \"order of growth\" and \"time complexity\", and found that the teaching delivered to students supported some but not all progressions between these stages. In line with APOS theory, we also make recommendations to improve teaching of algorithm analysis concepts by supporting progression to these missing stages.","PeriodicalId":411873,"journal":{"name":"Proceedings of the 18th Koli Calling International Conference on Computing Education Research","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114234886","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
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