Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education最新文献_第10页

Attitudinal Trajectories in an Online CS1 Class: Demographic and Performance Trends 在线CS1课堂的态度轨迹:人口统计学和表现趋势

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2020-06-02 DOI: 10.1145/3341525.3387429

David A. Joyner, Lily Bernstein, Maria-Isabelle Dittamo, Ben Engelman, Alysha Naran, Amber Ott, Jasmine Suh, Abby Thien

{"title":"Attitudinal Trajectories in an Online CS1 Class: Demographic and Performance Trends","authors":"David A. Joyner, Lily Bernstein, Maria-Isabelle Dittamo, Ben Engelman, Alysha Naran, Amber Ott, Jasmine Suh, Abby Thien","doi":"10.1145/3341525.3387429","DOIUrl":"https://doi.org/10.1145/3341525.3387429","url":null,"abstract":"In this research, we investigate the trajectory of attitudinal change towards computer science among students in an online CS1 class. We perform this investigation to address several trends in modern computer science education. First, as computer science increasingly becomes a required class for all majors, how do students' first experiences with the subject impact their attitudes? Second, as online education continues to expand, how does enrolling in CS1 online specifically affect audiences that may be marginalized in both CS classes and in online learning environments, such as women and underrepresented minorities? Third, can we intervene to improve attitudes towards computer science, especially among those marginalized audiences? In this research, we poll students in an online for-credit CS1 class four times to observe the change in their attitudes towards computer science over time and intervene with some students to try to improve their perception of computer science. We find that attitudes towards computer science improve with initial exposure, that women's attitudes towards CS begin less positive but follow the same trajectory, and that mid-semester regression in attitudes toward computer science may predict eventual struggles to perform well in the class.","PeriodicalId":422384,"journal":{"name":"Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131380344","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: 4

Get Paid to Program: Evaluating an Employment-Aware After-School Program for High School Women of Color 为项目获得报酬:评估有色人种高中女性的就业意识课后项目

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2020-06-02 DOI: 10.1145/3341525.3387357

Dana McFarlane, Elissa M. Redmiles

{"title":"Get Paid to Program: Evaluating an Employment-Aware After-School Program for High School Women of Color","authors":"Dana McFarlane, Elissa M. Redmiles","doi":"10.1145/3341525.3387357","DOIUrl":"https://doi.org/10.1145/3341525.3387357","url":null,"abstract":"After-school programs are one of the primary mechanisms used to introduce students to computing. Yet, such programs may leave behind students who need to work after-school jobs and earn an income. In this work we implement and evaluate a 10-week-long after-school program we call \"Get Paid to Program\", which uses research-based curriculum and pedagogical practices to introduce majority-minority, low-income high school women to computing. We evaluate the impact of this program on students' self-confidence around computing and their interest in STEM and computing careers. We evaluate the program with 30 high school women over two program implementations. Our evaluation shows a significant change in participants' computing self-efficacy. Additionally, we observe a refinement of career interests in computer science, programming, and engineering: participants become more certain of their interest, or lack thereof, after program completion. Interestingly, we find relatively little impact on career interest in other STEM fields, suggesting that computing-specific programs are critical for raising student awareness and interest.","PeriodicalId":422384,"journal":{"name":"Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130978663","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: 5

Service-Learning for Web Technology: Observations from a Small Case Study Web技术的服务学习:来自一个小案例研究的观察

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2020-06-02 DOI: 10.1145/3341525.3387414

Joost Vennekens

引用次数: 3

Twenty-Four Years of ITiCSE Papers 24年的icticse论文

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2020-06-02 DOI: 10.1145/3341525.3387407

Simon, Judithe Sheard

引用次数: 7

Aiding an Introduction to Formal Reasoning Within a First-Year Logic Course for CS Majors Using a Mobile Self-Study App 在计算机科学专业一年级的逻辑课程中，使用移动自学应用程序帮助引入形式推理

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2020-06-02 DOI: 10.1145/3341525.3387409

David M. Cerna, M. Seidl, W. Schreiner, W. Windsteiger, Armin Biere

引用次数: 2

Assessing How Pre-requisite Skills Affect Learning of Advanced Concepts 评估先决技能如何影响高级概念的学习

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2020-06-02 DOI: 10.1145/3341525.3394990

Greg L. Nelson, Filip Strömbäck, A. Korhonen, Ibrahim Albluwi, Marjahan Begum, Ben Blamey, Karen H. Jin, Violetta Lonati, Bonnie K. MacKellar, Mattia Monga

{"title":"Assessing How Pre-requisite Skills Affect Learning of Advanced Concepts","authors":"Greg L. Nelson, Filip Strömbäck, A. Korhonen, Ibrahim Albluwi, Marjahan Begum, Ben Blamey, Karen H. Jin, Violetta Lonati, Bonnie K. MacKellar, Mattia Monga","doi":"10.1145/3341525.3394990","DOIUrl":"https://doi.org/10.1145/3341525.3394990","url":null,"abstract":"Students often struggle with advanced computing courses, and comparatively few studies have looked into the reasons for this. It seems that learners do not master the most basic concepts, or forget them between courses. If so, remedial practice could improve learning, but instructors rightly will not use scarce time for this without strong evidence. Based on personal observation, program tracing seems to be an important pre-requisite skill, but there is yet little research that provides evidence for this observation. To investigate this, our group will create theory-based assessments on how tracing knowledge affects learning of advanced topics, such as data structures, algorithms, and concurrency. This working group will identify relevant concepts in advanced courses, then conceptually analyze their pre-requisites and where an imagined student with some tracing difficulties would encounter barriers. The group will use this theory to create instructor-usable assessments for advanced topics that also identify issues caused by poor pre-requisite knowledge. These assessments may then be used at the start and end of advanced courses to evaluate to what extent students' difficulties with the advanced course originate from poor pre-requisite knowledge.","PeriodicalId":422384,"journal":{"name":"Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122834116","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

Error Message Readability and Novice Debugging Performance 错误信息的可读性和新手调试性能

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2020-06-02 DOI: 10.1145/3341525.3387384

Paul Denny, J. Prather, Brett A. Becker

{"title":"Error Message Readability and Novice Debugging Performance","authors":"Paul Denny, J. Prather, Brett A. Becker","doi":"10.1145/3341525.3387384","DOIUrl":"https://doi.org/10.1145/3341525.3387384","url":null,"abstract":"It is well known that programming error messages can be notoriously difficult for novices to understand, hampering progress and leading to frustration. In response, researchers have explored various approaches for enhancing such messages, yet results from this active strand of research are currently mixed. Direct comparisons of results between studies is challenging as these typically investigate different kinds of message enhancements and report results using different metrics. In addition, many prior studies have involved code writing tasks. In such cases, not all students encounter the same errors and messages, and it is difficult to isolate the time spent interpreting messages and resolving errors from the time spent writing code. In this research, we explore the effects of presenting novices with compiler error messages designed using the most recent collection of published guidelines - specifically, more easily readable, short, positive messages containing resolution hints. To accurately determine the time and effort required to read and respond to the messages, we utilise a debugging task where all students are presented the same code and therefore encounter the same errors. We present results of a randomised controlled experiment (n > 700) which shows that, compared to standard error messages, the messages we tested resulted in significantly shorter debugging times and higher self-reported scores of message usefulness for students in the very early stages of learning a new language.","PeriodicalId":422384,"journal":{"name":"Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128612915","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: 23

Insights from Student Solutions to SQL Homework Problems 从学生解决方案到SQL作业问题的见解

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2020-06-02 DOI: 10.1145/3341525.3387391

Seth Poulsen, Liia Butler, Abdussalam Alawini, Geoffrey L. Herman

{"title":"Insights from Student Solutions to SQL Homework Problems","authors":"Seth Poulsen, Liia Butler, Abdussalam Alawini, Geoffrey L. Herman","doi":"10.1145/3341525.3387391","DOIUrl":"https://doi.org/10.1145/3341525.3387391","url":null,"abstract":"We analyze the submissions of 286 students as they solved Structured Query Language (SQL) homework assignments for an upper-level databases course. Databases and the ability to query them are becoming increasingly essential for not only computer scientists but also business professionals, scientists, and anyone who needs to make data-driven decisions. Despite the increasing importance of SQL and databases, little research has documented student difficulties in learning SQL. We replicate and extend prior studies of students' difficulties with learning SQL. Students worked on and submitted their homework through an online learning management system with support for autograding of code. Students received immediate feedback on the correctness of their solutions and had approximately a week to finish writing eight to ten queries. We categorized student submissions by the type of error, or lack thereof, that students made, and whether the student was eventually able to construct a correct query. Like prior work, we find that the majority of student mistakes are syntax errors. In contrast with the conclusions of prior work, we find that some students are never able to resolve these syntax errors to create valid queries. Additionally, we find that students struggle the most when they need to write SQL queries related to GROUP BY and correlated subqueries. We suggest implications for instruction and future research.","PeriodicalId":422384,"journal":{"name":"Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127373172","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

Cloud Computing Curriculum: Developing Exemplar Modules for General Course Inclusion 云计算课程:开发通用课程的范例模块

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2020-06-02 DOI: 10.1145/3341525.3394992

Joshua Adams, Brian Hainey, Laurie White, Derek Foster, Narine Hall, M. Hills, Sara Hooshangi, Karthik Kuber, S. Nazir, M. Sakr, Lee Stott, Carmen Taglienti

引用次数: 9

Pre-Bachelor's Curricular Guidance For Cybersecurity Programs 网络安全项目学士预科课程指导

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education Pub Date : 2020-06-02 DOI: 10.1145/3341525.3393973

Melissa C. Stange, Cindy S. Tucker, Cara Tang, C. Servin, Markus Geissler

引用次数: 0