Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research最新文献

Designing and Assessing Authentic Software Development Projects in Undergraduate Computing Education 计算机本科教育中软件开发项目的设计与评估

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555037

C. Hundhausen, Phill Conrad, Olusola O. Adesope

{"title":"Designing and Assessing Authentic Software Development Projects in Undergraduate Computing Education","authors":"C. Hundhausen, Phill Conrad, Olusola O. Adesope","doi":"10.1145/3555009.3555037","DOIUrl":"https://doi.org/10.1145/3555009.3555037","url":null,"abstract":"Team software development projects are a crucial component of undergraduate computing education. Studies of software developers in industry underscore the need for undergraduates to acquire authentic software development experiences in which they contribute to legacy code bases within collaborative software development contexts. Despite their clear educational value, team software development projects are notoriously challenging to implement and assess. Drawing on experience and relevant research results, this Research in Practice Project Activity (RIPPA) brings together computing educators and researchers to discuss, research, and innovate approaches to designing and assessing authentic software development projects. Participants are invited to run empirical studies in their own courses in which they (a) collect subjective and objective measures of team and individual progress in software projects, and (b) explore alternative pedagogical and assessment approaches, including those supported by the use of custom learning management and data analytics tools. By the end of the RIPPA, we aim to publish one or more research papers that advance the state-of-the-art in team software project pedagogy, supporting technology, and assessment based on the results of multi-institutional research studies.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125246890","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

Enhancing UK Computing Education Research Infrastructure with Doctoral Consortia 通过博士联盟加强英国计算机教育研究基础设施

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555011

Joseph Maguire, S. Fincher, Q. Cutts, Rosanne English

引用次数: 1

The Influence of Foreign Language Classroom Anxiety on Academic Performance in English-based CS1 Courses 外语课堂焦虑对英语基础CS1课程学习成绩的影响

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555020

Suad Alaofi, Seán Russell

{"title":"The Influence of Foreign Language Classroom Anxiety on Academic Performance in English-based CS1 Courses","authors":"Suad Alaofi, Seán Russell","doi":"10.1145/3555009.3555020","DOIUrl":"https://doi.org/10.1145/3555009.3555020","url":null,"abstract":"The use of the English language as a medium of instruction is becoming the norm in many higher education institutions around the world. This means all subjects, especially in science disciplines, are taught in English regardless of the native language of the students. For decades research has highlighted the negative impact that foreign language classroom anxiety can have on students’ academic performance in foreign language classes. However, research on the effect of this type of anxiety on the students’ academic performance in other classes is still limited. This research investigates the impact of foreign language classroom anxiety on the academic performance of non-native English-speaking students’ in CS1 courses. A total of 160 students from two universities in different countries participated in this study. The main aim is to examine the correlation between the foreign language classroom anxiety level and the students’ academic performance in assignments and final exams as well as the overall score in the CS1 courses. The results show a significant low negative impact of foreign language classroom anxiety on their academic performance in programming assignments. The research also discusses the impact of foreign language classroom anxiety based on gender and nationality. Moreover, the correlations between the students’ academic performance and six different factors related to foreign language classroom anxiety have been investigated.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127849357","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: 3

What makes a programming error message good? 是什么使编程错误消息是好的?

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555032

E. Santos

引用次数: 1

Formative Assessment as a Learning Method for Introductory Programming 作为入门程序设计学习方法的形成性评估

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555033

Jagadeeswaran Thangaraj

引用次数: 0

Reflections on a Global Pandemic: Capturing the Impact of COVID-19 on the UK Computer Science Education Community 反思全球大流行:捕捉COVID-19对英国计算机科学教育界的影响

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555027

T. Crick, Cathryn Knight, R. Watermeyer

{"title":"Reflections on a Global Pandemic: Capturing the Impact of COVID-19 on the UK Computer Science Education Community","authors":"T. Crick, Cathryn Knight, R. Watermeyer","doi":"10.1145/3555009.3555027","DOIUrl":"https://doi.org/10.1145/3555009.3555027","url":null,"abstract":"From March 2020, the COVID-19 pandemic imposed “emergency remote teaching” across education globally, leading to the closure of institutions across all settings. The resulting shift to online learning, teaching and assessment (LT&A) has placed significant challenges on practitioners – both professionally and logistically, as well as more personally, especially on their health and wellbeing. Building on a wider corpus of work, specifically focusing on computer science (CS) education in the UK, this poster presents the high-level outcomes of five major empirical studies conducted over the past two years with many thousands of practitioners. We highlight widespread disciplinary concerns relating to transitioning to online working and a return to face-to-face; potential future trends for LT deprioritisation of research; and wider impact on marginalised communities within CS. These collected results offer valuable insight into the longer-term impact of COVID-19 on UK CS practitioners, especially as we start to emerge from “pandemia”, into a new post-COVID (ab)normal.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122461174","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: 2

Using Machine Learning Algorithms for Analysing the Factors That Affect Pupil Engagement and Learning Outcomes in CSE 使用机器学习算法分析影响CSE学生投入和学习成果的因素

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555036

S. Albakri

引用次数: 1

Investigating the Effects of Synchronous versus Asynchronous Online Engagement on Performance of a Large Class 调查同步与异步在线参与对大班表现的影响

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555023

B. Toh, N. Buchanan

引用次数: 0

What can we learn from recommendations of early-career engineers? Assessing computing and software engineering education using a career monitoring survey 我们能从早期职业工程师的推荐中学到什么?利用职业监测调查评估计算机和软件工程教育

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555017

Timo Hynninen, Antti Knutas, M. Hujala

{"title":"What can we learn from recommendations of early-career engineers? Assessing computing and software engineering education using a career monitoring survey","authors":"Timo Hynninen, Antti Knutas, M. Hujala","doi":"10.1145/3555009.3555017","DOIUrl":"https://doi.org/10.1145/3555009.3555017","url":null,"abstract":"This paper presents an analysis of the skills and professional competencies that recent graduates from computing and software engineering programmes recommend for current students. Previous studies have not investigated the viewpoints of early-career engineers, and the current study addresses this research gap. The data used in this study comes from nationwide career monitoring surveys for former university students who graduated five years earlier. We analyzed the responses to questions about the skills and competencies needed in the software or computing jobs and compared them with the satisfaction and career paths of the respondents. According to the results, three types of skills and competencies are paramount: Soft skills in general, programming skills, and the practical experience gained during university studies. A logistic regression analysis revealed that soft skills are recommended by those who are most satisfied with their careers. Practical skills are more likely to be recommended if the respondent is less satisfied with their studies. Based on the findings, we concluded that the responses from the career monitoring survey could be used as an indicator of how well studies prepare graduates for the industry.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115832504","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

See, Talk, Explain and Prepare (STEP): The First STEP for Primary Teachers in Introductory Programming 看，说，解释和准备(第一步):初级教师入门程序设计的第一步

Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research Pub Date : 2022-09-01 DOI: 10.1145/3555009.3555022

Elizabeth Cole, Q. Cutts

引用次数: 0