Informatics in Education最新文献_第2页

Teaching Machine Learning to Middle and High School Students from a Low Socio-Economic Status Background 向低社会经济地位背景的初高中学生教授机器学习

Informatics in Education Pub Date : 2023-11-14 DOI: 10.15388/infedu.2024.13

Ramon Mayor Martins, Christiane Gresse Von Wangenheim, Marcelo Fernando Rauber, Jean Carlo Rossa Hauck, Melissa Figueiredo Silvestre

{"title":"Teaching Machine Learning to Middle and High School Students from a Low Socio-Economic Status Background","authors":"Ramon Mayor Martins, Christiane Gresse Von Wangenheim, Marcelo Fernando Rauber, Jean Carlo Rossa Hauck, Melissa Figueiredo Silvestre","doi":"10.15388/infedu.2024.13","DOIUrl":"https://doi.org/10.15388/infedu.2024.13","url":null,"abstract":"Knowledge about Machine Learning is becoming essential, yet it remains a restricted privilege that may not be available to students from a low socio-economic status background. Thus, in order to provide equal opportunities, we taught ML concepts and applications to 158 middle and high school students from a low socio-economic background in Brazil. Results show that these students can understand how ML works and execute the main steps of a human-centered process for developing an image classification model. No substantial differences regarding class periods, educational stage, and sex assigned at birth were observed. The course was perceived as fun and motivating, especially to girls. Despite the limitations in this context, the results show that they can be overcome. Mitigating solutions involve partnerships between social institutions and university, an adapted pedagogical approach as well as increased on-by-one assistance. These findings can be used to guide course designs for teaching ML in the context of underprivileged students from a low socio-economic status background and thus contribute to the inclusion of these students.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134901694","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

A Systematic Mapping Study about Learner Experience Design in Computational Systems 计算系统中学习者体验设计的系统映射研究

Informatics in Education Pub Date : 2023-09-27 DOI: 10.15388/infedu.2024.12

Deivid E. S. Silva, Tayana Conte, Natasha M. C. Valentim

{"title":"A Systematic Mapping Study about Learner Experience Design in Computational Systems","authors":"Deivid E. S. Silva, Tayana Conte, Natasha M. C. Valentim","doi":"10.15388/infedu.2024.12","DOIUrl":"https://doi.org/10.15388/infedu.2024.12","url":null,"abstract":"Contemporary society is characterized by diversity and intricacy, necessitating more meaningful learning experiences. To meet these evolving needs, the incorporation of computational systems into education must acknowledge the distinctive characteristics of learners. Therefore, we conducted a Systematic Mapping Study (SMS) to investigate technologies that support the Learner eXperience (LX) design in computational systems. LX refers to learners’ perceptions, reactions, and achievements while engaging with learning resources, encompassing digital games, simulations, and multimedia. The SMS results uncovered distinct LX design technologies, with a noticeable inclination towards learner-centric strategies. Interestingly, the results highlighted a scarcity of research targeting non-traditional learning environments (e.g., technical visits) and that facilitate interactions among learners beyond their own classmates (e.g., industry experts). In this way, the SMS contributes by revealing LX design technologies, LX design elements, relevant constructs/theories, computational systems, environments, contexts, and other related factors, thereby enhancing the understanding of optimal learning experiences within computational learning systems.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536599","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

Reliability and Validity of an Automated Model for Assessing the Learning of Machine Learning in Middle and High School: Experiences from the “ML for All!” course 评估初高中机器学习学习的自动化模型的可靠性和有效性:来自“ML for All!””课程

Informatics in Education Pub Date : 2023-09-27 DOI: 10.15388/infedu.2024.10

Marcelo Fernando Rauber, Christiane Gresse von Wangenheim, Pedro Alberto Barbetta, Adriano Ferreti Borgatto, Ramon Mayor Martins, Jean Carlo Rossa Hauck

{"title":"Reliability and Validity of an Automated Model for Assessing the Learning of Machine Learning in Middle and High School: Experiences from the “ML for All!” course","authors":"Marcelo Fernando Rauber, Christiane Gresse von Wangenheim, Pedro Alberto Barbetta, Adriano Ferreti Borgatto, Ramon Mayor Martins, Jean Carlo Rossa Hauck","doi":"10.15388/infedu.2024.10","DOIUrl":"https://doi.org/10.15388/infedu.2024.10","url":null,"abstract":"The insertion of Machine Learning (ML) in everyday life demonstrates the importance of popularizing an understanding of ML already in school. Accompanying this trend arises the need to assess the students’ learning. Yet, so far, few assessments have been proposed, most lacking an evaluation. Therefore, we evaluate the reliability and validity of an automated assessment of the students’ learning of an image classification model created as a learning outcome of the “ML for All!” course. Results based on data collected from 240 students indicate that the assessment can be considered reliable (coefficient Omega = 0.834/Cronbach's alpha α=0.83). We also identified moderate to strong convergent and discriminant validity based on the polychoric correlation matrix. Factor analyses indicate two underlying factors “Data Management and Model Training” and “Performance Interpretation”, completing each other. These results can guide the improvement of assessments, as well as the decision on the application of this model in order to support ML education as part of a comprehensive assessment.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536056","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

Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study 本科课程编程教学的主动学习方法:系统映射研究

Informatics in Education Pub Date : 2023-09-27 DOI: 10.15388/infedu.2024.11

Ivanilse Calderon, Williamson Silva, Eduardo Feitosa

{"title":"Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study","authors":"Ivanilse Calderon, Williamson Silva, Eduardo Feitosa","doi":"10.15388/infedu.2024.11","DOIUrl":"https://doi.org/10.15388/infedu.2024.11","url":null,"abstract":"Teaching programming is a complex process requiring learning to develop different skills. To minimize the challenges faced in the classroom, instructors have been adopting active methodologies in teaching computer programming. This article presents a Systematic Mapping Study (SMS) to identify and categorize the types of methodologies that instructors have adopted for teaching programming. We evaluated 3,850 papers published from 2000 to 2022. The results provide an overview and comprehensive view of active learning methodologies employed in teaching programming, technologies, programming languages, and the metrics used to observe student learning in this context. In the results, we identified thirty-seven different ALMs adopted by instructors. We realized that seventeen publications describe teaching approaches that combine more than one ALM, and the most reported methodologies in the studies are Flipped Classroom and Gamification-Based Learning. In addition, we are proposing an educational and collaborative tool called CollabProg, which summarizes the primary active learning methodologies identified in this SMS. CollabProg will assist instructors in selecting appropriate ALMs that align with their pedagogical requirements and teaching programming context.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537425","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

Effect of an OwlSpace Programming Course on the Computational Thinking of Elementary School Students OwlSpace编程课程对小学生计算思维的影响

IF 2.7

Informatics in Education Pub Date : 2023-09-04 DOI: 10.15388/infedu.2024.07

Wei-Ying Li, Lu Tzu-Chuen

引用次数: 0

ARIadne – An Explanation Model for Digital Artefacts 阿里阿德涅——数字人工制品的解释模型

IF 2.7

Informatics in Education Pub Date : 2023-09-04 DOI: 10.15388/infedu.2024.09

Felix Winkelnkemper, Lukas Höper, Carsten Schulte

引用次数: 0

Interdisciplinary Integration of Computational Thinking in K-12 Education: A Systematic Review 计算思维在K-12教育中的跨学科整合:系统回顾

IF 2.7

Informatics in Education Pub Date : 2023-09-04 DOI: 10.15388/infedu.2024.08

Sabiha Yeni, Nataša Grgurina, Mara Saeli, F. Hermans, J. Tolboom, E. Barendsen

{"title":"Interdisciplinary Integration of Computational Thinking in K-12 Education: A Systematic Review","authors":"Sabiha Yeni, Nataša Grgurina, Mara Saeli, F. Hermans, J. Tolboom, E. Barendsen","doi":"10.15388/infedu.2024.08","DOIUrl":"https://doi.org/10.15388/infedu.2024.08","url":null,"abstract":"There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students' computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81514259","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

An Unplugged Didactical Situation on Cryptography between Informatics and Mathematics 信息学与数学之间不插电的密码学教学情境

IF 2.7

Informatics in Education Pub Date : 2023-07-24 DOI: 10.15388/infedu.2024.06

Evmorfia-Iro Bartzia, Michael Lodi, M. Sbaraglia, Simon Modeste, Viviane Durand-Guerrier, S. Martini

{"title":"An Unplugged Didactical Situation on Cryptography between Informatics and Mathematics","authors":"Evmorfia-Iro Bartzia, Michael Lodi, M. Sbaraglia, Simon Modeste, Viviane Durand-Guerrier, S. Martini","doi":"10.15388/infedu.2024.06","DOIUrl":"https://doi.org/10.15388/infedu.2024.06","url":null,"abstract":"In this paper, we present an activity to introduce the idea of public-key cryptography and to make pre-service STEM teachers explore fundamental informatics and mathematical concepts and methods. We follow the Theory of Didactical Situations within the Didactical Engineering methodology (both widely used in mathematics education research) to design and analyse a didactical situation about asymmetric cryptography using graphs. Following the phases of Didactical Engineering, after the preliminary analysis of the content, the constraints and conditions of the teaching context, we conceived and analysed the situation a priori, with a particular focus on the milieu (the set of elements students can interact with) and on the choices for the didactical variables. We discuss their impact on the problem-solving strategies the participants need to elaborate to decrypt an encrypted message. We implemented our situation and collected qualitative data. We then analysed a posteriori the different stategies that participants used. The comparison of the a posteriori analysis with the a priori analysis showed the learning potential of the activity. To elaborate on different problem-solving strategies, the participants need to explore and understand several concepts and methods from mathematics, informatics, and the frontier of the two disciplines, also moving between different semiotic registers.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88744398","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

Empirical Evaluation of a Differentiated Assessment of Data Structures: The Role of Prerequisite Skills 数据结构差异化评估的实证评估:先决技能的作用

IF 2.7

Informatics in Education Pub Date : 2023-07-18 DOI: 10.15388/infedu.2024.05

Marjahan Begum, Pontus Haglund, Ari Korhonen, Violetta Lonati, Mattia Monga, Filip Strömbäck, Artturi Tilanterä

{"title":"Empirical Evaluation of a Differentiated Assessment of Data Structures: The Role of Prerequisite Skills","authors":"Marjahan Begum, Pontus Haglund, Ari Korhonen, Violetta Lonati, Mattia Monga, Filip Strömbäck, Artturi Tilanterä","doi":"10.15388/infedu.2024.05","DOIUrl":"https://doi.org/10.15388/infedu.2024.05","url":null,"abstract":"There can be many reasons why students fail to answer correctly to summative tests in advanced computer science courses: often the cause is a lack of prerequisites or misconceptions about topics presented in previous courses. One of the ITiCSE 2020 working groups investigated the possibility of designing assessments suitable for differentiating between fragilities in prerequisites (in particular, knowledge and skills related to introductory programming courses) and advanced topics. This paper reports on an empirical evaluation of an instrument focusing on data structures, among those proposed by the ITiCSE working group. The evaluation aimed at understanding what fragile knowledge and skills the instrument is actually able to detect and to what extent it is able to differentiate them. Our results support that the instrument is able to distinguish between some specific fragilities (e.g., value vs. reference semantics), but not all of those claimed in the original report. In addition, our findings highlight the role of relevant skills at a level between prerequisite and advanced skills, such as program comprehension and reasoning about constraints. We also suggest ways to improve the questions in the instrument, both by improving the distractors of the multiple choice questions, and by slightly changing the content or phrasing of the questions. We argue that these improvements will increase the effectiveness of the instrument in assessing prerequisites as a whole, but also to pinpoint specific fragilities.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75746848","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 Student Performance Prediction via Educational Data Mining on Academic data 基于学术数据的教育数据挖掘增强学生成绩预测

IF 2.7

Informatics in Education Pub Date : 2023-06-22 DOI: 10.15388/infedu.2024.04

Z. Alamgir, Habiba Akram, S. Karim, Aamir Wali

{"title":"Enhancing Student Performance Prediction via Educational Data Mining on Academic data","authors":"Z. Alamgir, Habiba Akram, S. Karim, Aamir Wali","doi":"10.15388/infedu.2024.04","DOIUrl":"https://doi.org/10.15388/infedu.2024.04","url":null,"abstract":"Educational data mining is widely deployed to extract valuable information and patterns from academic data. This research explores new features that can help predict the future performance of undergraduate students and identify at-risk students early on. It answers some crucial and intuitive questions that are not addressed by previous studies. Most of the existing research is conducted on data from 2-3 years in an absolute grading scheme. We examined the effects of historical academic data of 15 years on predictive modeling. Additionally, we explore the performance of undergraduate students in a relative grading scheme and examine the effects of grades in core courses and initial semesters on future performances. As a pilot study, we analyzed the academic performance of Computer Science university students. Many exciting discoveries were made; the duration and size of the historical data play a significant role in predicting future performance, mainly due to changes in curriculum, faculty, society, and evolving trends. Furthermore, predicting grades in advanced courses based on initial pre-requisite courses is challenging in a relative grading scheme, as students’ performance depends not only on their efforts but also on their peers. In short, educational data mining can come to the rescue by uncovering valuable insights from academic data to predict future performance and identify the critical areas that need significant improvement.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81624307","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