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Mobile Learning Tools to Support in Teaching Programming Logic and Design: A Systematic Literature Review 支持编程逻辑和设计教学的移动学习工具:系统的文献综述
IF 2.7
Informatics in Education Pub Date : 2023-01-02 DOI: 10.15388/infedu.2023.24
Regina Célia Coelho, Matheus F. P. Marques, Tiago de Oliveira
{"title":"Mobile Learning Tools to Support in Teaching Programming Logic and Design: A Systematic Literature Review","authors":"Regina Célia Coelho, Matheus F. P. Marques, Tiago de Oliveira","doi":"10.15388/infedu.2023.24","DOIUrl":"https://doi.org/10.15388/infedu.2023.24","url":null,"abstract":"Learning programming logic remains an obstacle for students from different academic fields. Considered one of the essential disciplines in the field of Science and Technology, it is vital to investigate the new tools or techniques used in the teaching and learning of Programming Language. This work presents a systematic literature review (SLR) on approaches using Mobile Learning methodology and the process of learning programming in introductory courses, including mobile applications and their evaluation and validation. We consulted three digital libraries, considering articles published from 2011 to 2022 related to Mobile Learning and Programming Learning. As a result, we found twelve mobile tools for learning or teaching programming logic. Most are free and used in universities. In addition, these tools positively affect the learning process, engagement, motivation, and retention, providing a better understanding, and improving content transmission.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78644651","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
Evaluation of Perception of Use of a Gamified Platform from the Student Perspective: An Approach for Studying Unified Modeling Language 基于学生视角的游戏化平台使用感知评价:一种统一建模语言的研究方法
IF 2.7
Informatics in Education Pub Date : 2023-01-02 DOI: 10.15388/infedu.2023.22
Felipe A. Feichas, R. D. Seabra
{"title":"Evaluation of Perception of Use of a Gamified Platform from the Student Perspective: An Approach for Studying Unified Modeling Language","authors":"Felipe A. Feichas, R. D. Seabra","doi":"10.15388/infedu.2023.22","DOIUrl":"https://doi.org/10.15388/infedu.2023.22","url":null,"abstract":"This research discusses the use of a gamified web platform for studying software modeling with Unified Modeling Language (UML). Although UML is constantly being improved and studied, many works show that there is difficulty in teaching and learning the subject, due to the complexity of its concepts and the students' cognitive difficulties with abstraction. There are challenges for instructors to find different pedagogical strategies to teach modeling. The platform proposed allowed students to complement their UML knowledge in an environment with game elements. From the results, it can be concluded that the platform obtained great acceptance and satisfaction of use. Most of the students participating in the research were satisfied with the usability of the platform, reporting a feeling of contribution of the tool to studying the content, in addition to pointing out the satisfaction of using gamification as a pedagogical strategy.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80851336","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
Investigating block programming tools in high school to support Education 4.0: A Systematic Mapping Study 调查高中块编程工具以支持教育4.0:一个系统的地图研究
IF 2.7
Informatics in Education Pub Date : 2022-12-14 DOI: 10.15388/infedu.2023.21
Ana Paula Juliana Perin, D. E. Dos S. Silva, N. M. Valentim
{"title":"Investigating block programming tools in high school to support Education 4.0: A Systematic Mapping Study","authors":"Ana Paula Juliana Perin, D. E. Dos S. Silva, N. M. Valentim","doi":"10.15388/infedu.2023.21","DOIUrl":"https://doi.org/10.15388/infedu.2023.21","url":null,"abstract":"In Education 4.0, a personalized learning process is expected, and that students are the protagonist. In this new education format, it is necessary to prepare students with the skills and competencies of the 21st-Century, such as teamwork, creativity, and autonomy. One of the ways to develop skills and competencies in students can be through block programming, which can be used with emerging technologies such as robotics and IoT and in an interdisciplinary way. Thus, block programming in High School is important because it is possible to work on aspects such as problem-solving, algorithmic thinking, among other skills (Perin et al., 2021), which are necessary in the contemporary world. Thus, our Systematic Mapping Study (SMS) aims to identify which block programming tools support of Education 4.0 in High School. Overall, 46 papers were selected, and data were extracted. Based on the results, a total of 24 identified block programming tools that can be used in high school collaboratively and playfully and with an interdisciplinary methodology. Moreover, it was possible to see that most studies address block programming with high school students, demonstrating a lack of studies that address block programming with teachers. This SMS contributed to identifying block programming tools, emerging technologies, audience (teacher or student), and learning spaces where block programming is being worked on.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80529629","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
Understanding loops: What are the misconceptions of lower-secondary pupils? 理解循环:初中学生的误解是什么?
IF 2.7
Informatics in Education Pub Date : 2022-11-22 DOI: 10.15388/infedu.2023.20
J. Vaníček, Václav Dobiáš, Václav Šimandl
{"title":"Understanding loops: What are the misconceptions of lower-secondary pupils?","authors":"J. Vaníček, Václav Dobiáš, Václav Šimandl","doi":"10.15388/infedu.2023.20","DOIUrl":"https://doi.org/10.15388/infedu.2023.20","url":null,"abstract":"The article describes a study carried out on pupils aged 12-13 with no prior programming experience. The study examined how they learn to use loops with a fixed number of repetitions. Pupils were given a set of programming tasks to solve, without any preparatory or accompanying instruction or explanation, in a block-based visual programming environment. Pupils’ programs were analyzed to identify possible misconceptions and factors influencing them. Four misconceptions involving comprehension of the loop concept and repeat command were detected. Some of these misconceptions were found to have an impact on a pupil’s need to ask the computer to check the correctness of his/her program. Some of the changes made to tasks had an impact on the frequency of these misconceptions and could be the factors influencing them. Teachers and course book writers will be able to use the results of our research to create an appropriate curriculum. This will enable pupils to acquire and subsequently deal with misconceptions that could prevent the correct understanding of created concepts.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85633030","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
Effects of Scratch-based activities on 4th-grade students’ computational thinking skills 抓痕活动对四年级学生计算思维能力的影响
IF 2.7
Informatics in Education Pub Date : 2022-10-21 DOI: 10.15388/infedu.2023.19
João Piedade, Nuno Dorotea
{"title":"Effects of Scratch-based activities on 4th-grade students’ computational thinking skills","authors":"João Piedade, Nuno Dorotea","doi":"10.15388/infedu.2023.19","DOIUrl":"https://doi.org/10.15388/infedu.2023.19","url":null,"abstract":"Computational Thinking (CT) has emerged in recent years as a thematic trend in education in many countries. initiatives have been developed for its inclusion in school curricula. There are many pedagogical strategies to promote the development of elementary school students’ CT skills and knowledge. Unplugged learning tasks, block-based programming projects, and educational robotics are 3 of the most used strategies. This paper aimed to analyze the effect of Scratch-based activities, developed during one scholar year, on the computational thinking skills developed and concepts achieved by 4th-grade students. The study involved 189 students from two school clusters organized into an experimental group and a control group. To assess students’ computational knowledge, the Beginners Computational Thinking Test developed by Several Zapata-Cáceres et al. (2020) was used. The results indicate statistically significant differences between the groups, in which students in the experimental group (who performed activities with scratch) scored higher on the test than students in the control group (who did not use Scratch).","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88678428","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
Findings on Teaching Machine Learning in High School: A Ten - Year Systematic Literature Review 高中机器学习教学的发现:十年系统文献综述
IF 2.7
Informatics in Education Pub Date : 2022-09-09 DOI: 10.15388/infedu.2023.18
Ramon Mayor Martins, Christiane Gresse von Wangenheim
{"title":"Findings on Teaching Machine Learning in High School: A Ten - Year Systematic Literature Review","authors":"Ramon Mayor Martins, Christiane Gresse von Wangenheim","doi":"10.15388/infedu.2023.18","DOIUrl":"https://doi.org/10.15388/infedu.2023.18","url":null,"abstract":"Machine Learning (ML) is becoming increasingly present in our lives. Thus, it is important to introduce ML already in High School, enabling young people to become conscious users and creators of intelligent solutions. Yet, as typically ML is taught only in higher education, there is still a lack of knowledge on how to properly teach younger students. Therefore, in this systematic literature review, we analyze findings on teaching ML in High School with regard to content, pedagogical strategy, and technology. Results show that High School students were able to understand and apply basic ML concepts, algorithms and tasks. Pedagogical strategies focusing on active problem/project-based hands-on approaches were successful in engaging students and demonstrated positive learning effects. Visual as well as text-based programming environments supported students to build ML models in an effective way. Yet, the review also identified the need for more rigorous evaluations on how to teach ML.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74404456","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
Automatically detecting previous programming knowledge from novice programmer code compilation history 自动检测以前的编程知识，从新手程序员的代码编译历史
IF 2.7
Informatics in Education Pub Date : 2022-09-02 DOI: 10.15388/infedu.2023.15
Erno Lokkila, Athanasios Christopoulos, M. Laakso
{"title":"Automatically detecting previous programming knowledge from novice programmer code compilation history","authors":"Erno Lokkila, Athanasios Christopoulos, M. Laakso","doi":"10.15388/infedu.2023.15","DOIUrl":"https://doi.org/10.15388/infedu.2023.15","url":null,"abstract":"Prior programming knowledge of students has a major impact on introductory programming courses. Those with prior experience often seem to breeze through the course. Those without prior experience see others breeze through the course and disengage from the material or drop out. The purpose of this study is to demonstrate that novice student programming behavior can be modeled as a Markov process. The resulting transition matrix can then be used in machine learning algorithms to create clusters of similarly behaving students. We describe in detail the state machine used in the Markov process and how to compute the transition matrix. We compute the transition matrix for 665 students and cluster them using the k-means clustering algorithm. We choose the number of cluster to be three based on analysis of the dataset. We show that the created clusters have statistically different means for student prior knowledge in programming, when measured on a Likert scale of 1-5.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89148864","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
High-School Computer Science – Its Effect on the Choice of Higher Education 高中计算机科学——对高等教育选择的影响
IF 2.7
Informatics in Education Pub Date : 2022-08-31 DOI: 10.15388/infedu.2023.14
M. Armoni, J. Gal-Ezer
{"title":"High-School Computer Science – Its Effect on the Choice of Higher Education","authors":"M. Armoni, J. Gal-Ezer","doi":"10.15388/infedu.2023.14","DOIUrl":"https://doi.org/10.15388/infedu.2023.14","url":null,"abstract":"In a previous publication we examined the connections between high-school computer science (CS) and computing higher education. The results were promising—students who were exposed to computing in high school were more likely to take one of the computing disciplines. However, these correlations were not necessarily causal. Possibly those students who took CS courses, and especially high-level CS courses in high school, were already a priori inclined to pursue computing education. This uncertainty led us to pursue the current research. We aimed at finding those factors that induced students to choose CS at high school and later at higher-education institutes. We present quantitative findings obtained from analyzing freshmen computing students' responses to a designated questionnaire. The findings show that not only did high-school CS studies have a major impact on students’ choice whether to study computing in higher education—it may have also improved their view of the discipline.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90841124","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
Open Educational Resource for Studying Algorithms and Programming Logic: An Approach to the Technical Level Integrated with Secondary School 算法与编程逻辑学习的开放教育资源:一种与中学相结合的技术层面的途径
IF 2.7
Informatics in Education Pub Date : 2022-08-22 DOI: 10.15388/infedu.2023.17
Diego E. F. Pereira, R. D. Seabra
{"title":"Open Educational Resource for Studying Algorithms and Programming Logic: An Approach to the Technical Level Integrated with Secondary School","authors":"Diego E. F. Pereira, R. D. Seabra","doi":"10.15388/infedu.2023.17","DOIUrl":"https://doi.org/10.15388/infedu.2023.17","url":null,"abstract":"The teaching and learning of programming has proven to be a challenge for students of computer courses, since it presents challenges and requires complex skills for the good development of students. The traditional teaching model is not able to motivate students and arouse their interest in the topic. The tool proposed herein, the REA-LP, aims to facilitate the study and retention of content related to the discipline of programming logic at the technical level by presenting its content through various types of media, in addition to allowing students to actively participate in the construction of their knowledge, favoring engagement and motivation. From the results of an empirical study with 39 students, it can be concluded that the tool was very well accepted, being effective in facilitating and assisting participants in their learning, motivation, and interest in classes, mainly due to the way in which the content is presented by REA-LP.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74394099","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 Educational Setting to improve Students’ Understanding of Fundamental Computer Architecture Concepts 提高学生对基本计算机体系结构概念理解的教育环境
IF 2.7
Informatics in Education Pub Date : 2022-08-22 DOI: 10.15388/infedu.2023.16
C. Kyriakou, A. Gogoulou, M. Grigoriadou
{"title":"An Educational Setting to improve Students’ Understanding of Fundamental Computer Architecture Concepts","authors":"C. Kyriakou, A. Gogoulou, M. Grigoriadou","doi":"10.15388/infedu.2023.16","DOIUrl":"https://doi.org/10.15388/infedu.2023.16","url":null,"abstract":"This paper presents an educational setting that attempts to enhance students’ understanding and facilitate students’ linking-inferencing skills. The proposed setting is structured in three stages. The first stage intends to explore students’ prior knowledge. The second stage aims to help students tackle their difficulties and misconceptions and deepen their understanding of the topics under study. This is attempted through individual student engagement in suitably-designed activities and relative feedback. As recorded in previous research, students’ difficulties feedback on the material development. The third stage of the educational setting exploits social interaction to help students reorganize their knowledge of the concepts under study. The web-based application of the proposed educational setting indicated improvement in first-year Computer Science (CS) students’ understanding of fundamental Computer Architecture concepts and progress in students’ linking-inference skills. These results encourage integration in the instructional process of interventions designed according to the proposed setting in order to support and enhance students’ understanding of troublesome concepts and their interrelations.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88753892","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
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