应用基于教育编程语言的学习提高非信息和通信技术专业大学生的编程技能

IF 4.3 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Jorge Rodas-Silva, Jorge Parraga-Alava, Mariuxi Vinueza-Morales, Ana Eva Chacón Luna, Jesennia Cárdenas-Cobo
{"title":"应用基于教育编程语言的学习提高非信息和通信技术专业大学生的编程技能","authors":"Jorge Rodas-Silva,&nbsp;Jorge Parraga-Alava,&nbsp;Mariuxi Vinueza-Morales,&nbsp;Ana Eva Chacón Luna,&nbsp;Jesennia Cárdenas-Cobo","doi":"10.1155/2024/4918351","DOIUrl":null,"url":null,"abstract":"<p>The need for knowledgeable programmers has increased, highlighting the importance of strong programming foundations in engineering education. Limited access to high-quality learning materials and educational opportunities presents challenges unrelated to information and communication technology (ICT) field (non-ICT-related) students in acquiring programming skills. Educational programming languages (EPLs) such as App Lab have gained popularity as they offer an accessible platform for students to learn programming fundamentals in a visual and interactive manner. This paper examines the impact of the EPL called App Lab on the development of fundamental programming skills among non-ICT-related field engineering college students. We conducted a quasiexperimental research study using a single-blinded, nonequivalent control group pretest–posttest design. The study included 56 participants, all of whom were enrolled in the Environmental Engineering and Biotechnology program at the State University of Milagro (UNEMI), Ecuador. The experimental group consisted of 26 students, while the control group comprised 30 students. The assessment process involved the administration of a battery of 200 questions before and after the intervention. The intervention involved the use of App Lab as an EPL and lasted for a duration of 3 weeks exclusively for the experimental group, while the control group followed their usual tutoring program. The study results showed that students who received EPL-mediated learning with App Lab had significant increase in their programming skills. App Lab demonstrated a positive impact, particularly among male students who reported Internet usage, as well as in advanced programming topics including loops, lists, and functions, when compared to their female counterparts.</p>","PeriodicalId":36408,"journal":{"name":"Human Behavior and Emerging Technologies","volume":"2024 1","pages":""},"PeriodicalIF":4.3000,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1155/2024/4918351","citationCount":"0","resultStr":"{\"title\":\"Applying Educational Programming Language-Based Learning to Enhance the Programming Skills of Non-ICT Engineering College Students\",\"authors\":\"Jorge Rodas-Silva,&nbsp;Jorge Parraga-Alava,&nbsp;Mariuxi Vinueza-Morales,&nbsp;Ana Eva Chacón Luna,&nbsp;Jesennia Cárdenas-Cobo\",\"doi\":\"10.1155/2024/4918351\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The need for knowledgeable programmers has increased, highlighting the importance of strong programming foundations in engineering education. Limited access to high-quality learning materials and educational opportunities presents challenges unrelated to information and communication technology (ICT) field (non-ICT-related) students in acquiring programming skills. Educational programming languages (EPLs) such as App Lab have gained popularity as they offer an accessible platform for students to learn programming fundamentals in a visual and interactive manner. This paper examines the impact of the EPL called App Lab on the development of fundamental programming skills among non-ICT-related field engineering college students. We conducted a quasiexperimental research study using a single-blinded, nonequivalent control group pretest–posttest design. The study included 56 participants, all of whom were enrolled in the Environmental Engineering and Biotechnology program at the State University of Milagro (UNEMI), Ecuador. The experimental group consisted of 26 students, while the control group comprised 30 students. The assessment process involved the administration of a battery of 200 questions before and after the intervention. The intervention involved the use of App Lab as an EPL and lasted for a duration of 3 weeks exclusively for the experimental group, while the control group followed their usual tutoring program. The study results showed that students who received EPL-mediated learning with App Lab had significant increase in their programming skills. App Lab demonstrated a positive impact, particularly among male students who reported Internet usage, as well as in advanced programming topics including loops, lists, and functions, when compared to their female counterparts.</p>\",\"PeriodicalId\":36408,\"journal\":{\"name\":\"Human Behavior and Emerging Technologies\",\"volume\":\"2024 1\",\"pages\":\"\"},\"PeriodicalIF\":4.3000,\"publicationDate\":\"2024-07-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1155/2024/4918351\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Human Behavior and Emerging Technologies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1155/2024/4918351\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Human Behavior and Emerging Technologies","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1155/2024/4918351","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0

摘要

对知识渊博的程序员的需求与日俱增,这凸显了工程教育中牢固的编程基础的重要 性。获得高质量学习材料和教育机会的途径有限,这给信息和通信技术(ICT)领域(非信息和通信技术相关)的学生学习编程技能带来了挑战。App Lab 等教育编程语言(EPL)为学生以可视化和互动的方式学习编程基础知识提供了一个便捷的平台,因而广受欢迎。本文探讨了名为 "App Lab "的教育编程语言对非信息和通信技术相关专业工科大学生基本编程技能发展的影响。我们采用单盲、非等效对照组的前测-后测设计,进行了一项准实验研究。这项研究包括 56 名参与者,他们都是厄瓜多尔米拉格罗州立大学(UNEMI)环境工程与生物技术专业的学生。实验组有 26 名学生,对照组有 30 名学生。评估过程包括在干预前和干预后对 200 个问题进行提问。干预措施包括使用 App Lab 作为 EPL,实验组专门进行为期 3 周的干预,而对照组则按照平时的辅导计划进行。研究结果表明,通过 App Lab 以电子辅助学习法为媒介进行学习的学生,其编程技能有了显著提高。与女生相比,App Lab 显示出了积极的影响,尤其是在报告互联网使用情况的男生中,以及在循环、列表和函数等高级编程主题方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Applying Educational Programming Language-Based Learning to Enhance the Programming Skills of Non-ICT Engineering College Students

Applying Educational Programming Language-Based Learning to Enhance the Programming Skills of Non-ICT Engineering College Students

The need for knowledgeable programmers has increased, highlighting the importance of strong programming foundations in engineering education. Limited access to high-quality learning materials and educational opportunities presents challenges unrelated to information and communication technology (ICT) field (non-ICT-related) students in acquiring programming skills. Educational programming languages (EPLs) such as App Lab have gained popularity as they offer an accessible platform for students to learn programming fundamentals in a visual and interactive manner. This paper examines the impact of the EPL called App Lab on the development of fundamental programming skills among non-ICT-related field engineering college students. We conducted a quasiexperimental research study using a single-blinded, nonequivalent control group pretest–posttest design. The study included 56 participants, all of whom were enrolled in the Environmental Engineering and Biotechnology program at the State University of Milagro (UNEMI), Ecuador. The experimental group consisted of 26 students, while the control group comprised 30 students. The assessment process involved the administration of a battery of 200 questions before and after the intervention. The intervention involved the use of App Lab as an EPL and lasted for a duration of 3 weeks exclusively for the experimental group, while the control group followed their usual tutoring program. The study results showed that students who received EPL-mediated learning with App Lab had significant increase in their programming skills. App Lab demonstrated a positive impact, particularly among male students who reported Internet usage, as well as in advanced programming topics including loops, lists, and functions, when compared to their female counterparts.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Human Behavior and Emerging Technologies
Human Behavior and Emerging Technologies Social Sciences-Social Sciences (all)
CiteScore
17.20
自引率
8.70%
发文量
73
期刊介绍: Human Behavior and Emerging Technologies is an interdisciplinary journal dedicated to publishing high-impact research that enhances understanding of the complex interactions between diverse human behavior and emerging digital technologies.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信