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Ibrahim, Mohd Faisal, Huddin, Aqilah Baseri, Hashim, Fazida Hanim, Abdullah, Mardina, Rahni, Ashrani Aizzuddin Abd, Mustaza, Seri Mastura, Hussain, Aini, and Zaman, Mohd Hairi Mohd
International Journal of Evaluation and Research in Education , v9 n4 p939-946 Dec 2020. 8 pp.
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Programming, Engineering Education, Experiential Learning, Active Learning, Student Projects, Problem Based Learning, Problem Solving, Skill Development, Undergraduate Study, College Freshmen, Instructional Effectiveness, Robotics, Foreign Countries, and Malaysia
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This study examined the educational effects in strengthening programming skills among university's undergraduate engineering students via integration of a robotics project and an experiential learning approach. In this study, a robotics project was conducted to close the gap of students' difficulty in relating the theoretical concepts of programming and real-world problems. Hence, an experiential learning approach using the Kolb model was proposed to investigate the problem. In this project, students were split into groups whereby they were asked to develop codes for controlling the navigation of a wheeled mobile robot. They were responsible for managing their group's activities, conducting laboratory tests, producing technical reports and preparing a video presentation. The statistical analysis performed on the students' summative assessments of a programming course revealed a remarkable improvement in their problem-solving skills and ability to provide programming solutions to a real-world problem.
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Adkins, Joni K., Linville, Diana R., and Badami, Charles
Information Systems Education Journal , v18 n6 p38-45 Dec 2020. 8 pp.
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Instructional Effectiveness, Introductory Courses, Programming, Computer Science Education, Grades (Scholastic), Interaction, Class Activities, Predictor Variables, Electronic Learning, Textbooks, Value Judgment, College Students, and Learner Engagement
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Online textbooks allow instructors to provide interactive and engaging activities for students. In this paper, we look at how providing an interactive online textbook is utilized and valued in a beginning computer programming course. In addition, we compare the utilization of the online textbook to the student final course grade. Our findings suggest that students would rather use an online textbook and the level of engagement in the online textbook activities was positively related to a student's final course grade. These findings encourage us to continue evolving and improving the interactive features provided in the online textbook.
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Kukul, Volkan and Çakir, Recep
International Journal of Computer Science Education in Schools , v4 n2 Oct 2020. 17 pp.
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Thinking Skills, 21st Century Skills, Skill Development, Scaffolding (Teaching Technique), Stakeholders, Elementary School Students, Elementary School Teachers, Preservice Teachers, Teacher Attitudes, Student Attitudes, Computer Science Education, Programming, Design, Computer Games, Instructional Effectiveness, Student Motivation, Self Efficacy, Clubs, Foreign Countries, and Turkey
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Computational thinking (CT) has become a skill that is taught starting from an early age with its increasing popularity. In addition, the opinion that CT is related to other 21st century skills finds its place in the literature. The main purpose of this study is to identify the contributions of scaffolding-based game programming activities to students' CT and 21st-century skills. In line with this purpose, the study was designed as a qualitative case study. The participants of the study consisted of 16 primary school students, 10 pre-service ICT Teachers, and 2 primary school teachers. The research results reveal that game programming has a positive effect on students' CT skills, 21st century skills and some psychometric variables like self-confidence and motivation. In future studies and implementations, educators may support their instructions of programming through different scaffolding strategies. In addition, it should be taken into consideration that students can become innovative designers with content that they find interesting.
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Ivy, Jessica, Kelley, Robert, Cook, Kristin, and Thomas, Kevin
International Journal of Computer Science Education in Schools , v4 n2 Oct 2020. 18 pp.
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Secondary School Curriculum, High School Teachers, Middle School Teachers, Faculty Development, Computer Security, Citizenship, Computer Use, Programming, Computer Science Education, Active Learning, Inquiry, Cooperative Learning, and Computer Literacy
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Although many practicing teachers have not experienced teacher preparation programs that teach cyber security (Pusely & Sadera, 2011) or are familiar with cyber principles (Authors), embedding these ideas into instruction in a variety of content areas is essential for promoting cyber literacy and citizenship. This study explores a professional development program that provided middle and high school teachers across disciplines with opportunities to explore, first as learners and then as educators, cyber citizenship and programming concepts with explicit connections to the cybersecurity principles and concepts. Participating teachers experienced inquiry-based learning, focused classroom discourse, and collaborative learning that centered on GenCyber Cybersecurity First Principles and GenCyber Cybersecurity Concepts (GenCyber, 2019). Results indicated the professional development enabled teachers to iteratively reflect on best practices in cyber education while learning and applying the content of GenCyber Principles within the context of their own field of study.
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5. Computational Thinking Skills, Programming Self-Efficacies and Programming Attitudes of the Students [2020]
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Günbatar, Mustafa Serkan
International Journal of Computer Science Education in Schools , v4 n2 Oct 2020. 9 pp.
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Thinking Skills, Self Efficacy, Programming, Computer Science Education, Middle School Students, Student Attitudes, Computer Attitudes, Skill Development, Predictor Variables, Public Schools, Foreign Countries, and Turkey
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The purpose of this research is to examine Computational Thinking (CT) skills, Computer Programming Self-Efficacy (CPSE), and Computer Programming Attitude (CPA) of middle school students who took the Information Technologies & Software (IT&S) courses and those who did not, and make various analyses according to the relationships between these variables. It is a correlational study and participants are 5th, 6th, 7th and 8th-grade middle school students. Computational Thinking Levels Scale, Computer Programming Self-Efficacy Scale, and Educational Computer Games Assisted Learning Coding Attitude Scale were used as data collection tools. Multivariable regression analysis and Multivariate Analysis of Variance were performed as statistical technics. As a result of the analysis, it was found that CPA and CPSE variables are significant predictors for CT skills. Both students who took IT&S course and those who did not take have moderate CPSE levels. But students who took IT&S course have a statistically significantly higher CPSE scores. In addition, it was observed that both those who took IT&S course and those who did not have moderate CPA and did not differ statistically, and students who took IT&S course had a high level of CT, while those who did not take the course were moderate and statistically different. It was also found that students who took IT&S courses made cumulative progress in terms of CPSE, CPA and CT variables compared to those who did not. The obtained results are discussed within the framework of middle school IT&S course curriculum held in Turkey in 2018.
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Baidawi, Muhammad, Pertiwi, Ruvita Iffahtur, and Esti, Erna Atiwi Jaya
Anatolian Journal of Education , v5 n2 p143-150 Oct 2020. 8 pp.
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Educational Needs, Mathematical Applications, Mathematics Education, Values Education, Educational Strategies, Instructional Materials, Economics, Problem Solving, Programming, College Students, College Faculty, Technology Integration, Foreign Countries, and Indonesia
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This research is motivated by the difficulty of students in expressing economic problems in verbal and linear program languages. It is important to develop a linear program teaching material through realistic mathematic education approach with problem solving strategies with national character. This study aims to describe the needs of students and lecturers on the linear program teaching materials. this teaching material applies a realistic mathematics education approach to problem solving strategies. problem in this study relates to national economic problems. This research is mixed type of research design. Research instruments in the form of questionnaires and interviews. Subject of research 225 students and 7 lecturers. The results showed that linear program teaching materials are very important for students and lecturers. They get teaching material from the internet. The material they need is short, clear and the evaluation is in the form of a description. They need economic-based linear program teaching materials through realistic Mathematics education approach with problem-solving strategies with the national character. Based on the needs of students, it is necessary to arrange linear program teaching materials.
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Yildiz, Talha and Gündüz, Semseddin
Shanlax International Journal of Education , v8 n4 p50-56 Sep 2020. 7 pp.
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Peer Teaching, Instructional Effectiveness, Programming, Computer Science Education, Information Technology, Student Attitudes, Secondary School Students, Grade 6, Course Evaluation, Self Efficacy, Foreign Countries, and Turkey
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In this research, the effect of using the peer instruction method in programming teaching on the secondary school student's attitudes towards information technologies and software course and their perception of programming self-efficacy comparing to traditional teaching methods are examined. In the study, the "mixed method," in which qualitative and quantitative research approaches were utilized together, was used. In the quantitative part of the research, the pretest-posttest control group and semi-experimental research model was used. In the research, a qualitative research design was also used to describe the different opinions and thoughts of the students about peer instruction method more detailed and in-depth. To this end, semi-structured interviews were conducted with 12 volunteered students from the experimental group. The study group of the research consisted of 72 sixth grade students studying in a secondary school in Turkey. In the study, it was observed that students stated opinions such as "increasing interest in lessons" and "making lessons more fun." However, it was observed that this situation did not reflect statistically on the results. According to the research findings, it can be said that the peer instruction method increases students' perceptions of programming self-efficacy more than the traditional teaching method. Student views such as "the subjects are reinforced" and "the skill of expression is increased" support this situation. The students who participated in the peer instruction method stated that the process contributed to their own and their friends' communication and that they would be pleased with the use of this method in other courses.
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Lundqvist, Karsten Ø., Liyanagunawardena, Tharindu, and Starkey, Louise
International Review of Research in Open and Distributed Learning , v21 n3 p140-156 Sep 2020. 17 pp.
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Feedback (Response), Online Courses, Student Experience, Peer Relationship, Computer Science Education, Programming, Learning Analytics, Natural Language Processing, Data Analysis, Computer Mediated Communication, Student Attitudes, Positive Attitudes, and Negative Attitudes
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Many course designers trying to evaluate the experience of participants in a MOOC will find it difficult to track and analyse the online actions and interactions of students because there may be thousands of learners enrolled in courses that sometimes last only a few weeks. This study explores the use of automated sentiment analysis in assessing student experience in a beginner computer programming MOOC. A dataset of more than 25,000 online posts made by participants during the course was analysed and compared to student feedback. The results were further analysed by grouping participants according to their prior knowledge of the subject: "beginner," "experienced," and "unknown." In this study, the average sentiment expressed through online posts reflected the feedback statements. Beginners, the target group for the MOOC, were more positive about the course than experienced participants, largely due to the extra assistance they received. Many experienced participants had expected to learn about topics that were beyond the scope of the MOOC. The results suggest that MOOC designers should consider using sentiment analysis to evaluate student feedback and inform MOOC design.
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9. Plugged or Unplugged Teaching: A Case Study of Students' Preferences for the Teaching Programming [2020]
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Erümit, Ali Kürsat and Sahin, Güven
International Journal of Computer Science Education in Schools , v4 n1 Aug 2020. 26 pp.
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Student Attitudes, Preferences, Programming, Computer Science Education, Grade 6, Learning Activities, Computer Uses in Education, and Elementary School Students
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This study is an investigation of the effects of plugged and unplugged activities in a programming course using the Programming in Seven Steps (PSS) model on pupils' satisfaction and activity type preferences. A case study method was used in the classroom was the case. Data included students' diary, their responses on semi-structured interview forms, and semi-structured interviews with a selected sub-set of students. The collected data were analyzed by content analysis technique. It has been found that there are different factors that positively affect student satisfaction for "Conditional Structures", "Variables" and "Loops" courses that are processed according to YAP model. In addition, students' preferences and reasons for activity type differ. Study results show that training students with their preferred activity types increases their satisfaction and enable them to overcome associated difficulties more easily. It is concluded that because the PSS model is effective with students with different learning environment preferences, it can be used as a model to increase learner satisfaction with programming instruction.
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Sadik, Olgun, Ottenbreit-Leftwich, Anne Todd, and Brush, Thomas Andrew
International Journal of Computer Science Education in Schools , v4 n1 Aug 2020. 21 pp.
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Secondary School Teachers, Computer Science Education, Student Centered Learning, Teaching Methods, Teamwork, Scaffolding (Teaching Technique), Student Attitudes, Mathematical Concepts, Misconceptions, Reading Instruction, Mathematics Instruction, Transfer of Training, Programming, Error Correction, Coding, Interaction, Cooperation, Student Interests, Mathematics Skills, Reading Skills, and Student Needs
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The purpose of this study is to identify secondary computer science (CS) teachers' pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers' discussions in the Computer Science Teachers Association's (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students' understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students' beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.
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Mulvey, Patrick, Pold, Jack, and American Institute of Physics, Statistical Research Center
AIP Statistical Research Center . 16 pp.
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Graduate Students, Physics, College Graduates, Outcomes of Education, Employment Patterns, Job Skills, Teamwork, Technical Writing, Public Speaking, Personnel Management, Teaching Skills, Money Management, Problem Solving, Programming, Job Satisfaction, Career Planning, and Educational Attitudes
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By the time physics students receive their PhDs, they have a broad understanding of many areas of physics and in-depth knowledge in a specific subfield. They have developed a comprehensive knowledge of mathematics, modeling, and programming. Graduate students in physics also develop skills in areas not specifically related to physics and not explicitly associated with research. These include how to work on a team, manage projects, and technical writing. This Focus On looks at the knowledge and skills used by new physics PhDs in the first positions they held after receiving their degrees. It also looks at how new PhDs perceive the subjective aspects of their first post-degree position.
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12. An Assignment a Day Scaffolded Learning Approach for Teaching Introductory Computer Programming [2020]
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Dawar, Deepak and Murphy, Marianne
Information Systems Education Journal , v18 n4 p59-73 Aug 2020. 15 pp.
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Assignments, Scaffolding (Teaching Technique), Introductory Courses, Programming, Computer Science Education, Teaching Methods, College Students, Learner Engagement, and Academic Achievement
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Teaching introductory programming courses to university students who come from a varied set of academic and non-academic backgrounds is challenging. Students who are learning programming for the first time can become easily discouraged leading to procrastination that subsequently can have an unfavorable effect on their learning outcomes, and overall final grade. This work proposes An Assignment A Day (AAAD) Scaffolded Learning approach, and presents our experiences with this pedagogical approach. According to neuroscience research, when subjects are engaged continuously with a task, there is improvement in the brain's neuroplasticity. Based on this research and our own experiences with entry level programming students, we pursued the research question: "Can a targeted continuous engagement with course material, and problem solving assignments improve learning outcomes?" The students, instead of writing an assignment and a lab for each module, were asked to complete one assignment a day, not exceeding four assignments a week. The limited areas of impact that we targeted were student procrastination in submitting assignments, student failure to submit assignments, and student engagement. The overall acceptance of this technique by students has been quite positive, and we report an improvement in assignment submission rates, and final exam scores, apart from improved student engagement. Students found the approach extremely effective in spite of having to spend considerable amount of time on assignments almost everyday.
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Efremov, Aleksandr, Ghosh, Ahana, and Singla, Adish
International Educational Data Mining Society , Paper presented at the International Conference on Educational Data Mining (EDM) (13th, Online, Jul 10-13, 2020). 7 pp.
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Intelligent Tutoring Systems, Feedback (Response), Computer Science Education, Artificial Intelligence, Programming, Educational Technology, and Learning Analytics
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Intelligent tutoring systems for programming education can support students by providing personalized feedback when a student is stuck in a coding task. We study the problem of designing a hint policy to provide a next-step hint to students from their current partial solution, e.g., which line of code should be edited next. The state of the art techniques for designing a hint policy use supervised learning approach, however, require access to historical student data containing trajectories of partial solutions written when solving the task successfully. These techniques are limited in applicability when needed to provide feedback for a new task without any available data, or to a new student whose trajectory of partial solutions is very different from that seen in historical data. To this end, we tackle the "zero-shot" challenge of learning a hint policy to be able to assist the very first student who is solving a task, without relying on any data. We propose a novel "reinforcement learning" (RL) framework to solve the challenge by leveraging recent advancements in RL-based neural "program synthesis." Our framework is modular and amenable to several extensions, such as designing appropriate reward functions for adding a desired feature in the type of provided hints and allowing to incorporate student data from the same or related tasks to further boost the performance of the hint policy. We demonstrate the effectiveness of our RL-based hint policy on a publicly available dataset from Code.org, the world's largest programming education platform. [For the full proceedings, see ED607784.]
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Gitinabard, Niki, Okoilu, Ruth, Xu, Yiqao, Heckman, Sarah, Barnes, Tiffany, and Lynch, Collin
International Educational Data Mining Society , Paper presented at the International Conference on Educational Data Mining (EDM) (13th, Online, Jul 10-13, 2020). 8 pp.
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Teamwork, Group Activities, Student Projects, Programming, College Students, Computer Science Education, Classification, Data Analysis, and Automation
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Teamwork, often mediated by version control systems such as Git and Apache Subversion (SVN), is central to professional programming. As a consequence, many colleges are incorporating both collaboration and online development environments into their curricula even in introductory courses. In this research, we collected GitHub logs from two programming projects in two offerings of a CS2 Java programming course for computer science majors. Students worked in pairs for both projects (one optional, the other mandatory) in each year. We used the students' GitHub history to classify the student teams into three groups, "collaborative," "cooperative," or "solo-submit," based on the division of labor. We then calculated different metrics for students' teamwork including the total number and the average number of commits in different parts of the projects and used these metrics to predict the students' teamwork style. Our findings show that we can identify the students' teamwork style automatically from their submission logs. This work helps us to better understand novices' habits while using version control systems. These habits can identify the harmful working styles among them and might lead to the development of automatic scaffolds for teamwork and peer support in the future. [For the full proceedings, see ED607784.]
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Miao, Dezhuang, Dong, Yu, and Lu, Xuesong
International Educational Data Mining Society , Paper presented at the International Conference on Educational Data Mining (EDM) (13th, Online, Jul 10-13, 2020). 7 pp.
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Programming, Prediction, Error Patterns, Models, Educational Technology, Technology Uses in Education, Feedback (Response), and Undergraduate Students
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In colleges, programming is increasingly becoming a general education course of almost all STEM majors as well as some art majors, resulting in an emerging demand for scalable programming education. To support scalable education, teaching activities such as grading and feedback have to be automated. Recently, online judge systems have been extensively used for programming training, because they are able to automatically evaluate the correctness of programs in real time and thereby make grading work scalable. However, existing online judge systems lack of the ability to give effective feedback on logical programming errors. As such, instructors and teaching assistants are still overwhelmed by the work of helping students fix programs, especially for those novice students. To tackle the challenge, we develop "PIPE," a deep learning model that is able to "P"redict log"I"cal "P"rogramming "E"rrors in student programs. The model seamlessly integrates a representation learning model for obtaining the latent feature of a program and a multi-label classification model for predicting the error types in the program, thereby allowing end-to-end learning and prediction. We use the C programs submitted in our online judge system to train PIPE, and demonstrate its superior performance over the baseline models. We use PIPE to implement the error-feedback feature in our online judge system and enable automated feedback on logical programming errors to the students. [For the full proceedings, see ED607784.]
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Rafferty, Anna N., Whitehill, Jacob, Romero, Cristobal, Cavalli-Sforza, Violetta, and International Educational Data Mining Society
International Educational Data Mining Society . 861 pp.
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Educational Improvement, Teaching Methods, Information Retrieval, Data Processing, Data Analysis, Equal Education, Student Diversity, Cooperative Learning, Online Courses, Demography, Transformative Learning, Blended Learning, Learning Strategies, Large Group Instruction, Artificial Intelligence, Educational Technology, Privacy, Learner Engagement, Student Motivation, Programming, Models, Game Based Learning, Competence, Problem Solving, Information Sources, Critical Theory, At Risk Students, Elementary Secondary Education, Spatial Ability, Visualization, Intervention, Student Characteristics, Automation, Remedial Reading, Handheld Devices, Video Technology, Item Response Theory, Reinforcement, Student Behavior, Prediction, Success, College Students, Data Collection, Masters Programs, Reaction Time, Reading Comprehension, College Admission, Essays, Peer Teaching, Performance, Teamwork, Student Projects, Inquiry, Electronic Publishing, Textbooks, Tests, Ethics, Legal Responsibility, Higher Education, Measurement Techniques, Reading Achievement, Grade 9, Video Games, Peer Evaluation, Secondary Schools, Computer Science Education, Physics, Feedback (Response), Semitic Languages, Technical Writing, Telecommunications, Personal Autonomy, Computer Software, Plagiarism, Curriculum, Collaborative Writing, Dropouts, Educational Assessment, Gender Differences, Difficulty Level, Social Media, Mental Health, Innovation, Student Role, Eye Movements, Foreign Countries, Bayesian Statistics, Scores, Distance Education, Student Attitudes, Scoring, Natural Language Processing, Middle School Students, Social Networks, Employment Qualifications, Intelligent Tutoring Systems, Anxiety, Second Languages, Cues, Visual Aids, Uruguay, and Brazil
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The 13th iteration of the International Conference on Educational Data Mining (EDM 2020) was originally arranged to take place in Ifrane, Morocco. Due to the SARS-CoV-2 (coronavirus) epidemic, EDM 2020, as well as most other academic conferences in 2020, had to be changed to a purely online format. To facilitate efficient transmission of presentations all paper presenters pre-recorded their presentation as a video and then hosted it on YouTube with closed-captioning (CC). The official theme of this year's conference is Improving Learning Outcomes for All Learners. The theme comprises two parts: (1) Identifying actionable learning or teaching strategies that can be used to "improve" learning outcomes, not just predict them; (2) Using EDM to promote more "equitable" learning across diverse groups of learners, and to benefit underserved communities in particular. This year's conference features three invited talks: Alina von Davier, Chief Officer at ACTNext; Abelardo Pardo, Professor and Dean of Programs (Engineering), at UniSA STEM, University of South Australia; and Kobi Gal, Associate Professor at the Department of Software and Information Systems Engineering at Ben-Gurion University of the Negev, and Reader at the School of Informatics at the University of Edinburgh.
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Turkmen, Gamze and Caner, Sonay
Turkish Online Journal of Distance Education , v21 n3 Article 10 p142-155 Jul 2020. 14 pp.
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Programming, Novices, Electronic Learning, Troubleshooting, Computer Science Education, Scaffolding (Teaching Technique), Instructional Effectiveness, Error Correction, Difficulty Level, Intelligent Tutoring Systems, College Students, Public Colleges, Cognitive Processes, Foreign Countries, Correlation, and Turkey
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This study aims to provide a comprehensive and in-depth investigation of the debugging process in programming teaching in terms of cognitive and metacognitive aspects, based on programming students who demonstrate low, medium, and high programming performance and to propose instructional strategies for scaffolding novice learners in an effective way. Data were collected from 41 novice programming students from C++ and Python programming language courses of the same instructor in the scope of case study methodology, and data instruments included paper-based programming questions. The questions were framed under three categories as questions' difficulty levels (low, moderate and high), error types (syntax and logic), and question types (if-else and while). As having three categories, a total of 12 different data (3x2x2) were taken from each student, which means 492 data rows were evaluated in the study. Chi-square test results revealed that while error detection and correction are significantly high in low difficulty level questions, error detection and error correction attempts for logic errors were substantially higher compared to syntax errors. Further analysis conducted for paper-based markings that were used by students throughout their error detection, correction, and completion attempts. Chi-square test results revealed significant relationships between marking availability and error types, as well as difficulty levels. Results were discussed for both traditional learning and e-learning environments in terms of what kind of educational implications and strategies can be outlined by data for increasing the effectiveness of programming education for novice learners.
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Threekunprapa, Arinchaya and Yasri, Pratchayapong
International Journal of Instruction , v13 n3 p207-222 Jul 2020. 16 pp.
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Computation, Thinking Skills, Coding, Flow Charts, Programming, Self Efficacy, Secondary School Students, 21st Century Skills, Game Based Learning, Outcomes of Education, Teaching Methods, and Programming Languages
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Computational thinking (CT) has become a necessary skill of students in the 21st century. Various learning approaches have been developed to foster CT among school students. However, these approaches predominantly rely on computer devices and internet connection and fail to promote advanced computer concepts necessary for programming. Therefore, this study developed an unplugged coding activity using flowblocks, the term is coined to represent modified Blockly based on flowcharts with user-friendly syntaxes, as a visual and programming tool, delivered in the form of game-based learning. The activity included a series of game missions to develop five programming concepts. The unplugged coding activity was implemented based on a pre and post intervention design with 160 secondary students who had no prior experience about programming. Statistical analyses showed that students' conceptual understanding of coding and CT increased significantly after participation. In addition, the perceptions of their ability to learn programming, namely self-efficacy, statistically grew in the posttest. It is therefore recommended for school teachers teaching basic programming and CT to consider using this offline, engaging and cost-effective approach as an alternative to computer-based methods of programming.
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19. The Associations between Computational Thinking and Creativity: The Role of Personal Characteristics [2021]
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Israel-Fishelson, Rotem, Hershkovitz, Arnon, Eguíluz, Andoni, Garaizar, Pablo, and Guenaga, Mariluz
Journal of Educational Computing Research , v58 n8 p1415-1447 Jan 2021. 33 pp.
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Correlation, Thinking Skills, Creative Thinking, Problem Solving, Individual Characteristics, Middle School Students, Early Adolescents, Game Based Learning, Learning Analytics, Gender Differences, Prior Learning, Programming, Computer Attitudes, Foreign Countries, Creativity Tests, Torrance Tests of Creative Thinking, and Spain
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Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world. We studied the relationship between these two constructs while focusing on learners' personal characteristics. Two types of creativity were examined: creative thinking and computational creativity. The research was conducted among 174 middle school students from Spain. Data collected using a standardized creativity test (Torrance's TTCT) were triangulated with data drawn from students' log files that documented their activity in a game-based learning environment for CT (Kodetu). We found some interesting associations between CT and the two constructs of creativity. These associations shed light on positive associations between each of the two creativity constructs and CT acquisition, as well as between the two creativity constructs themselves. Additionally, we highlight differences between boys and girls, as girls were found to be more creative on both creativity measures. Other differences associated with school affiliation, prior coding knowledge, and technology affinity are also discussed.
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Mioduser, David and Kuperman, Asi
Design and Technology Education , v25 n2 p143-159 Jun 2020. 17 pp.
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Kindergarten, Robotics, Information Technology, Programming, Scientific Concepts, Behavior, Design, Foreign Countries, Student Attitudes, Concept Formation, Grade 1, Preschool Children, Elementary School Students, and Israel
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Despite the fact that the sophisticated technologies are a substantial component of children's everyday environment, of the space within which they act, play and learn--the world of complex technological systems (their characteristics, and the knowledge and skills involved in operating, designing and programming them) is almost ignored in the preschool and elementary school curriculum. The study reported in this paper is part of a research plan embedded in the implementation of a comprehensive curriculum aiming to support the development of technological thinking in kindergartens, including knowledge and skills in areas such as design, the artifacts in our material culture, smart artifacts and robotic systems, or programming. This particular study aimed to address young children's (aged 5-8) perception of the adaptive behavior of a robot and the representational structures (or functioning schemes) they adopt to think about how its behaviors are generated and controlled. When children think about the robot's behavior, they may adopt different perspectives that translate into different representational structures, (e.g., one-time episodic representation; a script that can became a reusable routine; a universal representation such as a rule of behavior). The findings evidence the ability of young children engaged in programming to think in terms of abstract rules and to use these for programming and designing a robot's behavior.
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