The discussion of the social responsibility of computer scientists and the ethical implications of computer science has, at the latest since the 1970s, been part of computer science curricula. Especially in recent years, the discussion about ethics in computer science has gained new momentum, due to the trending topics of AI and machine learning. The increased attention is also reflected in an expansion of teaching, which in turn creates a need for established teaching materials and assessment standards. This theoretical short paper presents the theory-driven and competency-based development of such evaluation criteria for the final exam performance of an “Ethics in Computer Science” course. The particular challenges of such an interdisciplinary endeavor are discussed, as well as the need for a transparent assessment standard in light of different subject cultures between computer science and philosophy. In addition to deriving the assessment items, the complete instrument is provided as part of our paper.
{"title":"Deriving Competency-Based Evaluation Criteria for Ethics Assignments in Computer Science","authors":"Marie Schröder, Gregor Große-Bölting, A. Mühling","doi":"10.1145/3564721.3564744","DOIUrl":"https://doi.org/10.1145/3564721.3564744","url":null,"abstract":"The discussion of the social responsibility of computer scientists and the ethical implications of computer science has, at the latest since the 1970s, been part of computer science curricula. Especially in recent years, the discussion about ethics in computer science has gained new momentum, due to the trending topics of AI and machine learning. The increased attention is also reflected in an expansion of teaching, which in turn creates a need for established teaching materials and assessment standards. This theoretical short paper presents the theory-driven and competency-based development of such evaluation criteria for the final exam performance of an “Ethics in Computer Science” course. The particular challenges of such an interdisciplinary endeavor are discussed, as well as the need for a transparent assessment standard in light of different subject cultures between computer science and philosophy. In addition to deriving the assessment items, the complete instrument is provided as part of our paper.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116431185","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}
S. Krishnamurthi, Anika Bahl, Benjamin Lee, S. Sloman
Student conceptions about program “efficiency” shape their approach to programming and problem-solving. However, we know very little about the kinds of conceptions students have on entry into post-secondary education. In this paper we present the result of multiple iterations of a study where we ask students to rank programs on efficiency. We find students have several misconceptions across the iterations. We attempt to employ two standard techniques for puncturing people’s illusions of understanding, but both have only limited success: students have strongly-held opinions despite their frequent errors. Post-secondary education about program efficiency needs to take much more account of students’ pre-conceptions.
{"title":"Problematic and Persistent Post-Secondary Program Performance Preconceptions","authors":"S. Krishnamurthi, Anika Bahl, Benjamin Lee, S. Sloman","doi":"10.1145/3564721.3564722","DOIUrl":"https://doi.org/10.1145/3564721.3564722","url":null,"abstract":"Student conceptions about program “efficiency” shape their approach to programming and problem-solving. However, we know very little about the kinds of conceptions students have on entry into post-secondary education. In this paper we present the result of multiple iterations of a study where we ask students to rank programs on efficiency. We find students have several misconceptions across the iterations. We attempt to employ two standard techniques for puncturing people’s illusions of understanding, but both have only limited success: students have strongly-held opinions despite their frequent errors. Post-secondary education about program efficiency needs to take much more account of students’ pre-conceptions.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125669048","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}
Cyber security is growing in importance globally and network forensics is an important component of a cyber security curriculum. Wireshark is a common tool used for the analysis of network traffic but it is seldom documented in academic literature how packet analysis is used in the teaching and learning within cyber security courses. In this poster, the practice of using Wireshark and the analysis of network traffic is documented with details about how packet analysis was used as an assessment approach, where students were required to identify the malware of Emotet, and its associated network traffic behaviour. Our ongoing and future work include implementing and evaluating the approach of using packet analysis as a form of assessment, with the aim of this poster to elicit feedback from conference participants on the practice itself, and how it can be used to ensure effective student learning.
{"title":"Network Packet Analysis as a Unit of Assessment: Identifying Emotet","authors":"J. Allison","doi":"10.1145/3564721.3565952","DOIUrl":"https://doi.org/10.1145/3564721.3565952","url":null,"abstract":"Cyber security is growing in importance globally and network forensics is an important component of a cyber security curriculum. Wireshark is a common tool used for the analysis of network traffic but it is seldom documented in academic literature how packet analysis is used in the teaching and learning within cyber security courses. In this poster, the practice of using Wireshark and the analysis of network traffic is documented with details about how packet analysis was used as an assessment approach, where students were required to identify the malware of Emotet, and its associated network traffic behaviour. Our ongoing and future work include implementing and evaluating the approach of using packet analysis as a form of assessment, with the aim of this poster to elicit feedback from conference participants on the practice itself, and how it can be used to ensure effective student learning.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127177002","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}
P. Grabarczyk, Sebastian Mateos Nicolajsen, Claus Brabrand
Previous work demonstrates that students without prior programming experience are worse off than their programming experienced peers in terms of both Introductory Programming (CS1) grades and dropout rates. Many universities, therefore, offer an onboarding (CS0) course aimed at bridging the programming experience gap by teaching the basics of programming to inexperienced students. This paper reports on the effects of providing a three-day elective onboarding course over a period of five years (2016–2020), involving a total of N=798 software development students at the IT University of Copenhagen. The paper compares 271 students who attended versus a baseline of 527 who did not attend the onboarding course. The results show that programming inexperienced students are indeed able to “catch up” to the level of their experienced peers both in terms of CS1 grades and dropout rates. Aside from objectively increasing competence, the onboarding also increases confidence, self-efficacy and diminishes insecurities, according to onboarded participants. Finally, the results suggest that onboarding has the potential to increase the diversity of students.
{"title":"On the Effect of Onboarding Computing Students without Programming-Confidence or -Experience","authors":"P. Grabarczyk, Sebastian Mateos Nicolajsen, Claus Brabrand","doi":"10.1145/3564721.3564724","DOIUrl":"https://doi.org/10.1145/3564721.3564724","url":null,"abstract":"Previous work demonstrates that students without prior programming experience are worse off than their programming experienced peers in terms of both Introductory Programming (CS1) grades and dropout rates. Many universities, therefore, offer an onboarding (CS0) course aimed at bridging the programming experience gap by teaching the basics of programming to inexperienced students. This paper reports on the effects of providing a three-day elective onboarding course over a period of five years (2016–2020), involving a total of N=798 software development students at the IT University of Copenhagen. The paper compares 271 students who attended versus a baseline of 527 who did not attend the onboarding course. The results show that programming inexperienced students are indeed able to “catch up” to the level of their experienced peers both in terms of CS1 grades and dropout rates. Aside from objectively increasing competence, the onboarding also increases confidence, self-efficacy and diminishes insecurities, according to onboarded participants. Finally, the results suggest that onboarding has the potential to increase the diversity of students.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131803082","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}
We look into submission and acceptance rate trends over the last decade of Koli Calling, SIGCSE Technical Symposium, ITiCSE, and ICER. We observe an increasing trend in the number of submitted articles and a decreasing trend in the acceptance rates. We discuss possible explanations for the trends and consider implications of these trends for potential newcomers seeking to enter the field.
{"title":"Trends From Computing Education Research Conferences: Increasing Submissions and Decreasing Acceptance Rates","authors":"Juho Leinonen, Nea Pirttinen, Arto Hellas","doi":"10.1145/3564721.3565956","DOIUrl":"https://doi.org/10.1145/3564721.3565956","url":null,"abstract":"We look into submission and acceptance rate trends over the last decade of Koli Calling, SIGCSE Technical Symposium, ITiCSE, and ICER. We observe an increasing trend in the number of submitted articles and a decreasing trend in the acceptance rates. We discuss possible explanations for the trends and consider implications of these trends for potential newcomers seeking to enter the field.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"5 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113970809","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}
Tertiary educators in software related topics experience issues during project-based group assessments. Our long term goal is to help educators manage the challenges that inevitably occur by providing a risk planning mechanism for students that suits the needs of the course. In this paper, we describe the first iteration of an action research study to trial a risk framework for academic group projects. Our aims were to understand how educators appropriate the framework to suit their course, gain insight into students’ understanding of risk concepts and refine the framework. A questionnaire based on the framework was distributed to students in three 12-week computer science (CS) courses. We found that most students reported few issues. Participating courses used the framework in different ways. Students lacked a holistic understanding of risk management concepts, implying the need to formally introduce these. Our study progresses the understanding of the issues experienced in academic group projects and contributes a revised framework to help manage these. In future iterations, we will investigate links between issues and project characteristics and establish a repository of mitigation strategies that is project-specific.
{"title":"Refining a Risk Framework for Student Group Projects","authors":"Diana Kirk, Andrew Luxton-Reilly, E. Tempero","doi":"10.1145/3564721.3564730","DOIUrl":"https://doi.org/10.1145/3564721.3564730","url":null,"abstract":"Tertiary educators in software related topics experience issues during project-based group assessments. Our long term goal is to help educators manage the challenges that inevitably occur by providing a risk planning mechanism for students that suits the needs of the course. In this paper, we describe the first iteration of an action research study to trial a risk framework for academic group projects. Our aims were to understand how educators appropriate the framework to suit their course, gain insight into students’ understanding of risk concepts and refine the framework. A questionnaire based on the framework was distributed to students in three 12-week computer science (CS) courses. We found that most students reported few issues. Participating courses used the framework in different ways. Students lacked a holistic understanding of risk management concepts, implying the need to formally introduce these. Our study progresses the understanding of the issues experienced in academic group projects and contributes a revised framework to help manage these. In future iterations, we will investigate links between issues and project characteristics and establish a repository of mitigation strategies that is project-specific.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125836216","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}
Students in introductory computer science courses often need individualized help when they get stuck solving programming problems. But providing such help can be time-consuming and thought-intensive, and therefore difficult to scale as Computer Science classes grow larger in size. Automatically generated fixes with explanations have the potential to integrate into a variety of mechanisms for providing help to students who are stuck on a programming problem. In this paper, we present a data-driven algorithm for generating explainable fixes to student code. We evaluate a Python implementation of the algorithm by comparing its output at different stages of the algorithm to state-of-the-art systems with similar goals. Our algorithm outperforms existing systems that can analyze and fix beginner-written Python code. Further, fixes it generates conform very well to corrections written by human experts for an existing benchmark of code correction quality.
{"title":"An Algorithm for Generating Explainable Corrections to Student Code","authors":"Yana Malysheva, Caitlin L. Kelleher","doi":"10.1145/3564721.3564731","DOIUrl":"https://doi.org/10.1145/3564721.3564731","url":null,"abstract":"Students in introductory computer science courses often need individualized help when they get stuck solving programming problems. But providing such help can be time-consuming and thought-intensive, and therefore difficult to scale as Computer Science classes grow larger in size. Automatically generated fixes with explanations have the potential to integrate into a variety of mechanisms for providing help to students who are stuck on a programming problem. In this paper, we present a data-driven algorithm for generating explainable fixes to student code. We evaluate a Python implementation of the algorithm by comparing its output at different stages of the algorithm to state-of-the-art systems with similar goals. Our algorithm outperforms existing systems that can analyze and fix beginner-written Python code. Further, fixes it generates conform very well to corrections written by human experts for an existing benchmark of code correction quality.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114229159","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}
Luis Morales-Navarro, Y. Kafai, Katherine T. Gregory
Recently, computing education research has foregrounded the need to design activities to promote computational empowerment by engaging learners creatively in the development of technology, fostering critical reflection about computing, and their understanding of the role of computing in society and their own lives. In this paper, we focus on introductory computing activities that are part of the Hour of Code, an event that has successfully reached hundreds of millions of youth. We examine the conceptual, critical, and creative engagement opportunities in 340+ Hour of Code activities offered to youth during the 2021 CS Education Week. Our analysis shows that while most activities (90.26%) were designed for conceptual engagement with computing, only 11.46% provided opportunities for creative engagement, while only 1.15% promoted critical engagement with the discipline. We discuss future directions for designing, curating, and implementing Hour of Code activities that promote computational empowerment among youth.
{"title":"Is Computational Empowerment Promoted in the Hour of Code? Analyzing Opportunities for Conceptual, Creative, and Critical Engagement in the Design of Introductory Computing Activities","authors":"Luis Morales-Navarro, Y. Kafai, Katherine T. Gregory","doi":"10.1145/3564721.3565949","DOIUrl":"https://doi.org/10.1145/3564721.3565949","url":null,"abstract":"Recently, computing education research has foregrounded the need to design activities to promote computational empowerment by engaging learners creatively in the development of technology, fostering critical reflection about computing, and their understanding of the role of computing in society and their own lives. In this paper, we focus on introductory computing activities that are part of the Hour of Code, an event that has successfully reached hundreds of millions of youth. We examine the conceptual, critical, and creative engagement opportunities in 340+ Hour of Code activities offered to youth during the 2021 CS Education Week. Our analysis shows that while most activities (90.26%) were designed for conceptual engagement with computing, only 11.46% provided opportunities for creative engagement, while only 1.15% promoted critical engagement with the discipline. We discuss future directions for designing, curating, and implementing Hour of Code activities that promote computational empowerment among youth.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126456532","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}
Interactive instruction, such as student-centered learning or active learning, is known to benefit student success as well as diversity in computer science. However, there is a persistent and substantial dissonance between research and practice of computer science education techniques. Current research on computer science education, while extensive, sees limited adoption beyond the original researchers. The developed educational technologies can lack sufficient detail for replication or be too specific and require extensive reworking to be employable by other instructors. Furthermore, instructors face barriers to adopting interactive techniques within their classroom due to student reception, resources, and awareness. We argue that the advancement of computer science education, in terms of propagation and sustainability of student-centered teaching, requires guided approaches for incremental instructional changes as opposed to revolutionary pedagogy. This requires the prioritization of lightweight techniques that can fit within existing lecture formats to enable instructors to overcome barriers hindering the adoption of interactive techniques. Furthermore, such techniques and innovations must be documented in the form of computing education research artifacts, building upon the practices of software artifacts.
{"title":"Improving Interactive Instruction: Faculty Engagement Requires Starting Small and Telling All","authors":"Bailey Kacsmar","doi":"10.1145/3564721.3564739","DOIUrl":"https://doi.org/10.1145/3564721.3564739","url":null,"abstract":"Interactive instruction, such as student-centered learning or active learning, is known to benefit student success as well as diversity in computer science. However, there is a persistent and substantial dissonance between research and practice of computer science education techniques. Current research on computer science education, while extensive, sees limited adoption beyond the original researchers. The developed educational technologies can lack sufficient detail for replication or be too specific and require extensive reworking to be employable by other instructors. Furthermore, instructors face barriers to adopting interactive techniques within their classroom due to student reception, resources, and awareness. We argue that the advancement of computer science education, in terms of propagation and sustainability of student-centered teaching, requires guided approaches for incremental instructional changes as opposed to revolutionary pedagogy. This requires the prioritization of lightweight techniques that can fit within existing lecture formats to enable instructors to overcome barriers hindering the adoption of interactive techniques. Furthermore, such techniques and innovations must be documented in the form of computing education research artifacts, building upon the practices of software artifacts.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122620895","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}
For more than a decade, there has been debate about how to describe the concept of computational thinking (CT), focusing on the skills of decomposition, abstraction, pattern recognition, and algorithmic thinking. As CT can also be seen as a problem-solving process, not only the skills and strategies are an important part of CT, but also the attitudes of the problem solvers. These have already been described as persistence, dealing with complexity, ambiguity, and confidence. An important competence for future computer science teachers is to confidently guide students’ problem-solving process. This work presents preliminary results on the relationship between pre-service computer science teachers’ CT attitudes and their performance on Python tasks. Therefore, N=19 pre-service computer science teachers solved three tasks in Python and rated their attitudes towards solving the tasks. However, the preliminary results only allow to draw tentative and interpretative conclusions.
{"title":"Pre-Service Computer Science Teachers’ Computational Thinking Attitudes and Performance on Python Tasks","authors":"Bernhard Standl","doi":"10.1145/3564721.3565963","DOIUrl":"https://doi.org/10.1145/3564721.3565963","url":null,"abstract":"For more than a decade, there has been debate about how to describe the concept of computational thinking (CT), focusing on the skills of decomposition, abstraction, pattern recognition, and algorithmic thinking. As CT can also be seen as a problem-solving process, not only the skills and strategies are an important part of CT, but also the attitudes of the problem solvers. These have already been described as persistence, dealing with complexity, ambiguity, and confidence. An important competence for future computer science teachers is to confidently guide students’ problem-solving process. This work presents preliminary results on the relationship between pre-service computer science teachers’ CT attitudes and their performance on Python tasks. Therefore, N=19 pre-service computer science teachers solved three tasks in Python and rated their attitudes towards solving the tasks. However, the preliminary results only allow to draw tentative and interpretative conclusions.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127494312","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}
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