Multiple disciplines have taken interest in investigating and using teaching augmentation (TA) tools that are designed to support teachers’ pedagogical capabilities during classroom activities. TA systems can take various forms (e.g., dashboards, ambient displays). However, research on TA systems that complement K-8 teachers’ in-class when their students are learning to program in block-based programming environments (BBPEs) is nascent. For a TA system to positively impact teaching practices, the system’s design should be informed by a strong understanding of its stakeholders’ preferences. Through 10 semi-structured interviews with and 37 anonymous survey responses from K-8 teachers, we identify respondents’ preferences for potential BBPE TA systems. To put their preferences into context, we also describe how respondents typically teach programming using a BBPE and monitor students’ progress. Our mixed-methods approach reveals how TA systems could best target teachers’ attention level when teaching using BBPEs and assist in interpreting students’ behaviors while learning to code. Using these findings, we identify directions for future TA systems to best assist teachers in making data-driven instructional decisions and meeting students’ learning needs.
{"title":"Exploring K-8 Teachers’ Preferences in a Teaching Augmentation System for Block-Based Programming Environments","authors":"Minji Kong, M. Mauriello, Lori Pollock","doi":"10.1145/3564721.3564725","DOIUrl":"https://doi.org/10.1145/3564721.3564725","url":null,"abstract":"Multiple disciplines have taken interest in investigating and using teaching augmentation (TA) tools that are designed to support teachers’ pedagogical capabilities during classroom activities. TA systems can take various forms (e.g., dashboards, ambient displays). However, research on TA systems that complement K-8 teachers’ in-class when their students are learning to program in block-based programming environments (BBPEs) is nascent. For a TA system to positively impact teaching practices, the system’s design should be informed by a strong understanding of its stakeholders’ preferences. Through 10 semi-structured interviews with and 37 anonymous survey responses from K-8 teachers, we identify respondents’ preferences for potential BBPE TA systems. To put their preferences into context, we also describe how respondents typically teach programming using a BBPE and monitor students’ progress. Our mixed-methods approach reveals how TA systems could best target teachers’ attention level when teaching using BBPEs and assist in interpreting students’ behaviors while learning to code. Using these findings, we identify directions for future TA systems to best assist teachers in making data-driven instructional decisions and meeting students’ learning needs.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"18 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":"115282170","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}
There is an increase in the adoption of flipped classroom pedagogy for introductory programming (CS1) courses. In a flipped course, students watch the content videos and complete an accountability quiz before the class, then do active learning activities during the class. The role of students’ behavioral engagement and its impact on learning outcomes is widely studied in education, but little is known about its effect in flipped CS1 courses. This paper analyzes factors related to students’ behavioral engagement with quizzes, such as how much time they spend on quizzes, when they choose to submit the quizzes, and how consistently they space their weekly quiz submissions over a fifteen-week semester. Firstly, group differences based on GPA, gender and prior programming experience (PPE) are explored to understand how behavioral engagement varies among different student populations. Secondly, we analyze the association of behavioral engagement with students’ performance using exam averages. We find that behavioral metrics do not vary based on GPA, PPE, and gender. Further, we find that while the time taken on quizzes and weekly consistency is not correlated with students’ performance, students who submit the quizzes earlier tend to have statistically higher exam averages than those who complete them near the deadlines. These results align with earlier findings and will help instructors understand students’ behavioral approaches to flipped CS1 courses, which can help them tailor their instructions accordingly.
{"title":"Exploring the Differences in Students’ Behavioral Engagement With Quizzes and Its Impact on their Performance in a Flipped CS1 Course","authors":"Ashish Aggarwal, Akshay Ashok","doi":"10.1145/3564721.3564740","DOIUrl":"https://doi.org/10.1145/3564721.3564740","url":null,"abstract":"There is an increase in the adoption of flipped classroom pedagogy for introductory programming (CS1) courses. In a flipped course, students watch the content videos and complete an accountability quiz before the class, then do active learning activities during the class. The role of students’ behavioral engagement and its impact on learning outcomes is widely studied in education, but little is known about its effect in flipped CS1 courses. This paper analyzes factors related to students’ behavioral engagement with quizzes, such as how much time they spend on quizzes, when they choose to submit the quizzes, and how consistently they space their weekly quiz submissions over a fifteen-week semester. Firstly, group differences based on GPA, gender and prior programming experience (PPE) are explored to understand how behavioral engagement varies among different student populations. Secondly, we analyze the association of behavioral engagement with students’ performance using exam averages. We find that behavioral metrics do not vary based on GPA, PPE, and gender. Further, we find that while the time taken on quizzes and weekly consistency is not correlated with students’ performance, students who submit the quizzes earlier tend to have statistically higher exam averages than those who complete them near the deadlines. These results align with earlier findings and will help instructors understand students’ behavioral approaches to flipped CS1 courses, which can help them tailor their instructions accordingly.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"45 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":"127058488","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}
Amy Isvik, Nicholas Lytle, Veronica Catété, T. Barnes
In order to meet the increasing demand for a CS and STEM workforce, expanded CS educational opportunities are being introduced as early as K-12. While many programs exist inside a traditional school structure (e.g, standalone CS courses) out-of-school programs such as internships are also becoming a popular way for students to learn to program. Service-focused computing internships provide an opportunity for students to learn computer science while also giving back to their community in some way. While it is known that many marginalized groups in STEM (e.g., women, Black students, etc) are motivated by careers that are service oriented, little else is know about student motivations for participating in K-12 service-oriented internships. In this study, we interview 20 high school student interns to better understand why students elected to participate in an internship and the effect of participation in a service-oriented virtual summer internship on participants’ identities, attitudes, and confidence in computing. In summer 2020, these high school students participated in a 6-week, university-based, computer science internship program, which leveraged high school interns’ programming skills and classroom experience to assist teachers in developing computing-infused lessons for their classrooms. In this article, we identify reasons interns participated in the program, what they expected to get out of the internship, and what they perceived to be the impacts of participating in the internship.
{"title":"Characterizing High School Participants’ Motivations and Outcomes in a Service-Oriented Summer Internship","authors":"Amy Isvik, Nicholas Lytle, Veronica Catété, T. Barnes","doi":"10.1145/3564721.3564734","DOIUrl":"https://doi.org/10.1145/3564721.3564734","url":null,"abstract":"In order to meet the increasing demand for a CS and STEM workforce, expanded CS educational opportunities are being introduced as early as K-12. While many programs exist inside a traditional school structure (e.g, standalone CS courses) out-of-school programs such as internships are also becoming a popular way for students to learn to program. Service-focused computing internships provide an opportunity for students to learn computer science while also giving back to their community in some way. While it is known that many marginalized groups in STEM (e.g., women, Black students, etc) are motivated by careers that are service oriented, little else is know about student motivations for participating in K-12 service-oriented internships. In this study, we interview 20 high school student interns to better understand why students elected to participate in an internship and the effect of participation in a service-oriented virtual summer internship on participants’ identities, attitudes, and confidence in computing. In summer 2020, these high school students participated in a 6-week, university-based, computer science internship program, which leveraged high school interns’ programming skills and classroom experience to assist teachers in developing computing-infused lessons for their classrooms. In this article, we identify reasons interns participated in the program, what they expected to get out of the internship, and what they perceived to be the impacts of participating in the internship.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"43 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":"116229449","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}
In this paper we present an approach on how to design teaching practices for pre-service teachers that allow for learning, experimenting, reflecting, and designing own future lessons that include programming in diverse school subjects. The aim is to design university courses for pre-service teachers where they approach programming in general, but they are also prepared to use it in their future teaching. Results show that students are able to design scenarios where programming is implemented in diverse subjects.
{"title":"Kids can code – An interdisciplinary approach to programming for pre-service teachers","authors":"Nadine Dittert, I. Diethelm","doi":"10.1145/3564721.3565962","DOIUrl":"https://doi.org/10.1145/3564721.3565962","url":null,"abstract":"In this paper we present an approach on how to design teaching practices for pre-service teachers that allow for learning, experimenting, reflecting, and designing own future lessons that include programming in diverse school subjects. The aim is to design university courses for pre-service teachers where they approach programming in general, but they are also prepared to use it in their future teaching. Results show that students are able to design scenarios where programming is implemented in diverse subjects.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"21 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":"121138223","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}
Course exercises are typically given so that the time it takes to finish them fits in the time constraints of the academic system. Exercises come with deadlines that are considered to help students plan their schedules and consequently help get the exercises done. Without deadlines, exercises that need to be done may easily slide away to make room for other tasks that are seemingly more important. Even with deadlines, however, some students procrastinate and leave their tasks without attention until the very last moment. In this article, we study computer science course exercise deadlines by analyzing data from a course that had different deadline placements over the years. The deadline placements of the course were varied to identify a deadline that would be suitable for the majority—if not all—of students. Our analyses from six different deadlines demonstrate that some deadlines seem to reduce last-minute work on exercises. Our findings highlight that not all deadlines are the same and serves as a call for more research into deadline placement and their potential impacts on student time management and performance.
{"title":"Experiences With and Lessons Learned on Deadlines and Submission Behavior","authors":"F. Castro, Juho Leinonen, Arto Hellas","doi":"10.1145/3564721.3564728","DOIUrl":"https://doi.org/10.1145/3564721.3564728","url":null,"abstract":"Course exercises are typically given so that the time it takes to finish them fits in the time constraints of the academic system. Exercises come with deadlines that are considered to help students plan their schedules and consequently help get the exercises done. Without deadlines, exercises that need to be done may easily slide away to make room for other tasks that are seemingly more important. Even with deadlines, however, some students procrastinate and leave their tasks without attention until the very last moment. In this article, we study computer science course exercise deadlines by analyzing data from a course that had different deadline placements over the years. The deadline placements of the course were varied to identify a deadline that would be suitable for the majority—if not all—of students. Our analyses from six different deadlines demonstrate that some deadlines seem to reduce last-minute work on exercises. Our findings highlight that not all deadlines are the same and serves as a call for more research into deadline placement and their potential impacts on student time management and performance.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"14 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":"130326053","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}
I. T. Sanusi, I. Jormanainen, S. Oyelere, Vaishali Mahipal, F. Martin
There is a growing number of initiatives for teaching artificial intelligence or machine learning in the compulsory levels of education. However, more research and development is required to understand technological and pedagogical aspects of AI teaching especially in K-12 level. In the context of a two day workshop in a science festival, we introduced the concept of Convolution neural network (CNN) and examined how children learn about the way CNN performs image recognition. The concept was presented through hands-on practice with DoodleIt, a simple app for introducing the fundamental ideas behind CNN.
{"title":"Promoting Machine Learning Concept to Young Learners in a National Science Fair","authors":"I. T. Sanusi, I. Jormanainen, S. Oyelere, Vaishali Mahipal, F. Martin","doi":"10.1145/3564721.3565961","DOIUrl":"https://doi.org/10.1145/3564721.3565961","url":null,"abstract":"There is a growing number of initiatives for teaching artificial intelligence or machine learning in the compulsory levels of education. However, more research and development is required to understand technological and pedagogical aspects of AI teaching especially in K-12 level. In the context of a two day workshop in a science festival, we introduced the concept of Convolution neural network (CNN) and examined how children learn about the way CNN performs image recognition. The concept was presented through hands-on practice with DoodleIt, a simple app for introducing the fundamental ideas behind CNN.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"20 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":"116841060","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}
Previous research has shown that many students struggle with solving small concurrency problems after their first course on concurrency. A possible reason for this is that students do not have a suitable mental model of the semantics of the underlying programming language, and are therefore not able to properly reason about the program’s behavior. One way to help students learn concurrency and improve their mental model is through the use of visualization tools. Progvis is one such visualization tool that is not only aimed at concepts related to concurrency, but also provides an accurate visualization of more fundamental concepts to illustrate how they interact with concurrency. In previous work, the authors of Progvis performed a small-scale evaluation of the tool, and highlighted some areas of improvement. In this paper, we address these shortcomings by improving the memory model visualized by Progvis and implementing a model checker. We also evaluate Progvis on a larger scale by incorporating it into a course on concurrency and operating systems, which allows assessing whether using Progvis aids students in learning concurrency. The results indicate that Progvis (with our improvements) is successful in helping students realize how concurrency interacts with more fundamental concepts, and that students find it useful in helping them understand the content of the concurrency assignments.
{"title":"A Weak Memory Model in Progvis: Verification and Improved Accuracy of Visualizations of Concurrent Programs to Aid Student Learning","authors":"Filip Strömbäck, Linda Mannila, Mariam Kamkar","doi":"10.1145/3564721.3565947","DOIUrl":"https://doi.org/10.1145/3564721.3565947","url":null,"abstract":"Previous research has shown that many students struggle with solving small concurrency problems after their first course on concurrency. A possible reason for this is that students do not have a suitable mental model of the semantics of the underlying programming language, and are therefore not able to properly reason about the program’s behavior. One way to help students learn concurrency and improve their mental model is through the use of visualization tools. Progvis is one such visualization tool that is not only aimed at concepts related to concurrency, but also provides an accurate visualization of more fundamental concepts to illustrate how they interact with concurrency. In previous work, the authors of Progvis performed a small-scale evaluation of the tool, and highlighted some areas of improvement. In this paper, we address these shortcomings by improving the memory model visualized by Progvis and implementing a model checker. We also evaluate Progvis on a larger scale by incorporating it into a course on concurrency and operating systems, which allows assessing whether using Progvis aids students in learning concurrency. The results indicate that Progvis (with our improvements) is successful in helping students realize how concurrency interacts with more fundamental concepts, and that students find it useful in helping them understand the content of the concurrency assignments.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"58 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":"115211561","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}
This volume collects together the papers presented and discussed at the 2012 Koli Calling International Conference on Computing Education Research. These papers cover a range of different perspectives, approaches and results within a scholarly approach to computing education research. This includes methodological, empirical, curricular and tools-oriented interventions and reflections. Papers were accepted in four categories: empirical research papers, theoretical research papers, systems papers, and discussion papers.
{"title":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","authors":"M. Laakso, R. McCartney","doi":"10.1145/2094131","DOIUrl":"https://doi.org/10.1145/2094131","url":null,"abstract":"This volume collects together the papers presented and discussed at the 2012 Koli Calling International Conference on Computing Education Research. \u0000 \u0000These papers cover a range of different perspectives, approaches and results within a scholarly approach to computing education research. This includes methodological, empirical, curricular and tools-oriented interventions and reflections. Papers were accepted in four categories: empirical research papers, theoretical research papers, systems papers, and discussion papers.","PeriodicalId":149708,"journal":{"name":"Proceedings of the 22nd Koli Calling International Conference on Computing Education Research","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126595557","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：