This paper describes the design and implementation of an educational game, called CodeAdventure, which is an adventure game for learning introductory programming concepts. CodeAdventure adopts an integrated design approach that employs various mechanisms and techniques to achieve an immersive learning experience in a fun and engaging way. CodeAdventure incorporates different learning techniques that have been shown to be effective for students' learning, such as providing hints and clues on how to solve puzzles, referencing instructional material, and providing immediate feedback on students' performance.
{"title":"CodeAdventure: Learning Introductory Programming","authors":"Giorgos Nicou, P. Andreou, I. Polycarpou","doi":"10.1145/3059009.3073002","DOIUrl":"https://doi.org/10.1145/3059009.3073002","url":null,"abstract":"This paper describes the design and implementation of an educational game, called CodeAdventure, which is an adventure game for learning introductory programming concepts. CodeAdventure adopts an integrated design approach that employs various mechanisms and techniques to achieve an immersive learning experience in a fun and engaging way. CodeAdventure incorporates different learning techniques that have been shown to be effective for students' learning, such as providing hints and clues on how to solve puzzles, referencing instructional material, and providing immediate feedback on students' performance.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126716029","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 paper describes a multivariate, multi-institutional study conducted in the academic year 2015-16. Six hundred and ninety-three students participated from 11 institutions, (ten institutions in Ireland and one in Denmark). The goal of the study was to compare the profile of male and female students enrolled on introductory programming modules (CS1), to determine if any significant differences could be identified by gender. The gender split was 79:21, male to female respectively. The study took place early in the CS1 module with three instruments used to capture data: a background survey, a survey on programming self-efficacy, comfort and anxiety, and a short programming test. At the end of the module, the overall result for each participant was gathered. Of importance, the study was conducted across multiple levels of Computer Science education, from Level 5 Certificate up to and including Honors Bachelor Degree and Higher Diploma, (which are based on the Irish National Framework of Qualifications NFQ). This paper describes the approach taken and the detailed analysis performed. Several significant differences between male and female students were identified early in CS1, some of which did not hold true at the end of the module. A gender comparison between the two participating countries and the different institution types was also performed and discussed. The findings could be used to positively influence teaching practice and to the development of gender focused retention and recruitment strategies.
{"title":"Insights on Gender Differences in CS1: A Multi-institutional, Multi-variate Study.","authors":"Keith Quille, N. Culligan, Susan Bergin","doi":"10.1145/3059009.3059048","DOIUrl":"https://doi.org/10.1145/3059009.3059048","url":null,"abstract":"This paper describes a multivariate, multi-institutional study conducted in the academic year 2015-16. Six hundred and ninety-three students participated from 11 institutions, (ten institutions in Ireland and one in Denmark). The goal of the study was to compare the profile of male and female students enrolled on introductory programming modules (CS1), to determine if any significant differences could be identified by gender. The gender split was 79:21, male to female respectively. The study took place early in the CS1 module with three instruments used to capture data: a background survey, a survey on programming self-efficacy, comfort and anxiety, and a short programming test. At the end of the module, the overall result for each participant was gathered. Of importance, the study was conducted across multiple levels of Computer Science education, from Level 5 Certificate up to and including Honors Bachelor Degree and Higher Diploma, (which are based on the Irish National Framework of Qualifications NFQ). This paper describes the approach taken and the detailed analysis performed. Several significant differences between male and female students were identified early in CS1, some of which did not hold true at the end of the module. A gender comparison between the two participating countries and the different institution types was also performed and discussed. The findings could be used to positively influence teaching practice and to the development of gender focused retention and recruitment strategies.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130245141","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}
Collaboration and communication are key to successful agile software development. Respect, openness, transparency and trust are core Agile values. However studies show, that there is a shortage of software developers with these skills. How can we teach these skills to software engineering students' This paper presents the approach of using a multi-week Scrum Paper City simulation game. The course execution was accompanied by a thorough evaluation to find out how effective this approach is compared to traditional ex-cathedra teaching. While the evaluation shows some aspects to be improved, it clearly shows that students like to experience the Agile approach directly in a project, that they enjoy more fun, and the collaboration in the team.
协作和沟通是成功的敏捷软件开发的关键。尊重、开放、透明和信任是敏捷的核心价值观。然而，研究表明，目前缺乏具备这些技能的软件开发人员。我们如何将这些技能传授给软件工程专业的学生?本文介绍了使用为期数周的Scrum paper City模拟游戏的方法。课程的实施伴随着全面的评估，以找出这种方法与传统的前教堂教学相比是如何有效的。虽然评估显示了一些需要改进的方面，但它清楚地表明，学生们喜欢在项目中直接体验敏捷方法，他们喜欢更多的乐趣，以及团队中的协作。
{"title":"Use of Gamification to Teach Agile Values and Collaboration: A multi-week Scrum simulation project in an undergraduate software engineering course","authors":"S. Hof, Martin Kropp, M. Landolt","doi":"10.1145/3059009.3059043","DOIUrl":"https://doi.org/10.1145/3059009.3059043","url":null,"abstract":"Collaboration and communication are key to successful agile software development. Respect, openness, transparency and trust are core Agile values. However studies show, that there is a shortage of software developers with these skills. How can we teach these skills to software engineering students' This paper presents the approach of using a multi-week Scrum Paper City simulation game. The course execution was accompanied by a thorough evaluation to find out how effective this approach is compared to traditional ex-cathedra teaching. While the evaluation shows some aspects to be improved, it clearly shows that students like to experience the Agile approach directly in a project, that they enjoy more fun, and the collaboration in the team.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122201848","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}
L. Cassel, Don Goelman, Michael A. Posner, D. Dicheva, Christo Dichev
In this poster the authors report on experiences in teaching an introductory course in Data Science at two different institutions. Their approaches were informed by the aims of their NSF-funded project: to provide insight on learning goals, central data science topics, content modules, and a framework for implementing a flipped classroom approach to introduce data science to students with various technical backgrounds. The authors, investigators on the grant mentioned above, are a collaborative team of computer scientists and a statistician working to create flipped material for an introductory data science class. After ITiCSE the materials described in the poster will continue to be available in Ensemble, at http://computingportal.org/datascienceflipped
{"title":"Data Science for All: A Tale of Two Cities","authors":"L. Cassel, Don Goelman, Michael A. Posner, D. Dicheva, Christo Dichev","doi":"10.1145/3059009.3073000","DOIUrl":"https://doi.org/10.1145/3059009.3073000","url":null,"abstract":"In this poster the authors report on experiences in teaching an introductory course in Data Science at two different institutions. Their approaches were informed by the aims of their NSF-funded project: to provide insight on learning goals, central data science topics, content modules, and a framework for implementing a flipped classroom approach to introduce data science to students with various technical backgrounds. The authors, investigators on the grant mentioned above, are a collaborative team of computer scientists and a statistician working to create flipped material for an introductory data science class. After ITiCSE the materials described in the poster will continue to be available in Ensemble, at http://computingportal.org/datascienceflipped","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123985074","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}
Michael Morgan, M. Butler, J. Sinclair, G. Cross, Janet Fraser, J. Jacková, Neena Thota
There is an increasing trend to use national benchmarks to measure student engagement, with instruments such as North American National Survey of Student Engagement (NSSE) in the USA and Canada, Student Experience Survey (SES) in Australia and NZ (previously known as the University Experience Survey UES), and Student Engagement Survey (SES) in the UK. Unfortunately, Computer Science (CS) rates fairly poorly on a number of measures in these surveys, even when compared to related STEM disciplines. Initial research suggests reasons for this poor performance may include a lack of awareness by CS academics of these instruments and the student engagement measures they are based on, and a misalignment between these instruments and the research focus of computing educators, leading to misdirected efforts in research and teaching practice. In this working group we carry out an in-depth analysis of international student engagement instruments to facilitate a greater awareness of the international benchmarks and what aspects of student engagement they measure. The working group also examine the focus of current computing education research and its alignment to student engagement measures on which these instruments are based. Armed with this knowledge, the computing education community can make informed decisions on how best to respond to these measures and consider ways to improve our performance in relation to other disciplines. In particular it is important to understand why certain measures of student engagement are built into these instruments, how these align to our current research practice or even to provide feedback to the designers of these instruments from a CS perspective.
{"title":"Understanding International Benchmarks on Student Engagement: Awareness, Research Alignment and Response from a Computer Science Perspective","authors":"Michael Morgan, M. Butler, J. Sinclair, G. Cross, Janet Fraser, J. Jacková, Neena Thota","doi":"10.1145/3059009.3081324","DOIUrl":"https://doi.org/10.1145/3059009.3081324","url":null,"abstract":"There is an increasing trend to use national benchmarks to measure student engagement, with instruments such as North American National Survey of Student Engagement (NSSE) in the USA and Canada, Student Experience Survey (SES) in Australia and NZ (previously known as the University Experience Survey UES), and Student Engagement Survey (SES) in the UK. Unfortunately, Computer Science (CS) rates fairly poorly on a number of measures in these surveys, even when compared to related STEM disciplines. Initial research suggests reasons for this poor performance may include a lack of awareness by CS academics of these instruments and the student engagement measures they are based on, and a misalignment between these instruments and the research focus of computing educators, leading to misdirected efforts in research and teaching practice. In this working group we carry out an in-depth analysis of international student engagement instruments to facilitate a greater awareness of the international benchmarks and what aspects of student engagement they measure. The working group also examine the focus of current computing education research and its alignment to student engagement measures on which these instruments are based. Armed with this knowledge, the computing education community can make informed decisions on how best to respond to these measures and consider ways to improve our performance in relation to other disciplines. In particular it is important to understand why certain measures of student engagement are built into these instruments, how these align to our current research practice or even to provide feedback to the designers of these instruments from a CS perspective.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124311191","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}
James W. Walker, Jean Mayo, Ching-Kuang Shene, S. Carr
This paper describes a pedagogical system to visualize program execution.1 The visualization is designed to help students understand how to develop more secure and robust C programs. The system provides several perspectives on the execution including: the values of registers and the logical address space, a call graph, the file descriptor and inode tables, and the handling of sensitive data like passwords and keys. These visualizations are designed to help students understand fundamental concepts such as: buffer overflows, integer overflows, proper handling of sensitive data and application of the principle of least privilege in several contexts including file operations, secure SUID programming, and use and management of the process environment.
{"title":"Visualization for Secure Coding in C","authors":"James W. Walker, Jean Mayo, Ching-Kuang Shene, S. Carr","doi":"10.1145/3059009.3072990","DOIUrl":"https://doi.org/10.1145/3059009.3072990","url":null,"abstract":"This paper describes a pedagogical system to visualize program execution.1 The visualization is designed to help students understand how to develop more secure and robust C programs. The system provides several perspectives on the execution including: the values of registers and the logical address space, a call graph, the file descriptor and inode tables, and the handling of sensitive data like passwords and keys. These visualizations are designed to help students understand fundamental concepts such as: buffer overflows, integer overflows, proper handling of sensitive data and application of the principle of least privilege in several contexts including file operations, secure SUID programming, and use and management of the process environment.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126408962","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}
Antti Knutas, J. Ikonen, L. Ripamonti, D. Maggiorini, J. Porras
In this paper, an approach and a rubric for measuring commitment to computer-supported collaboration in student teams is presented.
本文提出了一种测量学生团队中计算机支持协作承诺的方法和标准。
{"title":"Discovering Indicators of Commitment in Computer-Supported Collaborative Student Teams","authors":"Antti Knutas, J. Ikonen, L. Ripamonti, D. Maggiorini, J. Porras","doi":"10.1145/3059009.3072995","DOIUrl":"https://doi.org/10.1145/3059009.3072995","url":null,"abstract":"In this paper, an approach and a rubric for measuring commitment to computer-supported collaboration in student teams is presented.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134456945","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}
A. Vasilchenko, D. Green, Haneen Qarabash, Anne Preston, Tom Bartindale, Madeline Balaam
Understanding, promoting, and teaching media literacy is an important societal challenge. STEM educators are increasingly looking to incorporate 21st century skills such as media literacy into core subject education. In this paper we investigate how undergraduate Computer Science (CS) students can learn media literacy as a by-product of collaborative video tutorial production. The paper presents a study of 34 third-year CS undergraduates who, as part of their learning, were each asked to produce three video tutorials on Raspberry Pi programming, using a collaborative video production tool for mobile phones (Bootlegger). We provide results of both quantitative and qualitative analysis of the production process and resulting video tutorials, and conclude that the student cohort demonstrated a clear development of media literacy skills. The paper's contribution is twofold. First, we add to the understanding of how the use of mobile collaborative video production technology by non-professionals can help them learn to create meaningful media messages with little scaffolding. Second, we present an alternative pedagogical approach that can help CS students acquire 21st century skills such as media literacy.
{"title":"Media Literacy as a By-Product of Collaborative Video Production by CS Students","authors":"A. Vasilchenko, D. Green, Haneen Qarabash, Anne Preston, Tom Bartindale, Madeline Balaam","doi":"10.1145/3059009.3059047","DOIUrl":"https://doi.org/10.1145/3059009.3059047","url":null,"abstract":"Understanding, promoting, and teaching media literacy is an important societal challenge. STEM educators are increasingly looking to incorporate 21st century skills such as media literacy into core subject education. In this paper we investigate how undergraduate Computer Science (CS) students can learn media literacy as a by-product of collaborative video tutorial production. The paper presents a study of 34 third-year CS undergraduates who, as part of their learning, were each asked to produce three video tutorials on Raspberry Pi programming, using a collaborative video production tool for mobile phones (Bootlegger). We provide results of both quantitative and qualitative analysis of the production process and resulting video tutorials, and conclude that the student cohort demonstrated a clear development of media literacy skills. The paper's contribution is twofold. First, we add to the understanding of how the use of mobile collaborative video production technology by non-professionals can help them learn to create meaningful media messages with little scaffolding. Second, we present an alternative pedagogical approach that can help CS students acquire 21st century skills such as media literacy.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134565524","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 report on our experience building and implementing a robotics course for Computer Science based on the LEGO NXT. The goal of the course is to provide students with an opportunity to learn the fundamental principles involved in designing, programming, and operating mobile robots in a completely experiential setting, while abstracting away the hardware complexity of typical robotics platforms. To this end, we built the course around the LEGO NXT robot kits. We have developed a software framework that allows the NXT to be used in conjunction with a laptop computer and a webcam to enable our students to learn in the context of a robotics soccer game. We describe the process of designing the robotics soccer project so that it is tightly coupled with course learning goals, and report on our experience running the course over the past three years. The software platform is freely available, and allows anyone with a webcam-equipped laptop and an NXT set to implement their own soccer playing bot.
{"title":"Practical Robotics in Computer Science Using the LEGO NXT: An Experience Report","authors":"Francisco J. Estrada","doi":"10.1145/3059009.3059025","DOIUrl":"https://doi.org/10.1145/3059009.3059025","url":null,"abstract":"We report on our experience building and implementing a robotics course for Computer Science based on the LEGO NXT. The goal of the course is to provide students with an opportunity to learn the fundamental principles involved in designing, programming, and operating mobile robots in a completely experiential setting, while abstracting away the hardware complexity of typical robotics platforms. To this end, we built the course around the LEGO NXT robot kits. We have developed a software framework that allows the NXT to be used in conjunction with a laptop computer and a webcam to enable our students to learn in the context of a robotics soccer game. We describe the process of designing the robotics soccer project so that it is tightly coupled with course learning goals, and report on our experience running the course over the past three years. The software platform is freely available, and allows anyone with a webcam-equipped laptop and an NXT set to implement their own soccer playing bot.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127873206","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 describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies involving a range of age groups to explore how programming tasks could best be framed to motivate learners. Our empirical findings from these four studies, described here, contributed to the design of a set of programming "Learning Dimensions" (LDs). The LDs provide educators with insights to support key design decisions for the creation of engaging programming learning experiences. This paper describes the background to the identification of these LDs and how they could address the design and delivery of highly engaging programming learning tasks. A web application has been authored to support educators in the application of the LDs to their lesson design.
{"title":"Learning Dimensions: Lessons from Field Studies","authors":"C. Martin, J. Hughes, J. Richards","doi":"10.1145/3059009.3059046","DOIUrl":"https://doi.org/10.1145/3059009.3059046","url":null,"abstract":"In this paper, we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies involving a range of age groups to explore how programming tasks could best be framed to motivate learners. Our empirical findings from these four studies, described here, contributed to the design of a set of programming \"Learning Dimensions\" (LDs). The LDs provide educators with insights to support key design decisions for the creation of engaging programming learning experiences. This paper describes the background to the identification of these LDs and how they could address the design and delivery of highly engaging programming learning tasks. A web application has been authored to support educators in the application of the LDs to their lesson design.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124644046","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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