This poster describes a research project that is in the preliminary stages, working to develop a pedagogical intervention based on prior education research. Self-efficacy is known to be an important factor for success in computing. What is less known is how computing instructors can support students on this dimension. Prior research has suggested that self-assessment scaffolding can benefit students' self-efficacy and learning outcomes, so we are developing a pedagogical intervention to that end.
{"title":"Development of a Script for Self-Assessment Scaffolding in CS1","authors":"A. Lishinski","doi":"10.1145/3587103.3594164","DOIUrl":"https://doi.org/10.1145/3587103.3594164","url":null,"abstract":"This poster describes a research project that is in the preliminary stages, working to develop a pedagogical intervention based on prior education research. Self-efficacy is known to be an important factor for success in computing. What is less known is how computing instructors can support students on this dimension. Prior research has suggested that self-assessment scaffolding can benefit students' self-efficacy and learning outcomes, so we are developing a pedagogical intervention to that end.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"19 S1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120979509","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}
Angela Zavaleta Bernuy, Jessica Jia-Ni Xu, Naaz Sibia, J. J. Williams, Andrew Petersen, Michael Liut
In this poster, we present a pilot study investigating the impact of the medium used for self-explanation on students' performance outcomes in a databases course. We did not see notable differences in student performance based on the medium they used for self-explanation. We also note that while most students prefer using text to submit self-explanations, their preferences may differ when they use voice.
{"title":"Self-Explanation Modality: Effects on Student Performance?","authors":"Angela Zavaleta Bernuy, Jessica Jia-Ni Xu, Naaz Sibia, J. J. Williams, Andrew Petersen, Michael Liut","doi":"10.1145/3587103.3594188","DOIUrl":"https://doi.org/10.1145/3587103.3594188","url":null,"abstract":"In this poster, we present a pilot study investigating the impact of the medium used for self-explanation on students' performance outcomes in a databases course. We did not see notable differences in student performance based on the medium they used for self-explanation. We also note that while most students prefer using text to submit self-explanations, their preferences may differ when they use voice.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121211468","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 poster focuses on workshops to support students' soft and selfreflection skills during collaborative learning. These workshops intend to help reduce anxiety during group work and to promote inclusive and equitable collaborative learning environments. Unfortunately, single-paced instructional approaches are typically applied in learning environments [3] and do not consider students' needs when learning nor provide soft-skills guidance that encourages equal participation. The workshops offer educator and student support for equitable group work through upskilling students' soft skills, such as leadership and communication, that promote better teamwork. By assisting students in developing and practising soft and self-reflection skills, they might have the opportunity to contribute to solving the activity, enabling them to participate equally. This poster includes an experimental study plan to integrate and evaluate the effects of these workshops.
{"title":"Social Troubleshooting Workshops: Upskilling Students' Soft and Self-Reflection Skills","authors":"S. Schulz, Rita Garcia, Christoph Treude","doi":"10.1145/3587103.3594190","DOIUrl":"https://doi.org/10.1145/3587103.3594190","url":null,"abstract":"This poster focuses on workshops to support students' soft and selfreflection skills during collaborative learning. These workshops intend to help reduce anxiety during group work and to promote inclusive and equitable collaborative learning environments. Unfortunately, single-paced instructional approaches are typically applied in learning environments [3] and do not consider students' needs when learning nor provide soft-skills guidance that encourages equal participation. The workshops offer educator and student support for equitable group work through upskilling students' soft skills, such as leadership and communication, that promote better teamwork. By assisting students in developing and practising soft and self-reflection skills, they might have the opportunity to contribute to solving the activity, enabling them to participate equally. This poster includes an experimental study plan to integrate and evaluate the effects of these workshops.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122061851","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}
Jesse Hoobergs, Birthe van den Berg, T. Schrijvers
The Flemish Government has imposed a new and challenging set of learning objectives for secondary education. An important part comprises Computational Thinking for 3rd and 4th year students, and Computer Science for students in their 5th and 6th year. Yet, most teachers, who have mostly not been trained to teach these subjects, do not feel confident in programming-related topics. With eTeacher, we take away this burden from the teacher and allow students to work independently and at their own pace. In particular, we present a platform with an integrated course text for Computational Thinking. eTeacher is available on every device, gives automatic code-feedback both content-wise and on programming style and provides exercises of different types and levels. Teachers can monitor their students individually and consult statistics. The platform was extensively evaluated in a pilot at 20 schools.
{"title":"eTeacher: A Pilot in Flemish Secondary Education","authors":"Jesse Hoobergs, Birthe van den Berg, T. Schrijvers","doi":"10.1145/3587103.3594152","DOIUrl":"https://doi.org/10.1145/3587103.3594152","url":null,"abstract":"The Flemish Government has imposed a new and challenging set of learning objectives for secondary education. An important part comprises Computational Thinking for 3rd and 4th year students, and Computer Science for students in their 5th and 6th year. Yet, most teachers, who have mostly not been trained to teach these subjects, do not feel confident in programming-related topics. With eTeacher, we take away this burden from the teacher and allow students to work independently and at their own pace. In particular, we present a platform with an integrated course text for Computational Thinking. eTeacher is available on every device, gives automatic code-feedback both content-wise and on programming style and provides exercises of different types and levels. Teachers can monitor their students individually and consult statistics. The platform was extensively evaluated in a pilot at 20 schools.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129843728","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}
Recognizing effective approaches to communicate computational thinking (CT) ideas to K-12 learners is necessary. Co-design approach has been identified as an effective pedagogy for communicating CT ideas. However, there is a dearth of studies on co-design pedagogical scenarios. Hence, this study aimed at developing a CT learning co-design scenario, translate into artifact, and implement with Nigerian secondary school students.
{"title":"Design and Implementation of Co-design Pedagogical Scenarios for Learning Computational Thinking","authors":"Amos Oyelere Sunday","doi":"10.1145/3587103.3594139","DOIUrl":"https://doi.org/10.1145/3587103.3594139","url":null,"abstract":"Recognizing effective approaches to communicate computational thinking (CT) ideas to K-12 learners is necessary. Co-design approach has been identified as an effective pedagogy for communicating CT ideas. However, there is a dearth of studies on co-design pedagogical scenarios. Hence, this study aimed at developing a CT learning co-design scenario, translate into artifact, and implement with Nigerian secondary school students.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128157030","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 report summarizes the information related to a PhD project that aims to develop an Open-Source Emotion-Based Adaptive Learning Support System through Computational Thinking activities. This paper outlines the proposed objectives and provides an update on the progress made in research to date.
{"title":"Development of an Open-Source Emotion-Based Adaptive Learning Support System using Computational Thinking Activities","authors":"Rafael Herrero-Álvarez","doi":"10.1145/3587103.3594141","DOIUrl":"https://doi.org/10.1145/3587103.3594141","url":null,"abstract":"This report summarizes the information related to a PhD project that aims to develop an Open-Source Emotion-Based Adaptive Learning Support System through Computational Thinking activities. This paper outlines the proposed objectives and provides an update on the progress made in research to date.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"148 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131411854","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}
Dan-Adrian German, M. Pias, Qiao Xiang, Pei-Ying Chen
Continuing a process that began more than 50 years ago with the publication of Curriculum 68 ACM, IEEE-Computer Society and AAAI have sponsored five efforts to establish international curricular guidelines for undergraduate programs in computing on a roughly 10-year cycle. Over the last 15 years significant advances in quantum technologies have led to a new awareness about their impact on computing (QC). There are now 60 companies worldwide that build quantum computers. In the US the Quantum Economic Development Consortium (QED-C) was created in 2018 to accelerate the quantum industry by establishing a robust supply chain and infrastructure, including workforce and standards. But the continued absence of any serious education in quantum mechanics in a large fraction of traditional US engineering programs, including computer engineering and the closely related CS and data science programs, present many BS degree STEM graduates with the daunting problem of how to get trained quickly and efficiently to pursue the new opportunities in Quantum Information Science and Technology (QIST). To address this issue the ACM Board of Education has teamed up with the QED-C Workforce Development TAC and has developed (for the first time ever and over a period of 18 months) a Quantum Architectures (Q-AR) Knowledge Unit (KU) for CS2023. In November 2022 we asked the QED-C members (industry, academia, national labs, and government agencies) to comment on the proposed competency-based curricular plans along with the selected topics and learning outcomes. We present the analysis of the data we collected during that process.
{"title":"Structure and Content of the Quantum Architectures (Q-AR) Knowledge Unit (KU) Proposal for the CS2023 Report: Curricular Maps and Analysis of Industry Feedback","authors":"Dan-Adrian German, M. Pias, Qiao Xiang, Pei-Ying Chen","doi":"10.1145/3587103.3594180","DOIUrl":"https://doi.org/10.1145/3587103.3594180","url":null,"abstract":"Continuing a process that began more than 50 years ago with the publication of Curriculum 68 ACM, IEEE-Computer Society and AAAI have sponsored five efforts to establish international curricular guidelines for undergraduate programs in computing on a roughly 10-year cycle. Over the last 15 years significant advances in quantum technologies have led to a new awareness about their impact on computing (QC). There are now 60 companies worldwide that build quantum computers. In the US the Quantum Economic Development Consortium (QED-C) was created in 2018 to accelerate the quantum industry by establishing a robust supply chain and infrastructure, including workforce and standards. But the continued absence of any serious education in quantum mechanics in a large fraction of traditional US engineering programs, including computer engineering and the closely related CS and data science programs, present many BS degree STEM graduates with the daunting problem of how to get trained quickly and efficiently to pursue the new opportunities in Quantum Information Science and Technology (QIST). To address this issue the ACM Board of Education has teamed up with the QED-C Workforce Development TAC and has developed (for the first time ever and over a period of 18 months) a Quantum Architectures (Q-AR) Knowledge Unit (KU) for CS2023. In November 2022 we asked the QED-C members (industry, academia, national labs, and government agencies) to comment on the proposed competency-based curricular plans along with the selected topics and learning outcomes. We present the analysis of the data we collected during that process.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116026215","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}
Learning to develop code of good quality is challenging. One way to improve code quality is through code refactoring. Students make several mistakes when refactoring code. This research project aims to comprehend student errors in code refactoring, as well as to evaluate how the use of automated tools can help students remediate these errors.
{"title":"Investigating Student Errors in Code Refactoring","authors":"Eduardo Oliveira","doi":"10.1145/3587103.3594146","DOIUrl":"https://doi.org/10.1145/3587103.3594146","url":null,"abstract":"Learning to develop code of good quality is challenging. One way to improve code quality is through code refactoring. Students make several mistakes when refactoring code. This research project aims to comprehend student errors in code refactoring, as well as to evaluate how the use of automated tools can help students remediate these errors.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116840926","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 have developed a quantitative tool for assessing senior high school students' computational thinking skills and administered it in the Taipei metropolitan area of Taiwan. Our CT test is language/tool/knowledge-independent and focuses on four key CT concepts: decomposition, data representation, algorithms, and pattern generalization. Our paper outlines the development process of the CT test, including its constructs, reliability, and validity, and discusses its educational implications for computing courses. This CT test provides a valuable resource for computing teachers who wish to assess their students' CT abilities and tailor their teaching methods accordingly.
{"title":"A Computational Thinking Test for Senior High School Students","authors":"Chiu-Fan Hu, Cheng-Chih Wu","doi":"10.1145/3587103.3594151","DOIUrl":"https://doi.org/10.1145/3587103.3594151","url":null,"abstract":"We have developed a quantitative tool for assessing senior high school students' computational thinking skills and administered it in the Taipei metropolitan area of Taiwan. Our CT test is language/tool/knowledge-independent and focuses on four key CT concepts: decomposition, data representation, algorithms, and pattern generalization. Our paper outlines the development process of the CT test, including its constructs, reliability, and validity, and discusses its educational implications for computing courses. This CT test provides a valuable resource for computing teachers who wish to assess their students' CT abilities and tailor their teaching methods accordingly.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"119 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120861622","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}
Robert Monahan, Jessica Vandenberg, Anisha Gupta, A. Smith, Rasha Elsayed, Kimkinyona Fox, Aleata Hubbard Cheuoua, Cathy Ringstaff, James Minogue, Kevin M. Oliver, Bradford W. Mott
There is a growing need for 21st-century workers to be digitally literate and to possess computational thinking and collaborative problem-solving skills. Computer-supported collaborative learning (CSCL) focused on computational thinking can guide students toward the co-development of these skills. In this work, we present our approach to integrating virtual and physical learning modalities into InfuseCS, a CSCL environment. InfuseCS uses problem-based learning scenarios to situate upper elementary school students (ages 8 to 11) in a CSCL setting to foster their computational thinking and science knowledge construction as they collaborate to create digital narratives.
{"title":"Multimodal CS Education Using a Scaffolded CSCL Environment","authors":"Robert Monahan, Jessica Vandenberg, Anisha Gupta, A. Smith, Rasha Elsayed, Kimkinyona Fox, Aleata Hubbard Cheuoua, Cathy Ringstaff, James Minogue, Kevin M. Oliver, Bradford W. Mott","doi":"10.1145/3587103.3594181","DOIUrl":"https://doi.org/10.1145/3587103.3594181","url":null,"abstract":"There is a growing need for 21st-century workers to be digitally literate and to possess computational thinking and collaborative problem-solving skills. Computer-supported collaborative learning (CSCL) focused on computational thinking can guide students toward the co-development of these skills. In this work, we present our approach to integrating virtual and physical learning modalities into InfuseCS, a CSCL environment. InfuseCS uses problem-based learning scenarios to situate upper elementary school students (ages 8 to 11) in a CSCL setting to foster their computational thinking and science knowledge construction as they collaborate to create digital narratives.","PeriodicalId":366365,"journal":{"name":"Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124845471","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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