Team software development projects are a crucial component of undergraduate computing education. Studies of software developers in industry underscore the need for undergraduates to acquire authentic software development experiences in which they contribute to legacy code bases within collaborative software development contexts. Despite their clear educational value, team software development projects are notoriously challenging to implement and assess. Drawing on experience and relevant research results, this Research in Practice Project Activity (RIPPA) brings together computing educators and researchers to discuss, research, and innovate approaches to designing and assessing authentic software development projects. Participants are invited to run empirical studies in their own courses in which they (a) collect subjective and objective measures of team and individual progress in software projects, and (b) explore alternative pedagogical and assessment approaches, including those supported by the use of custom learning management and data analytics tools. By the end of the RIPPA, we aim to publish one or more research papers that advance the state-of-the-art in team software project pedagogy, supporting technology, and assessment based on the results of multi-institutional research studies.
{"title":"Designing and Assessing Authentic Software Development Projects in Undergraduate Computing Education","authors":"C. Hundhausen, Phill Conrad, Olusola O. Adesope","doi":"10.1145/3555009.3555037","DOIUrl":"https://doi.org/10.1145/3555009.3555037","url":null,"abstract":"Team software development projects are a crucial component of undergraduate computing education. Studies of software developers in industry underscore the need for undergraduates to acquire authentic software development experiences in which they contribute to legacy code bases within collaborative software development contexts. Despite their clear educational value, team software development projects are notoriously challenging to implement and assess. Drawing on experience and relevant research results, this Research in Practice Project Activity (RIPPA) brings together computing educators and researchers to discuss, research, and innovate approaches to designing and assessing authentic software development projects. Participants are invited to run empirical studies in their own courses in which they (a) collect subjective and objective measures of team and individual progress in software projects, and (b) explore alternative pedagogical and assessment approaches, including those supported by the use of custom learning management and data analytics tools. By the end of the RIPPA, we aim to publish one or more research papers that advance the state-of-the-art in team software project pedagogy, supporting technology, and assessment based on the results of multi-institutional research studies.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125246890","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}
Joseph Maguire, S. Fincher, Q. Cutts, Rosanne English
The research infrastructure of a mature discipline includes many components, one of which is the steady production of PhD graduates. In a young discipline such as computing education, there are relatively few supervisors and students, supervisory norms have not matured and networking between students and with other researchers is challenging. In such a context, the development of a doctoral consortium (DC) is particularly important. This editorial captures the need to provide a regular DC for the UK computing education research community, and directions for development.
{"title":"Enhancing UK Computing Education Research Infrastructure with Doctoral Consortia","authors":"Joseph Maguire, S. Fincher, Q. Cutts, Rosanne English","doi":"10.1145/3555009.3555011","DOIUrl":"https://doi.org/10.1145/3555009.3555011","url":null,"abstract":"The research infrastructure of a mature discipline includes many components, one of which is the steady production of PhD graduates. In a young discipline such as computing education, there are relatively few supervisors and students, supervisory norms have not matured and networking between students and with other researchers is challenging. In such a context, the development of a doctoral consortium (DC) is particularly important. This editorial captures the need to provide a regular DC for the UK computing education research community, and directions for development.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132159573","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}
The use of the English language as a medium of instruction is becoming the norm in many higher education institutions around the world. This means all subjects, especially in science disciplines, are taught in English regardless of the native language of the students. For decades research has highlighted the negative impact that foreign language classroom anxiety can have on students’ academic performance in foreign language classes. However, research on the effect of this type of anxiety on the students’ academic performance in other classes is still limited. This research investigates the impact of foreign language classroom anxiety on the academic performance of non-native English-speaking students’ in CS1 courses. A total of 160 students from two universities in different countries participated in this study. The main aim is to examine the correlation between the foreign language classroom anxiety level and the students’ academic performance in assignments and final exams as well as the overall score in the CS1 courses. The results show a significant low negative impact of foreign language classroom anxiety on their academic performance in programming assignments. The research also discusses the impact of foreign language classroom anxiety based on gender and nationality. Moreover, the correlations between the students’ academic performance and six different factors related to foreign language classroom anxiety have been investigated.
{"title":"The Influence of Foreign Language Classroom Anxiety on Academic Performance in English-based CS1 Courses","authors":"Suad Alaofi, Seán Russell","doi":"10.1145/3555009.3555020","DOIUrl":"https://doi.org/10.1145/3555009.3555020","url":null,"abstract":"The use of the English language as a medium of instruction is becoming the norm in many higher education institutions around the world. This means all subjects, especially in science disciplines, are taught in English regardless of the native language of the students. For decades research has highlighted the negative impact that foreign language classroom anxiety can have on students’ academic performance in foreign language classes. However, research on the effect of this type of anxiety on the students’ academic performance in other classes is still limited. This research investigates the impact of foreign language classroom anxiety on the academic performance of non-native English-speaking students’ in CS1 courses. A total of 160 students from two universities in different countries participated in this study. The main aim is to examine the correlation between the foreign language classroom anxiety level and the students’ academic performance in assignments and final exams as well as the overall score in the CS1 courses. The results show a significant low negative impact of foreign language classroom anxiety on their academic performance in programming assignments. The research also discusses the impact of foreign language classroom anxiety based on gender and nationality. Moreover, the correlations between the students’ academic performance and six different factors related to foreign language classroom anxiety have been investigated.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127849357","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}
Programming error messages (PEMs) often prove to be troublesome for novice programmers. Guidelines to improve PEMs often lack theoretical or empirical justification. This research will establish a theoretical foundation for what makes a “good” PEM, based on existing theories that have not yet been applied to PEMs. These findings will be applied to an existing programming environment and result in empirically-validated advice for language implementers.
{"title":"What makes a programming error message good?","authors":"E. Santos","doi":"10.1145/3555009.3555032","DOIUrl":"https://doi.org/10.1145/3555009.3555032","url":null,"abstract":"Programming error messages (PEMs) often prove to be troublesome for novice programmers. Guidelines to improve PEMs often lack theoretical or empirical justification. This research will establish a theoretical foundation for what makes a “good” PEM, based on existing theories that have not yet been applied to PEMs. These findings will be applied to an existing programming environment and result in empirically-validated advice for language implementers.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129337962","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}
Programming language courses are essential for learning software development and different activities are used to motivate novice students to help them to learn programming languages. Formative assessment is one of the approaches for effective programming learning. It can help them for increasing recall, facilitating engagement and reinforcing programming knowledge. This research aims to study whether the formative assessment builds self-confidence of novices to the learning of programming
{"title":"Formative Assessment as a Learning Method for Introductory Programming","authors":"Jagadeeswaran Thangaraj","doi":"10.1145/3555009.3555033","DOIUrl":"https://doi.org/10.1145/3555009.3555033","url":null,"abstract":"Programming language courses are essential for learning software development and different activities are used to motivate novice students to help them to learn programming languages. Formative assessment is one of the approaches for effective programming learning. It can help them for increasing recall, facilitating engagement and reinforcing programming knowledge. This research aims to study whether the formative assessment builds self-confidence of novices to the learning of programming","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"169 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115178714","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}
From March 2020, the COVID-19 pandemic imposed “emergency remote teaching” across education globally, leading to the closure of institutions across all settings. The resulting shift to online learning, teaching and assessment (LT&A) has placed significant challenges on practitioners – both professionally and logistically, as well as more personally, especially on their health and wellbeing. Building on a wider corpus of work, specifically focusing on computer science (CS) education in the UK, this poster presents the high-level outcomes of five major empirical studies conducted over the past two years with many thousands of practitioners. We highlight widespread disciplinary concerns relating to transitioning to online working and a return to face-to-face; potential future trends for LT deprioritisation of research; and wider impact on marginalised communities within CS. These collected results offer valuable insight into the longer-term impact of COVID-19 on UK CS practitioners, especially as we start to emerge from “pandemia”, into a new post-COVID (ab)normal.
{"title":"Reflections on a Global Pandemic: Capturing the Impact of COVID-19 on the UK Computer Science Education Community","authors":"T. Crick, Cathryn Knight, R. Watermeyer","doi":"10.1145/3555009.3555027","DOIUrl":"https://doi.org/10.1145/3555009.3555027","url":null,"abstract":"From March 2020, the COVID-19 pandemic imposed “emergency remote teaching” across education globally, leading to the closure of institutions across all settings. The resulting shift to online learning, teaching and assessment (LT&A) has placed significant challenges on practitioners – both professionally and logistically, as well as more personally, especially on their health and wellbeing. Building on a wider corpus of work, specifically focusing on computer science (CS) education in the UK, this poster presents the high-level outcomes of five major empirical studies conducted over the past two years with many thousands of practitioners. We highlight widespread disciplinary concerns relating to transitioning to online working and a return to face-to-face; potential future trends for LT deprioritisation of research; and wider impact on marginalised communities within CS. These collected results offer valuable insight into the longer-term impact of COVID-19 on UK CS practitioners, especially as we start to emerge from “pandemia”, into a new post-COVID (ab)normal.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122461174","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}
Student engagement in computing science education (CSE) is crucial for student learning. However, little is known about the effects of all four student engagement dimensions on pupils’ learning outcomes in CSE. Moreover, little is known about measuring behavioural engagement (BE), cognitive engagement (CE), emotional engagement (EE), and social engagement (SE) and how to identify student engagement levels in CS classes in high schools. The study investigates the effects of BE, CE, EE, and SE on pupils’ learning outcomes in high schools’ CS classes and uses machine learning approaches to better understand and optimise the learning process and environments in which it occurs.
{"title":"Using Machine Learning Algorithms for Analysing the Factors That Affect Pupil Engagement and Learning Outcomes in CSE","authors":"S. Albakri","doi":"10.1145/3555009.3555036","DOIUrl":"https://doi.org/10.1145/3555009.3555036","url":null,"abstract":"Student engagement in computing science education (CSE) is crucial for student learning. However, little is known about the effects of all four student engagement dimensions on pupils’ learning outcomes in CSE. Moreover, little is known about measuring behavioural engagement (BE), cognitive engagement (CE), emotional engagement (EE), and social engagement (SE) and how to identify student engagement levels in CS classes in high schools. The study investigates the effects of BE, CE, EE, and SE on pupils’ learning outcomes in high schools’ CS classes and uses machine learning approaches to better understand and optimise the learning process and environments in which it occurs.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"190 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116518025","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 study examined the effects of online engagement in live lectures versus offline studies on students’ performance of an undergraduate Databases module with a large class size of over 400 students. We have discovered that attendance at synchronous (live) online-lectures has very little correlation to students’ performance. Our view is that the change to online learning has caused a considerable shift in study habits. In fact, a significant number of students who had hardly attended any live online-lectures still performed extremely well in the summative assessments, indicating that they were still engaging asynchronously.
{"title":"Investigating the Effects of Synchronous versus Asynchronous Online Engagement on Performance of a Large Class","authors":"B. Toh, N. Buchanan","doi":"10.1145/3555009.3555023","DOIUrl":"https://doi.org/10.1145/3555009.3555023","url":null,"abstract":"This study examined the effects of online engagement in live lectures versus offline studies on students’ performance of an undergraduate Databases module with a large class size of over 400 students. We have discovered that attendance at synchronous (live) online-lectures has very little correlation to students’ performance. Our view is that the change to online learning has caused a considerable shift in study habits. In fact, a significant number of students who had hardly attended any live online-lectures still performed extremely well in the summative assessments, indicating that they were still engaging asynchronously.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124361349","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 presents an analysis of the skills and professional competencies that recent graduates from computing and software engineering programmes recommend for current students. Previous studies have not investigated the viewpoints of early-career engineers, and the current study addresses this research gap. The data used in this study comes from nationwide career monitoring surveys for former university students who graduated five years earlier. We analyzed the responses to questions about the skills and competencies needed in the software or computing jobs and compared them with the satisfaction and career paths of the respondents. According to the results, three types of skills and competencies are paramount: Soft skills in general, programming skills, and the practical experience gained during university studies. A logistic regression analysis revealed that soft skills are recommended by those who are most satisfied with their careers. Practical skills are more likely to be recommended if the respondent is less satisfied with their studies. Based on the findings, we concluded that the responses from the career monitoring survey could be used as an indicator of how well studies prepare graduates for the industry.
{"title":"What can we learn from recommendations of early-career engineers? Assessing computing and software engineering education using a career monitoring survey","authors":"Timo Hynninen, Antti Knutas, M. Hujala","doi":"10.1145/3555009.3555017","DOIUrl":"https://doi.org/10.1145/3555009.3555017","url":null,"abstract":"This paper presents an analysis of the skills and professional competencies that recent graduates from computing and software engineering programmes recommend for current students. Previous studies have not investigated the viewpoints of early-career engineers, and the current study addresses this research gap. The data used in this study comes from nationwide career monitoring surveys for former university students who graduated five years earlier. We analyzed the responses to questions about the skills and competencies needed in the software or computing jobs and compared them with the satisfaction and career paths of the respondents. According to the results, three types of skills and competencies are paramount: Soft skills in general, programming skills, and the practical experience gained during university studies. A logistic regression analysis revealed that soft skills are recommended by those who are most satisfied with their careers. Practical skills are more likely to be recommended if the respondent is less satisfied with their studies. Based on the findings, we concluded that the responses from the career monitoring survey could be used as an indicator of how well studies prepare graduates for the industry.","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115832504","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 teaching and learning framework supports the transfer of primary level literacy pedagogical knowledge to the subject of computing science. Teachers apply the same rationale for using wordless picture books for reading development to the teaching of introductory programming. Children see (S), talk (T) and explain (E) visual programming animations in preparation (P) for their exposure to code (STEP).
{"title":"See, Talk, Explain and Prepare (STEP): The First STEP for Primary Teachers in Introductory Programming","authors":"Elizabeth Cole, Q. Cutts","doi":"10.1145/3555009.3555022","DOIUrl":"https://doi.org/10.1145/3555009.3555022","url":null,"abstract":"This teaching and learning framework supports the transfer of primary level literacy pedagogical knowledge to the subject of computing science. Teachers apply the same rationale for using wordless picture books for reading development to the teaching of introductory programming. Children see (S), talk (T) and explain (E) visual programming animations in preparation (P) for their exposure to code (STEP).","PeriodicalId":423863,"journal":{"name":"Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123588608","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：