Pub Date : 2022-12-25DOI: 10.1080/08993408.2022.2160144
Amanda A. Barrett, Colin T. Smith, Courtni H. Hafen, Emilee Severe, Elizabeth G. Bailey
{"title":"The impact of gender roles and previous exposure on major choice, perceived competence, and belonging: a qualitative study of students in computer science and bioinformatics classes","authors":"Amanda A. Barrett, Colin T. Smith, Courtni H. Hafen, Emilee Severe, Elizabeth G. Bailey","doi":"10.1080/08993408.2022.2160144","DOIUrl":"https://doi.org/10.1080/08993408.2022.2160144","url":null,"abstract":"","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42681690","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}
Pub Date : 2022-12-21DOI: 10.1080/08993408.2022.2160150
Kathleen J. Lehman, Julia Rose Karpicz, Tomoko M. Nakajima, Linda J. Sax, V. Rozhenkova
{"title":"“None of This Happens in a Vacuum”: The Impact of External Dynamics on Department Chairs’ Efforts to Broaden Participation in Undergraduate Computing","authors":"Kathleen J. Lehman, Julia Rose Karpicz, Tomoko M. Nakajima, Linda J. Sax, V. Rozhenkova","doi":"10.1080/08993408.2022.2160150","DOIUrl":"https://doi.org/10.1080/08993408.2022.2160150","url":null,"abstract":"","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49504142","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}
Pub Date : 2022-12-15DOI: 10.1080/08993408.2022.2158283
Katarina Pantic, Jody Clarke
ABSTRACT Background and Context Despite over 30 years of research on broadening participation, women are still underrepresented in Computer Science (CS) education. While enrolment in CS majors has increased, women earn only 18% of the CS baccalaureate degrees in the US. Objective Most research focuses on why women leave CS. This study explores factors (i.e. social interactions and practices) that support retention from the perspective of women who persisted in their CS major. Methods We interviewed ten participants first by separating them in two focus groups and then by using individual in-depth interviews. Findings We identified four types of social interactions that support retention of women. In terms of practices, we present four of the most frequent practices, and four practices that characterised retention of women at the periphery. These findings add nuanced understanding of factors that support retention of women through the theoretical lens of legitimate peripheral participation in communities of practice. Implications This study has several implications for CS departments on how they can support women’s retention, such as by supporting internships, propagating work-life balance and training faculty and students on the importance of legitimacy and support.
{"title":"Social interactions and practices that positively influenced women’s retention in their computer science major","authors":"Katarina Pantic, Jody Clarke","doi":"10.1080/08993408.2022.2158283","DOIUrl":"https://doi.org/10.1080/08993408.2022.2158283","url":null,"abstract":"ABSTRACT Background and Context Despite over 30 years of research on broadening participation, women are still underrepresented in Computer Science (CS) education. While enrolment in CS majors has increased, women earn only 18% of the CS baccalaureate degrees in the US. Objective Most research focuses on why women leave CS. This study explores factors (i.e. social interactions and practices) that support retention from the perspective of women who persisted in their CS major. Methods We interviewed ten participants first by separating them in two focus groups and then by using individual in-depth interviews. Findings We identified four types of social interactions that support retention of women. In terms of practices, we present four of the most frequent practices, and four practices that characterised retention of women at the periphery. These findings add nuanced understanding of factors that support retention of women through the theoretical lens of legitimate peripheral participation in communities of practice. Implications This study has several implications for CS departments on how they can support women’s retention, such as by supporting internships, propagating work-life balance and training faculty and students on the importance of legitimacy and support.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48203543","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}
Pub Date : 2022-11-13DOI: 10.1080/08993408.2022.2145549
Ugur Kale, Jiangmei Yuan, Abhik Roy
ABSTRACT Background and Context Various coding initiatives and materials exist such as those on Code.org site to promote students’ computational thinking (CT). However, little is known as to (a) whether such materials, in fact, promote CT and (b) how CT skills are related to each other. Objective As a preliminary step to identify CT skills addressed in the current initiatives and how they are related to each other as they appear in the instructional content, the present study examined 3rd grade lesson plans on Code.org. Methods We used content analysis to examine the CT skills exemplified in the lesson plans and employed social network analysis to study relations between the skills. Findings Various CT skills were addressed in the lesson plans and some of them were supported together more often than others. Further, the lesson plans promoted the development of students’ soft skills such as reflection, collaboration, and resilience, as well as technology-related skills. Implications The implications included (1) the design of lessons regarding what strategies to use for promoting CT, (2) the emphasis of CT as a problem-solving process through programming tasks, and (3) the underscored need for teaching understanding problems.
{"title":"Thinking processes in code.org: A relational analysis approach to computational thinking","authors":"Ugur Kale, Jiangmei Yuan, Abhik Roy","doi":"10.1080/08993408.2022.2145549","DOIUrl":"https://doi.org/10.1080/08993408.2022.2145549","url":null,"abstract":"ABSTRACT Background and Context Various coding initiatives and materials exist such as those on Code.org site to promote students’ computational thinking (CT). However, little is known as to (a) whether such materials, in fact, promote CT and (b) how CT skills are related to each other. Objective As a preliminary step to identify CT skills addressed in the current initiatives and how they are related to each other as they appear in the instructional content, the present study examined 3rd grade lesson plans on Code.org. Methods We used content analysis to examine the CT skills exemplified in the lesson plans and employed social network analysis to study relations between the skills. Findings Various CT skills were addressed in the lesson plans and some of them were supported together more often than others. Further, the lesson plans promoted the development of students’ soft skills such as reflection, collaboration, and resilience, as well as technology-related skills. Implications The implications included (1) the design of lessons regarding what strategies to use for promoting CT, (2) the emphasis of CT as a problem-solving process through programming tasks, and (3) the underscored need for teaching understanding problems.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46959089","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}
Pub Date : 2022-11-11DOI: 10.1080/08993408.2022.2140527
Maria Kallia, Q. Cutts
ABSTRACT Background and Context Since the surge of grounded cognition (GC) theories in cognitive psychology, many studies have focused on demonstrating the importance of embodiment and sensorimotor activities on students’ conceptual development. In computing education, however, there is not yet a conceptual framework for developing age-appropriate. Objective This paper brings these sets of work together, showing how the wider grounded cognition literature can be of value to computing education. The main objective of the paper is to suggest and set the theoretical foundations of a model for conceptual development in the early years of computing education. Method The paper is a conceptual paper and thus, it is based on an extensive account of relevant cognitive psychology and education literature. Findings The paper presents a model for conceptual development (EIFFEL -Enacted Instrumented Formal Framework for Early Learning in Computing). The general premise underlying the model is that programming concepts are first realised as actions performed on objects; as such, it aims to describe children’s conceptual development in computing from their first actions on concrete objects to entirely abstract forms of action representation epitomised by a program. Implications The model constitutes the first attempt to theorise conceptual development in the early years of computing education; as such it is expected to be used for the design of learning trajectories that progressively advance children’s conceptualisations from concrete, situated and multi-modal to formal and more abstract representations.
{"title":"Conceptual development in early-years computing education: a grounded cognition and action based conceptual framework","authors":"Maria Kallia, Q. Cutts","doi":"10.1080/08993408.2022.2140527","DOIUrl":"https://doi.org/10.1080/08993408.2022.2140527","url":null,"abstract":"ABSTRACT Background and Context Since the surge of grounded cognition (GC) theories in cognitive psychology, many studies have focused on demonstrating the importance of embodiment and sensorimotor activities on students’ conceptual development. In computing education, however, there is not yet a conceptual framework for developing age-appropriate. Objective This paper brings these sets of work together, showing how the wider grounded cognition literature can be of value to computing education. The main objective of the paper is to suggest and set the theoretical foundations of a model for conceptual development in the early years of computing education. Method The paper is a conceptual paper and thus, it is based on an extensive account of relevant cognitive psychology and education literature. Findings The paper presents a model for conceptual development (EIFFEL -Enacted Instrumented Formal Framework for Early Learning in Computing). The general premise underlying the model is that programming concepts are first realised as actions performed on objects; as such, it aims to describe children’s conceptual development in computing from their first actions on concrete objects to entirely abstract forms of action representation epitomised by a program. Implications The model constitutes the first attempt to theorise conceptual development in the early years of computing education; as such it is expected to be used for the design of learning trajectories that progressively advance children’s conceptualisations from concrete, situated and multi-modal to formal and more abstract representations.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45041707","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}
Pub Date : 2022-11-04DOI: 10.1080/08993408.2022.2134677
Teresa M. Ober, Ying Cheng, Meghan R. Coggins, P. Brenner, Janice Zdankus, Phil Gonsalves, Emmanuel Johnson, T. Urdan
{"title":"Charting a path for growth in middle school students’ attitudes toward computer programming","authors":"Teresa M. Ober, Ying Cheng, Meghan R. Coggins, P. Brenner, Janice Zdankus, Phil Gonsalves, Emmanuel Johnson, T. Urdan","doi":"10.1080/08993408.2022.2134677","DOIUrl":"https://doi.org/10.1080/08993408.2022.2134677","url":null,"abstract":"","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46581402","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}
Pub Date : 2022-10-08DOI: 10.1080/08993408.2022.2129344
Steve Balady, C. Taylor
{"title":"Students’ expert-like attitudes in calculus and introductory computer science courses with active-learning pedagogy","authors":"Steve Balady, C. Taylor","doi":"10.1080/08993408.2022.2129344","DOIUrl":"https://doi.org/10.1080/08993408.2022.2129344","url":null,"abstract":"","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41954466","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}
Pub Date : 2022-10-05DOI: 10.1080/08993408.2022.2131281
Michael Karlin, Anne T. Ottenbreit-Leftwich, Yin-Chan Liao
ABSTRACT Background Despite ongoing calls for prioritizing K-12 computer science (CS) education, an enduring gender gap exists. Objective We explored one high school CS program where female participation was consistently higher than state averages to better understand how the program was developed. Method Using a case study method, data were collected over three-months through interviews, observations, course documents, student reflections, and researcher reflections. Constant comparative analysis was employed to analyze data throughout and following data generation. Findings Recruitment and teacher support were key practices. Recruitment practices included letter writing campaigns and recruiting from introductory CS courses. Teacher support came from counselors, administrators, and other teachers. While the CS program was consistently more gender-inclusive, the focus when building the program had been on supporting all students, not only female students. Implications Recruitment should be active and purposeful, but using academic indicators for targeted recruitment campaigns can limit student exposure. Teachers need support for broadening participation, particularly from counselors and administrators, who must also be aware of what CS is and their role in these efforts. Opportunities for coteaching within CS programs can be beneficial for growth. Overall, broadening participation must be a holistic effort, supported by school-wide stakeholders, not only CS teachers.
{"title":"Building a gender-inclusive secondary computer science program: teacher led and stakeholder supported","authors":"Michael Karlin, Anne T. Ottenbreit-Leftwich, Yin-Chan Liao","doi":"10.1080/08993408.2022.2131281","DOIUrl":"https://doi.org/10.1080/08993408.2022.2131281","url":null,"abstract":"ABSTRACT Background Despite ongoing calls for prioritizing K-12 computer science (CS) education, an enduring gender gap exists. Objective We explored one high school CS program where female participation was consistently higher than state averages to better understand how the program was developed. Method Using a case study method, data were collected over three-months through interviews, observations, course documents, student reflections, and researcher reflections. Constant comparative analysis was employed to analyze data throughout and following data generation. Findings Recruitment and teacher support were key practices. Recruitment practices included letter writing campaigns and recruiting from introductory CS courses. Teacher support came from counselors, administrators, and other teachers. While the CS program was consistently more gender-inclusive, the focus when building the program had been on supporting all students, not only female students. Implications Recruitment should be active and purposeful, but using academic indicators for targeted recruitment campaigns can limit student exposure. Teachers need support for broadening participation, particularly from counselors and administrators, who must also be aware of what CS is and their role in these efforts. Opportunities for coteaching within CS programs can be beneficial for growth. Overall, broadening participation must be a holistic effort, supported by school-wide stakeholders, not only CS teachers.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48432719","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}
Pub Date : 2022-10-02DOI: 10.1080/08993408.2022.2148962
Brian Dorn, Jan Vahrenhold
The five articles presented in this issue explore different facets of computational thinking for learners from kindergarten through university. The first article in this issue, authored by de Ruiter and Bers, introduces a new instrument called the Coding Stages Assessment (CSA) and describes their work to establish its reliability and validity. The CSA is an open question assessment leveraging ScratchJr and prompts that are a mixture of verbal reasoning about code examples and coding completion tasks. Coding mastery is rated using the CSA along five theoretical stages: emergent, coding and decoding, fluency, new knowledge, and purposefulness. The current version of the instrument was used in a field test of 118 children between five and eight years old, and validity evidence is presented using classical test theory and item response theory. A key contribution of this work is that it addresses a critical lack of instruments for measuring coding knowledge gains among pre-literate primary school children. Hogenboom, Hermans, and van der Maas continue our focus on assessment instruments for primary school children in the second article of the issue. Their work introduces the web-based Computerized Adaptive Programming Concepts Test (CAPCT) built using the Math Garden system. The CAPCT is made up of over 4400 closed form questions which are dynamically presented to learners based on their prior responses. The authors analyze over 14 million responses from 93,341 Dutch primary school children and show that 75% of the response variance is explainable by item difficulty. This work is another promising approach to accurately measuring the development of programming knowledge among our youngest learners. The authors of the third article in this issue Tabletop games designed to promote computational thinking, Poole, Clarke-Midura, Rasmussen, Shehzad, and Lee turn our attention from the assessment of Computational Thinking to instructional means. In their analysis of tabletop games designed to foster concepts in Computational Thinking, they study code building, code execution, and puzzle games as well as combinations thereof. Their taxonomy and the resulting classification of 24 tabletop games provides researchers and educators with valuable input regarding which game to use with which group of learners to foster a given Computational Thinking construct. Vice versa, the authors derive a set of guidelines for the creation of tabletop games in this domain and suggest further directions for instruction and research. The fourth article in this issue, Experiential serious-game design for development of knowledge of object-oriented programming and computational thinking skills, also focuses on educational gaming. Authors Akkaya and Akpinar study the effects of a serious gaming approach to teaching concepts in object-oriented programming, Computational Thinking, and motivation in general. Using the framing of Experiential Learning, they tasked undergraduate student
本期发表的五篇文章探讨了从幼儿园到大学学习者计算思维的不同方面。本期的第一篇文章由de Ruiter和Bers撰写，介绍了一种名为编码阶段评估（CSA）的新工具，并描述了他们为建立其可靠性和有效性所做的工作。CSA是一个开放式问题评估，利用ScratchJr和提示，混合了对代码示例和代码完成任务的口头推理。编码熟练程度根据CSA分为五个理论阶段：涌现、编码和解码、流利性、新知识和目的性。该工具的当前版本用于118名5至8岁儿童的现场测试，并使用经典测试理论和项目反应理论提供了有效性证据。这项工作的一个关键贡献是，它解决了在识字前的小学儿童中严重缺乏衡量编码知识收益的工具的问题。Hogenboom、Hermans和van der Maas在本期的第二篇文章中继续关注小学儿童的评估工具。他们的工作介绍了使用数学花园系统构建的基于网络的计算机自适应编程概念测试（CAPCT）。CAPCT由4400多个封闭式问题组成，这些问题根据学习者先前的回答动态呈现给他们。作者分析了93341名荷兰小学生的1400多万份回复，发现75%的回复差异可以通过项目难度来解释。这项工作是另一种很有前途的方法，可以准确衡量我们最年轻的学习者的编程知识发展。本期第三篇文章的作者Poole、Clarke Midura、Rasmussen、Shehzad和Lee将我们的注意力从计算思维的评估转向了教学手段。在分析旨在培养计算思维概念的桌面游戏时，他们研究了代码构建、代码执行、益智游戏及其组合。他们的分类法和由此产生的24款桌面游戏的分类为研究人员和教育工作者提供了宝贵的意见，让他们了解与哪组学习者一起使用哪款游戏来培养给定的计算思维结构。反之亦然，作者推导了一套在该领域创建桌面游戏的指南，并提出了进一步的指导和研究方向。本期的第四篇文章，体验式严肃游戏设计，旨在开发面向对象编程和计算思维技能的知识，也侧重于教育游戏。作者Akkaya和Akpinar研究了严肃的游戏方法对面向对象编程、计算思维和一般动机概念教学的影响。利用体验式学习的框架，他们让本科生参与所谓的严肃游戏；该游戏由作者设计，结合了体验式学习模式和2022年计算机科学教育，第32卷，第4期，385-387https://doi.org/10.1080/08993408.2022.2148962
{"title":"Editorial","authors":"Brian Dorn, Jan Vahrenhold","doi":"10.1080/08993408.2022.2148962","DOIUrl":"https://doi.org/10.1080/08993408.2022.2148962","url":null,"abstract":"The five articles presented in this issue explore different facets of computational thinking for learners from kindergarten through university. The first article in this issue, authored by de Ruiter and Bers, introduces a new instrument called the Coding Stages Assessment (CSA) and describes their work to establish its reliability and validity. The CSA is an open question assessment leveraging ScratchJr and prompts that are a mixture of verbal reasoning about code examples and coding completion tasks. Coding mastery is rated using the CSA along five theoretical stages: emergent, coding and decoding, fluency, new knowledge, and purposefulness. The current version of the instrument was used in a field test of 118 children between five and eight years old, and validity evidence is presented using classical test theory and item response theory. A key contribution of this work is that it addresses a critical lack of instruments for measuring coding knowledge gains among pre-literate primary school children. Hogenboom, Hermans, and van der Maas continue our focus on assessment instruments for primary school children in the second article of the issue. Their work introduces the web-based Computerized Adaptive Programming Concepts Test (CAPCT) built using the Math Garden system. The CAPCT is made up of over 4400 closed form questions which are dynamically presented to learners based on their prior responses. The authors analyze over 14 million responses from 93,341 Dutch primary school children and show that 75% of the response variance is explainable by item difficulty. This work is another promising approach to accurately measuring the development of programming knowledge among our youngest learners. The authors of the third article in this issue Tabletop games designed to promote computational thinking, Poole, Clarke-Midura, Rasmussen, Shehzad, and Lee turn our attention from the assessment of Computational Thinking to instructional means. In their analysis of tabletop games designed to foster concepts in Computational Thinking, they study code building, code execution, and puzzle games as well as combinations thereof. Their taxonomy and the resulting classification of 24 tabletop games provides researchers and educators with valuable input regarding which game to use with which group of learners to foster a given Computational Thinking construct. Vice versa, the authors derive a set of guidelines for the creation of tabletop games in this domain and suggest further directions for instruction and research. The fourth article in this issue, Experiential serious-game design for development of knowledge of object-oriented programming and computational thinking skills, also focuses on educational gaming. Authors Akkaya and Akpinar study the effects of a serious gaming approach to teaching concepts in object-oriented programming, Computational Thinking, and motivation in general. Using the framing of Experiential Learning, they tasked undergraduate student","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46037962","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}
Pub Date : 2022-09-27DOI: 10.1080/08993408.2022.2124094
Theresia Devi Indriasari, Paul Denny, Danielle M Lottridge, Andrew Luxton-Reilly
ABSTRACT Background and Context Peer code review activities provide well-documented benefits to students in programming courses. Students develop relevant skills through exposure to alternative coding solutions, producing and receiving feedback, and collaboration with peers. Despite these benefits, low student motivation has been identified as one of the challenges leading to poor engagement and substandard review quality. Objective This research investigates gamification as a technique for motivating students to generate high-quality reviews. Method We conduct a randomised controlled study, explore the nature and length of the feedback produced by students, and measure how students perceive the value of the feedback they receive and produce. We manually categorise students’ feedback into several categories adapted from a published taxonomy for student peer review. This categorisation indicates whether the feedback contains actionable advice and identifies strengths and weaknesses in the code. Findings We found that the quality of the feedback differed significantly between experimental and control conditions. Students in the experimental condition wrote longer comments and tended to produce more specific advice for their peers. Implications The findings can assist educators in understanding how the chosen game mechanics can be a potential strategy to motivate students to produce high-quality written feedback in peer code review activities.
{"title":"Gamification improves the quality of student peer code review","authors":"Theresia Devi Indriasari, Paul Denny, Danielle M Lottridge, Andrew Luxton-Reilly","doi":"10.1080/08993408.2022.2124094","DOIUrl":"https://doi.org/10.1080/08993408.2022.2124094","url":null,"abstract":"ABSTRACT Background and Context Peer code review activities provide well-documented benefits to students in programming courses. Students develop relevant skills through exposure to alternative coding solutions, producing and receiving feedback, and collaboration with peers. Despite these benefits, low student motivation has been identified as one of the challenges leading to poor engagement and substandard review quality. Objective This research investigates gamification as a technique for motivating students to generate high-quality reviews. Method We conduct a randomised controlled study, explore the nature and length of the feedback produced by students, and measure how students perceive the value of the feedback they receive and produce. We manually categorise students’ feedback into several categories adapted from a published taxonomy for student peer review. This categorisation indicates whether the feedback contains actionable advice and identifies strengths and weaknesses in the code. Findings We found that the quality of the feedback differed significantly between experimental and control conditions. Students in the experimental condition wrote longer comments and tended to produce more specific advice for their peers. Implications The findings can assist educators in understanding how the chosen game mechanics can be a potential strategy to motivate students to produce high-quality written feedback in peer code review activities.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47390357","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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