Amrit M. Joseph, Soumyadeep Sarma, Shelly, Viraj Kumar
In prior work, we have proposed Bug-eecha: a web-based game to help novice programmers comprehend programming problems and develop thorough test suites for such problems. This paper makes three contributions. First, based on student feedback from initial testing, we release a revised version of the game (Bug-eecha 2.0) with improvements to key interface elements. Second, this version includes an initial set of 22 problems and a web-interface for instructors to create additional problems. We believe that these two contributions will provide introductory programming (CS1) instructors with the resources necessary to experiment with our gamified approach to problem comprehension and test suite development. Third, based on the challenges we faced in creating appropriate questions for Bug-eecha, we identify a need for more research in designing questions that promote the ability of students to create thorough test suites.
{"title":"Bug-eecha 2.0: An Educational Game for CS1 Students and Instructors","authors":"Amrit M. Joseph, Soumyadeep Sarma, Shelly, Viraj Kumar","doi":"10.1145/3627217.3627236","DOIUrl":"https://doi.org/10.1145/3627217.3627236","url":null,"abstract":"In prior work, we have proposed Bug-eecha: a web-based game to help novice programmers comprehend programming problems and develop thorough test suites for such problems. This paper makes three contributions. First, based on student feedback from initial testing, we release a revised version of the game (Bug-eecha 2.0) with improvements to key interface elements. Second, this version includes an initial set of 22 problems and a web-interface for instructors to create additional problems. We believe that these two contributions will provide introductory programming (CS1) instructors with the resources necessary to experiment with our gamified approach to problem comprehension and test suite development. Third, based on the challenges we faced in creating appropriate questions for Bug-eecha, we identify a need for more research in designing questions that promote the ability of students to create thorough test suites.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184919","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}
Vivek Sabanwar, Prasad Trimukhe, Aditya Gudla, Isha Kamone, K. Arya
The global demand for skilled engineers to facilitate the design and manufacturing of electronic chips is ever-increasing. An understanding of FPGA design tools and techniques is crucial for prospective careers in these domains. These skills are typically not taught in undergraduate engineering studies in India. In 2020, we attempted to teach the basics of FPGA design skills to undergraduate engineering students across India. This was done in project-based learning provided through three tasks in an online learning module. The initiative witnessed 872 students participating as a team of four. This experience report presents the methods adopted to teach FPGA design skills at such a scale. The report also presents and discusses participant experience gathered via feedback through semi-structured interviews. Six categories of issues were identified. Based on participant feedback, the learning module was improved and offered as 2nd edition to a similar cohort of 249 teams with 961 participants in 2021. These modifications resulted in an approximately 8% increase in the overall completion rate from 29.03% to 37.13%. The paper presents the process and experience of redesigning the learning module and contributes to the literature of issues identified and methods adapted in an attempt to teach complex engineering tools to undergraduate students which can benefit other academics aiming to teach similar essential skills.
{"title":"Improving learning experience to teach FPGA design at scale","authors":"Vivek Sabanwar, Prasad Trimukhe, Aditya Gudla, Isha Kamone, K. Arya","doi":"10.1145/3627217.3627225","DOIUrl":"https://doi.org/10.1145/3627217.3627225","url":null,"abstract":"The global demand for skilled engineers to facilitate the design and manufacturing of electronic chips is ever-increasing. An understanding of FPGA design tools and techniques is crucial for prospective careers in these domains. These skills are typically not taught in undergraduate engineering studies in India. In 2020, we attempted to teach the basics of FPGA design skills to undergraduate engineering students across India. This was done in project-based learning provided through three tasks in an online learning module. The initiative witnessed 872 students participating as a team of four. This experience report presents the methods adopted to teach FPGA design skills at such a scale. The report also presents and discusses participant experience gathered via feedback through semi-structured interviews. Six categories of issues were identified. Based on participant feedback, the learning module was improved and offered as 2nd edition to a similar cohort of 249 teams with 961 participants in 2021. These modifications resulted in an approximately 8% increase in the overall completion rate from 29.03% to 37.13%. The paper presents the process and experience of redesigning the learning module and contributes to the literature of issues identified and methods adapted in an attempt to teach complex engineering tools to undergraduate students which can benefit other academics aiming to teach similar essential skills.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184717","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}
Multiple strategies exist while attempting to introduce problem-solving to engineering students. One of the popular strategies is to encourage problem-solving through the introductory programming course. This paper presents an in-depth analysis of the extent to which online judging-based evaluation and training strategies can be employed to effectively deliver introductory programming courses. The paper focuses on student perceptions of learning as a measure to gauge their confidence in problem-solving and programming. With responses from over 400 students across departments and in various stages of the undergraduate program, this paper discusses a detailed analysis of student perceptions of learning, their comfort levels, and confidence when using online judge based evaluation strategies. Results show that a majority of students believe that online judges assist them to improve their problem solving and programming skills.
{"title":"Student Perception of Online Judges in Learning Problem Solving through Introductory Programming","authors":"Ritwik Murali, Akash Ravi, Kailashnath Nagendran, Veeramanohar Avudaiappan","doi":"10.1145/3627217.3627230","DOIUrl":"https://doi.org/10.1145/3627217.3627230","url":null,"abstract":"Multiple strategies exist while attempting to introduce problem-solving to engineering students. One of the popular strategies is to encourage problem-solving through the introductory programming course. This paper presents an in-depth analysis of the extent to which online judging-based evaluation and training strategies can be employed to effectively deliver introductory programming courses. The paper focuses on student perceptions of learning as a measure to gauge their confidence in problem-solving and programming. With responses from over 400 students across departments and in various stages of the undergraduate program, this paper discusses a detailed analysis of student perceptions of learning, their comfort levels, and confidence when using online judge based evaluation strategies. Results show that a majority of students believe that online judges assist them to improve their problem solving and programming skills.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"4 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184745","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 global acceptance of English as the language of science poses challenges to its non-native speakers. There has been prior work that assesses the impact of using a native/regional language as a medium of instruction for a Computer Science (CS) class. However, since classroom instruction involves a lot of non-verbal communication as well, the methodology of those studies is difficult to replicate and hence the results are difficult to generalize. In this paper, we focus on a smaller but potentially more replicable aspect. In particular, we are interested in assessing the impact of bilingual problem specifications on student comprehension in Introductory Programming. Problem comprehension is identified as one of the bottlenecks in the process of solving programming problems by novice programmers. Problems posed in English can be even tougher for its non-native speakers to comprehend. A feature of a typical multilingual classroom in India is that, in addition to having different native languages, the students can also have different levels of proficiency in English. Translating the problem to a language in which the students are more comfortable with, and in a way that reflects their use of the language, may result in better comprehension. In this paper, first, we present a framework for translation of a problem from English to a combination of English and a regional language. The framework allows some customization of the translation to suit an instructor’s specific teaching-learning context. We conduct a user study with 25 instructors that gives evidence on the efficacy of the framework. Then we apply it to translate an English variation of the well-studied Rainfall problem [14] to Hinglish (Hindi-English) and pose the two versions to two groups of randomly selected students (who are comfortable with Hindi) respectively. The result of this preliminary user study shows that there is no significant difference in the problem comprehension of students in the two groups.
{"title":"Does Bilingual Specification impact students' comprehension of problems in Introductory Programming?","authors":"Sapna Grover, Arun Raman, H. Banati","doi":"10.1145/3627217.3627237","DOIUrl":"https://doi.org/10.1145/3627217.3627237","url":null,"abstract":"The global acceptance of English as the language of science poses challenges to its non-native speakers. There has been prior work that assesses the impact of using a native/regional language as a medium of instruction for a Computer Science (CS) class. However, since classroom instruction involves a lot of non-verbal communication as well, the methodology of those studies is difficult to replicate and hence the results are difficult to generalize. In this paper, we focus on a smaller but potentially more replicable aspect. In particular, we are interested in assessing the impact of bilingual problem specifications on student comprehension in Introductory Programming. Problem comprehension is identified as one of the bottlenecks in the process of solving programming problems by novice programmers. Problems posed in English can be even tougher for its non-native speakers to comprehend. A feature of a typical multilingual classroom in India is that, in addition to having different native languages, the students can also have different levels of proficiency in English. Translating the problem to a language in which the students are more comfortable with, and in a way that reflects their use of the language, may result in better comprehension. In this paper, first, we present a framework for translation of a problem from English to a combination of English and a regional language. The framework allows some customization of the translation to suit an instructor’s specific teaching-learning context. We conduct a user study with 25 instructors that gives evidence on the efficacy of the framework. Then we apply it to translate an English variation of the well-studied Rainfall problem [14] to Hinglish (Hindi-English) and pose the two versions to two groups of randomly selected students (who are comfortable with Hindi) respectively. The result of this preliminary user study shows that there is no significant difference in the problem comprehension of students in the two groups.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184944","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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