Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028533
F. Arruda, S. Santos, R. Bittencourt
This a Research Full Paper. The requirements of Software Engineering need a learning environment that is not only practical but true to the reality of the market. As a student centered approach, Problem-Based Learning (PBL) enables students to be collaborative and attitude-oriented during problem-solving. Despite this, PBL has its cultural challenges. Thus, this work intends to better understand how the students learn and behave through student meaningful learning profiles and Myers Briggs Type Indicator (MBTI). Based on the principle that these students participate or participated in a discipline that used the PBL method and are students of a course in Computer Science area. In this context, this article proposes a descriptive study to make initial analyses and kick start the research. Based on this study and its early results, we can conclude that learning dimensions require greater stimulation and is perceived an initial relationship between personality profiles and meaningful learning profiles.
{"title":"Understanding the Relationship Between PBL Principles, Personality Types and Learning Profiles: An Initial Analysis","authors":"F. Arruda, S. Santos, R. Bittencourt","doi":"10.1109/FIE43999.2019.9028533","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028533","url":null,"abstract":"This a Research Full Paper. The requirements of Software Engineering need a learning environment that is not only practical but true to the reality of the market. As a student centered approach, Problem-Based Learning (PBL) enables students to be collaborative and attitude-oriented during problem-solving. Despite this, PBL has its cultural challenges. Thus, this work intends to better understand how the students learn and behave through student meaningful learning profiles and Myers Briggs Type Indicator (MBTI). Based on the principle that these students participate or participated in a discipline that used the PBL method and are students of a course in Computer Science area. In this context, this article proposes a descriptive study to make initial analyses and kick start the research. Based on this study and its early results, we can conclude that learning dimensions require greater stimulation and is perceived an initial relationship between personality profiles and meaningful learning profiles.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"38 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77518797","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028497
Frederico Viana Almeida, E. Canedo, Ruyther Parente da Costa
In this Research to Practice Full Paper we investigate whether the application of metrics and indicators can contribute to monitor and verify if a project is performing better when developed using the Design Thinking methodology. Furthermore, we investigate the most appropriate indicators to establish this measurement. To this end, we applied a questionnaire with ten questions, in order to verify the interviewees conceptual level about what is Design Thinking and what are the indicators. From the results, we sought to identify the perception of the interviewees about the use of indicators in Design Thinking, in a more profound way. The questionnaires were carried out in the e-survey format and the analyzes were carried out taking into account the interviewee level of education and the level of knowledge that he/she had in relation to Design Thinking and indicators. The results demonstrated the difficulty of defining specific indicators for projects that use Design Thinking since most of the interviewees did not demonstrate minimal conceptual knowledge regarding the methodology and the Design Thinking process, as well as the definition and application of indicators. However, it was possible to analyze a list of indicators as possible candidates for the application in projects that use Design Thinking, considering that few people have demonstrated to have the minimum conceptual knowledge on the subject and, therefore, this small group of people can not reflect the general context about what are the best indicators for measuring steps in the Design Thinking process.
{"title":"Definition of Indicators in the Execution of Educational Projects with Design Thinking Using the Systematic Literature Review","authors":"Frederico Viana Almeida, E. Canedo, Ruyther Parente da Costa","doi":"10.1109/FIE43999.2019.9028497","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028497","url":null,"abstract":"In this Research to Practice Full Paper we investigate whether the application of metrics and indicators can contribute to monitor and verify if a project is performing better when developed using the Design Thinking methodology. Furthermore, we investigate the most appropriate indicators to establish this measurement. To this end, we applied a questionnaire with ten questions, in order to verify the interviewees conceptual level about what is Design Thinking and what are the indicators. From the results, we sought to identify the perception of the interviewees about the use of indicators in Design Thinking, in a more profound way. The questionnaires were carried out in the e-survey format and the analyzes were carried out taking into account the interviewee level of education and the level of knowledge that he/she had in relation to Design Thinking and indicators. The results demonstrated the difficulty of defining specific indicators for projects that use Design Thinking since most of the interviewees did not demonstrate minimal conceptual knowledge regarding the methodology and the Design Thinking process, as well as the definition and application of indicators. However, it was possible to analyze a list of indicators as possible candidates for the application in projects that use Design Thinking, considering that few people have demonstrated to have the minimum conceptual knowledge on the subject and, therefore, this small group of people can not reflect the general context about what are the best indicators for measuring steps in the Design Thinking process.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"8 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77678647","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 : 2019-10-01DOI: 10.1109/fie43999.2019.9028442
Veronica van Montfrans, Kate Williams, Cristi Bell-Huff
The goal of this special session is to describe the design and implementation of faculty learning committees focused on disseminating information about the application of inclusive pedagogical practices in engineering classrooms. Assisted by funding from the National Science Foundation via the REvolutionizing engineering and computer science Departments (RED) grant program, we developed multiple approaches to create change in ways that all members of the biomedical engineering department could participate. In one approach, we established a new kind of permanent faculty committee within our department: the Faculty Learning Committee (FLC). The FLC constitutes a completely different kind of experience in which faculty can fulfill their service commitment to the department. Unlike other committees which are almost exclusively focused on completion of tasks assigned by leaders in the department’s administration, the FLC engages faculty in reading, discussion, and project planning around a shared topic of interest. FLCs are designed to engage faculty, create buy-in for change within the department through participation, create a community of fellow engineers that can rely on one another for discussion and ideas, and give the facilitators a platform to address difficult but necessary topics to support wide-spread departmental change. This session will review the success and challenges experienced through two iterations of this program. Participants will leave with resources to create their own effective faculty learning committee.
{"title":"Creating a Faculty Learning Committee","authors":"Veronica van Montfrans, Kate Williams, Cristi Bell-Huff","doi":"10.1109/fie43999.2019.9028442","DOIUrl":"https://doi.org/10.1109/fie43999.2019.9028442","url":null,"abstract":"The goal of this special session is to describe the design and implementation of faculty learning committees focused on disseminating information about the application of inclusive pedagogical practices in engineering classrooms. Assisted by funding from the National Science Foundation via the REvolutionizing engineering and computer science Departments (RED) grant program, we developed multiple approaches to create change in ways that all members of the biomedical engineering department could participate. In one approach, we established a new kind of permanent faculty committee within our department: the Faculty Learning Committee (FLC). The FLC constitutes a completely different kind of experience in which faculty can fulfill their service commitment to the department. Unlike other committees which are almost exclusively focused on completion of tasks assigned by leaders in the department’s administration, the FLC engages faculty in reading, discussion, and project planning around a shared topic of interest. FLCs are designed to engage faculty, create buy-in for change within the department through participation, create a community of fellow engineers that can rely on one another for discussion and ideas, and give the facilitators a platform to address difficult but necessary topics to support wide-spread departmental change. This session will review the success and challenges experienced through two iterations of this program. Participants will leave with resources to create their own effective faculty learning committee.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"77 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86183718","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028597
J. Gangathulasi, S. Panda
Empowering faculty members through structured training programme will reform the educational ecosystem with value added input to the students. In general, faculty development programme could be grouped into three major clusters viz., (a) Refresher courses (b) Pedagogy & Technology tool courses and (c) Instructional Pedagogy courses. In the refresher courses, the latest development in the content area is provided and there is gain in better insight to the faculty members. In the case of pedagogy and technology tools courses, the main focus is understanding the nuances of pedagogy and implementation through integrating technology tools in the classroom. The third category of training is purely integrated and focus how to deliver the content in accordance to the fundamental principles of teaching and they mostly focus on particular subject with focus on how to deliver it. The concept of faculty development programme predominantly adopted by the faculty members in the government sector due to stipulated review mechanism for promotion, however there exists a void in attending the programme by the faculty members working in private institutions. The major constraint seems to be course fee, permission from the education institute and location of the training programme. In order to address the constraint and to adopt inclusive approach in providing training to all the faculty members both government and private sector, blended approach was adopted. At NITTTR Chennai, training programme to faculty members in the area of instructional design and delivery was carried out through blended mode. The framework was designed to enhance the effectiveness of the training programme. The nodal centers were connected through online lecturing followed by face to face lecture in the end of the training programme. Technology paved the way to provide training to all the faculty members and in turn enhanced the teaching skills. This paper concludes with a discussion of the implications associated with implementation and follow up.
{"title":"Revitalizing Teaching Skills through Blended Mode of Faculty Development Programme","authors":"J. Gangathulasi, S. Panda","doi":"10.1109/FIE43999.2019.9028597","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028597","url":null,"abstract":"Empowering faculty members through structured training programme will reform the educational ecosystem with value added input to the students. In general, faculty development programme could be grouped into three major clusters viz., (a) Refresher courses (b) Pedagogy & Technology tool courses and (c) Instructional Pedagogy courses. In the refresher courses, the latest development in the content area is provided and there is gain in better insight to the faculty members. In the case of pedagogy and technology tools courses, the main focus is understanding the nuances of pedagogy and implementation through integrating technology tools in the classroom. The third category of training is purely integrated and focus how to deliver the content in accordance to the fundamental principles of teaching and they mostly focus on particular subject with focus on how to deliver it. The concept of faculty development programme predominantly adopted by the faculty members in the government sector due to stipulated review mechanism for promotion, however there exists a void in attending the programme by the faculty members working in private institutions. The major constraint seems to be course fee, permission from the education institute and location of the training programme. In order to address the constraint and to adopt inclusive approach in providing training to all the faculty members both government and private sector, blended approach was adopted. At NITTTR Chennai, training programme to faculty members in the area of instructional design and delivery was carried out through blended mode. The framework was designed to enhance the effectiveness of the training programme. The nodal centers were connected through online lecturing followed by face to face lecture in the end of the training programme. Technology paved the way to provide training to all the faculty members and in turn enhanced the teaching skills. This paper concludes with a discussion of the implications associated with implementation and follow up.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"25 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88245920","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028647
R. Sundaram
This Research to Practice Work-in-Progress paper discusses the delivery and assessment of the learning outcomes for hands-on STEM laboratory and project activities which engage K-12 STEM students and K-12 STEM educators. Hands-on laboratory and project-based experiences are deemed to be among the most effective means to introduce and reinforce STEM-related concepts. The constituents identified as K-12 students are introduced to aspects of engineering design, assembly, test, and validation. The faculty from undergraduate engineering programs interact with K-12 students either by organizing visits to the engineering laboratories and/or travel to the STEM schools to demonstrate engineering projects as well as engage the K-12 students in engineering laboratory activities. The duration of each laboratory activity is approximately sixty minutes. The constituents identified as K-12 STEM educators are engaged in structured project activities using a workshop setting. During the ninety-minute duration of the workshop, project activities ranging from simple resistive circuit configurations to advanced transistor and RF circuits are first outlined, then assembled and tested by the educators. Through participation in this workshop, the STEM educators gain the opportunity to identify new and/or revise laboratory activities within their K-12 STEM curriculum.
{"title":"STEM Outreach with K-12 Schools: Delivery of Electrical Engineering Projects and Assessment of Learning Outcomes","authors":"R. Sundaram","doi":"10.1109/FIE43999.2019.9028647","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028647","url":null,"abstract":"This Research to Practice Work-in-Progress paper discusses the delivery and assessment of the learning outcomes for hands-on STEM laboratory and project activities which engage K-12 STEM students and K-12 STEM educators. Hands-on laboratory and project-based experiences are deemed to be among the most effective means to introduce and reinforce STEM-related concepts. The constituents identified as K-12 students are introduced to aspects of engineering design, assembly, test, and validation. The faculty from undergraduate engineering programs interact with K-12 students either by organizing visits to the engineering laboratories and/or travel to the STEM schools to demonstrate engineering projects as well as engage the K-12 students in engineering laboratory activities. The duration of each laboratory activity is approximately sixty minutes. The constituents identified as K-12 STEM educators are engaged in structured project activities using a workshop setting. During the ninety-minute duration of the workshop, project activities ranging from simple resistive circuit configurations to advanced transistor and RF circuits are first outlined, then assembled and tested by the educators. Through participation in this workshop, the STEM educators gain the opportunity to identify new and/or revise laboratory activities within their K-12 STEM curriculum.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"8 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77200722","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028584
Anne-Kathrin Peters, M. Daniels, Å. Cajander
The learning agreement has great potential as a learning intervention that supports learners to take ownership of their learning and to develop in ways that are meaningful to them. It is useful to educate a diverse student cohort. In a project course as the one investigated in this study, the learning agreement intervention can be beneficial to make use of the different experiences and competencies that a diverse student group brings to the table. In practice however, the learning agreement invention is uncommon in education and not well understood. As it is used in the present study, it is essentially a document in which the students describe competencies that they want to develop, as well as how they will develop and assess those competencies. This study has investigated the learning agreement intervention as it was conducted in an open-ended group project, in particular a workshop to improve the quality and usefulness of the students’ learning agreements. Two versions of learning agreements, the one before the workshop and the one after, from 19 students were analysed, as well as semi-structured interview data with the students. We find that many learning agreements are of little use, even after the workshop. A qualitative thematic analysis suggests that the students experience the learning agreement and workshop as useful but that they still struggle with the learning agreement, particularly with describing activities to develop and assess their learning. We derive ideas for how to improve the learning agreement intervention, e.g. by integrating it more with the project work.
{"title":"Utilising Diversity for Project Work and Learning: A Study of the Learning Agreement Intervention","authors":"Anne-Kathrin Peters, M. Daniels, Å. Cajander","doi":"10.1109/FIE43999.2019.9028584","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028584","url":null,"abstract":"The learning agreement has great potential as a learning intervention that supports learners to take ownership of their learning and to develop in ways that are meaningful to them. It is useful to educate a diverse student cohort. In a project course as the one investigated in this study, the learning agreement intervention can be beneficial to make use of the different experiences and competencies that a diverse student group brings to the table. In practice however, the learning agreement invention is uncommon in education and not well understood. As it is used in the present study, it is essentially a document in which the students describe competencies that they want to develop, as well as how they will develop and assess those competencies. This study has investigated the learning agreement intervention as it was conducted in an open-ended group project, in particular a workshop to improve the quality and usefulness of the students’ learning agreements. Two versions of learning agreements, the one before the workshop and the one after, from 19 students were analysed, as well as semi-structured interview data with the students. We find that many learning agreements are of little use, even after the workshop. A qualitative thematic analysis suggests that the students experience the learning agreement and workshop as useful but that they still struggle with the learning agreement, particularly with describing activities to develop and assess their learning. We derive ideas for how to improve the learning agreement intervention, e.g. by integrating it more with the project work.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"88 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77625647","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028543
Farshid Marbouti, Jale Ulas, Julia D. Thompson
In this paper, we analyzed 14,280 student-semester entries from 3,005 undergraduate computer engineering students, enrolled at a minority serving institution over 10 years, to investigate contextually relevant factors of student academic success. We highlighted the change in student demographic and performance over the 10 years. We also examined the relation of student semester Grade Point Average (GPA) with the following factors: living on campus or off campus, being enrolled part-time or full-time, ethnicity, gender, being first-generation college student, financial need, and transfer status. When appropriate, we also considered the role of ethnicity within each of the factors. In addition to statistical tests (t-test, ANOVA, Tukey HSD, and Games-Howell) to compare the average semester GPAs, we also calculated the effect size in the cases where the difference in GPA was significant to demonstrate the effect of the factor on students’ semester GPA.
{"title":"Factors Influencing Computer Engineering Student Success","authors":"Farshid Marbouti, Jale Ulas, Julia D. Thompson","doi":"10.1109/FIE43999.2019.9028543","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028543","url":null,"abstract":"In this paper, we analyzed 14,280 student-semester entries from 3,005 undergraduate computer engineering students, enrolled at a minority serving institution over 10 years, to investigate contextually relevant factors of student academic success. We highlighted the change in student demographic and performance over the 10 years. We also examined the relation of student semester Grade Point Average (GPA) with the following factors: living on campus or off campus, being enrolled part-time or full-time, ethnicity, gender, being first-generation college student, financial need, and transfer status. When appropriate, we also considered the role of ethnicity within each of the factors. In addition to statistical tests (t-test, ANOVA, Tukey HSD, and Games-Howell) to compare the average semester GPAs, we also calculated the effect size in the cases where the difference in GPA was significant to demonstrate the effect of the factor on students’ semester GPA.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"61 1 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85873789","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028616
I. M. Félix, L. M. Souza, B. M. Ferreira, L. O. Brandão
Visual programming allows students to construct their algorithms using graphical elements, reducing some difficulties usually associated with textual coding, like syntactic errors and countless commands to memorize. There are some visual programming software available, such as iVProg. iVProg is free and open source tool, designed to help the teaching and learning of algorithms, especially in introductory programming courses. The current version is developed with HTML5 technologies, fully portable, with a lot of resources specially the automatic evaluation and its integration into Moodle. This paper presents a comparative study between two different user interface implementations for iVProg: context menu against fixed menu. Each interface have different ways to delivery the resources to users. Moreover, both of them use point-and-click mouse interaction in order to allow the user to develop algorithms. Usability tests were performed with undergraduate students to identify users’ awareness concerning their effort and performance while interacting with the system. Students enrolled in a summer introductory programming course were invited to participate of usability tests. The attendees were divided in two groups, one group started using the fixed menu and the other with context menu. In the second session, the groups inverted the utilized interface. The study analyzed different instruments: the mouse log, NASA-TLX workload perception data, also an unstructured interview, that was conducted in order to identify students’ perception about their experience with iVProg. When analyzed visually, logs of mouse clicks obtained in the introductory programming course showed that the construction of algebraic and logical expressions required a higher number of interactions in both interface versions. Although students found the fixed menu interface less mental demanding, the overall workload of the fixed menu interface was much higher when compared to the context menu. Moreover, the participants of the introductory programming course obtained better results, with grades higher than class average.
{"title":"A study to build a new Visual Programming system: Fixed or contextual menu?","authors":"I. M. Félix, L. M. Souza, B. M. Ferreira, L. O. Brandão","doi":"10.1109/FIE43999.2019.9028616","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028616","url":null,"abstract":"Visual programming allows students to construct their algorithms using graphical elements, reducing some difficulties usually associated with textual coding, like syntactic errors and countless commands to memorize. There are some visual programming software available, such as iVProg. iVProg is free and open source tool, designed to help the teaching and learning of algorithms, especially in introductory programming courses. The current version is developed with HTML5 technologies, fully portable, with a lot of resources specially the automatic evaluation and its integration into Moodle. This paper presents a comparative study between two different user interface implementations for iVProg: context menu against fixed menu. Each interface have different ways to delivery the resources to users. Moreover, both of them use point-and-click mouse interaction in order to allow the user to develop algorithms. Usability tests were performed with undergraduate students to identify users’ awareness concerning their effort and performance while interacting with the system. Students enrolled in a summer introductory programming course were invited to participate of usability tests. The attendees were divided in two groups, one group started using the fixed menu and the other with context menu. In the second session, the groups inverted the utilized interface. The study analyzed different instruments: the mouse log, NASA-TLX workload perception data, also an unstructured interview, that was conducted in order to identify students’ perception about their experience with iVProg. When analyzed visually, logs of mouse clicks obtained in the introductory programming course showed that the construction of algebraic and logical expressions required a higher number of interactions in both interface versions. Although students found the fixed menu interface less mental demanding, the overall workload of the fixed menu interface was much higher when compared to the context menu. Moreover, the participants of the introductory programming course obtained better results, with grades higher than class average.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"81 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84975720","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028450
D. Rao
Rapidly growing computing-class sizes across college campuses are challenging instructional resources and staffing. We have developed an automatic testing and grading software system called Code Assessment Extension (CODE). It is integrated with our existing Canvas Learning Management System (LMS). This paper presents experiences from both student and instructor perspectives with using auto-grading in a junior-level, systems course with a heavy emphasis on programming in C++, with several challenges, including - ① this course was the first experience for both the students and the instructor in using any form of automatic grading, ② the students have limited experience with C++ programming, particularly in Linux, and ③ the course includes complex concepts on operating systems, multithreading, and networking. The paper presents quantitative results from 3,300 submissions (from 1 course, 1 semester, 6 programming assignments, 54 students, multiple submissions per-student per-assignment) and analysis of end-of-course surveys from 54 students. The inferences from the statistics strongly support the use of automatic grading systems such as CODE to enhance learning in programming-centric courses.
{"title":"Experiences With Auto-Grading in a Systems Course","authors":"D. Rao","doi":"10.1109/FIE43999.2019.9028450","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028450","url":null,"abstract":"Rapidly growing computing-class sizes across college campuses are challenging instructional resources and staffing. We have developed an automatic testing and grading software system called Code Assessment Extension (CODE). It is integrated with our existing Canvas Learning Management System (LMS). This paper presents experiences from both student and instructor perspectives with using auto-grading in a junior-level, systems course with a heavy emphasis on programming in C++, with several challenges, including - ① this course was the first experience for both the students and the instructor in using any form of automatic grading, ② the students have limited experience with C++ programming, particularly in Linux, and ③ the course includes complex concepts on operating systems, multithreading, and networking. The paper presents quantitative results from 3,300 submissions (from 1 course, 1 semester, 6 programming assignments, 54 students, multiple submissions per-student per-assignment) and analysis of end-of-course surveys from 54 students. The inferences from the statistics strongly support the use of automatic grading systems such as CODE to enhance learning in programming-centric courses.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"26 2 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90866021","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028625
T. H. Khan, I. Villanueva, P. Vicioso, J. Husman
Students’ academic learning, performance, and motivation are ongoing topics in engineering education. Those studies that have attempted to understand the mechanisms of motivation in authentic classroom settings and scenarios are few and limited to the methods used (e.g., self-reports, observations). This Work-in-Progress study explores the utility of electrodermal activity (EDA) and temperature sensors in accurately informing scholars about student performance during an exam in real-time. Correlations between each factor were analyzed. Initial results suggest that peripheral skin temperature has a weak, positive but significant correlation to exam question difficulty r=0.08; p<0.001). Also, electrodermal activity and temperature showed a weak, positive, but significant correlation (r=0.13; p<0.0010.05). The electrodermal activity showed a weak, positive, but significant correlation to exam question difficulty (r=0.16; p<0.0010.01). Also, skin temperature correlations with difficulty index (did not) changed across semesters (r=0.18; p<0.0010.001). We also developed a multiple regression model and found moderately significant relationships between EDA, difficulty index, and skin temperature (r=0.45; p<0.0010.05). The findings suggest that performance is tied to physiological responses among students during exam taking, indicating a possible connection between emotions and cognition via physiology.
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