Pub Date : 2021-01-01DOI: 10.1109/FIE49875.2021.9637380
Joethe Moraes de Carvalho, J. F. D. M. Netto
{"title":"IGARA: A Proposal for a Pedagogical Approach to Apply Educational Robotics through Collaborative Learning","authors":"Joethe Moraes de Carvalho, J. F. D. M. Netto","doi":"10.1109/FIE49875.2021.9637380","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637380","url":null,"abstract":"","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"45 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78530399","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 : 2021-01-01DOI: 10.1109/FIE49875.2021.9637315
Joethe Moraes de Carvalho, Euler Viera da Silva, Elize Farias de Carvalho, J. F. D. M. Netto
{"title":"Arduino Baby Project: Robotics as a Tool to Support Permanence and Success of Technical Course Students in Informatics","authors":"Joethe Moraes de Carvalho, Euler Viera da Silva, Elize Farias de Carvalho, J. F. D. M. Netto","doi":"10.1109/FIE49875.2021.9637315","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637315","url":null,"abstract":"","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"40 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80045559","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 : 2021-01-01DOI: 10.1109/FIE49875.2021.9637406
Arcanjo Miguel Mota Lopes, J. F. D. M. Netto
{"title":"Designing Pedagogical Agents Toward the Recommendation and Intervention Based on Students' Actions in an ITS","authors":"Arcanjo Miguel Mota Lopes, J. F. D. M. Netto","doi":"10.1109/FIE49875.2021.9637406","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637406","url":null,"abstract":"","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"36 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75382446","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 : 2020-10-21DOI: 10.1109/FIE44824.2020.9274050
R. D. Souza, Fabiana Zaffalon Ferreira, S. Botelho
This Research to Practice Work in Progress paper presents a proposal for source code assessment through static analysis. The presence of computation is constantly growing in the contemporaneous world, and in that way, the demand for professionals capable to develop and maintain software is also in constant growth. The present work aims to develop a model where teachers can identify potentially weakness on student’s set of skills for programming, and therefore be able to work on solutions for their educational development. Preliminary results show that it is possible to identify prominent skills used to solve a given problem, but also that it is possible to compensate the lack of those skills with others.
{"title":"A Proposal for Source Code Assessment Through Static Analysis","authors":"R. D. Souza, Fabiana Zaffalon Ferreira, S. Botelho","doi":"10.1109/FIE44824.2020.9274050","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274050","url":null,"abstract":"This Research to Practice Work in Progress paper presents a proposal for source code assessment through static analysis. The presence of computation is constantly growing in the contemporaneous world, and in that way, the demand for professionals capable to develop and maintain software is also in constant growth. The present work aims to develop a model where teachers can identify potentially weakness on student’s set of skills for programming, and therefore be able to work on solutions for their educational development. Preliminary results show that it is possible to identify prominent skills used to solve a given problem, but also that it is possible to compensate the lack of those skills with others.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"70 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77166944","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 : 2020-10-21DOI: 10.1109/FIE44824.2020.9274098
D. Campos, D. Ferreira
This Research to Practice Full Paper presents in this paper. Finding logical errors is the most difficult skill for students from all sorts of disciplines that involve computer programming. Unfortunately, because of this difficulty, some students resort to plagiarism. Plagiarism corrupts the evaluation process. Several tools are used in different researches for this purpose. Recent research has defined a taxonomy of the most relevant types of plagiarism that can be found in source codes. The Hybrid Framework was made to map the student plagiarisms using NLP tecnhics and software test automation techniques for automatic exercise correction with tools available for this purpose. This framework has been tested in the laboratory with promising results.
{"title":"Plagiarism detection based on blinded logical test automation results and detection of textual similarity between source codes","authors":"D. Campos, D. Ferreira","doi":"10.1109/FIE44824.2020.9274098","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274098","url":null,"abstract":"This Research to Practice Full Paper presents in this paper. Finding logical errors is the most difficult skill for students from all sorts of disciplines that involve computer programming. Unfortunately, because of this difficulty, some students resort to plagiarism. Plagiarism corrupts the evaluation process. Several tools are used in different researches for this purpose. Recent research has defined a taxonomy of the most relevant types of plagiarism that can be found in source codes. The Hybrid Framework was made to map the student plagiarisms using NLP tecnhics and software test automation techniques for automatic exercise correction with tools available for this purpose. This framework has been tested in the laboratory with promising results.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"25 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89384719","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 : 2020-10-21DOI: 10.1109/FIE44824.2020.9274071
Priscila da Silva Neves Lima, L. A. Silva, J. Oliveira, A. Brandão, L. O. Brandão
This full paper of Research Category presents the main results of a systematic review of the literature about the use of computer games in science, technology, engineering, and mathematics (STEM) courses. The concept of lifelong learning has often been encouraged in literature. However, it also reports students facing difficulties in exact sciences since elementary school: a significant challenge to overcome. Among the reasons for such difficulties are demotivation, disinterest, learning difficulties, and even the use of outdated teaching-learning methods. In an attempt to improve the relationship between students and exact sciences, schools are expanding the use of information technologies to offer the students interactive environments in order to enrich their classes. In this context, characteristics of digital games appear as a didactic resource that can benefit the students’ learning process. If properly used, digital games can stimulate memory, creativity, socialization, and also incite curiosity. Due to the ease young students have with games and considering the benefits mentioned above, many institutions have been investing in digital games (or environments with some of their characteristics). However, these games can generate compulsive behaviors (WHO classified such disorders in 2018), and it is worth noticing that many articles reporting the use of games in education focus mainly on its acceptance instead of its teaching capabilities. In this article, we report the main findings, such as that technology is the area with the highest concentration of digital games. It is also observed that different guiding theories appear, such as those with a constructivist tendency. Among the arguments for using games stand out: the gain in cognitive skills, the possibility of using simulations, and the ease in understanding complex themes. The methods of didactic-pedagogical evaluation mostly used are questionnaires of acceptance or the student’s perception. This review highlights the potential of digital games to promote learning. However, these games should not be focused solely on their ludic aspect, as they have a different purpose from regular games. Active methodologies mediated by information and communication technologies can make class more engaging as students actively participate in the construction of student learning.
{"title":"Computational games in STEM courses: a systematic review of the literature","authors":"Priscila da Silva Neves Lima, L. A. Silva, J. Oliveira, A. Brandão, L. O. Brandão","doi":"10.1109/FIE44824.2020.9274071","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274071","url":null,"abstract":"This full paper of Research Category presents the main results of a systematic review of the literature about the use of computer games in science, technology, engineering, and mathematics (STEM) courses. The concept of lifelong learning has often been encouraged in literature. However, it also reports students facing difficulties in exact sciences since elementary school: a significant challenge to overcome. Among the reasons for such difficulties are demotivation, disinterest, learning difficulties, and even the use of outdated teaching-learning methods. In an attempt to improve the relationship between students and exact sciences, schools are expanding the use of information technologies to offer the students interactive environments in order to enrich their classes. In this context, characteristics of digital games appear as a didactic resource that can benefit the students’ learning process. If properly used, digital games can stimulate memory, creativity, socialization, and also incite curiosity. Due to the ease young students have with games and considering the benefits mentioned above, many institutions have been investing in digital games (or environments with some of their characteristics). However, these games can generate compulsive behaviors (WHO classified such disorders in 2018), and it is worth noticing that many articles reporting the use of games in education focus mainly on its acceptance instead of its teaching capabilities. In this article, we report the main findings, such as that technology is the area with the highest concentration of digital games. It is also observed that different guiding theories appear, such as those with a constructivist tendency. Among the arguments for using games stand out: the gain in cognitive skills, the possibility of using simulations, and the ease in understanding complex themes. The methods of didactic-pedagogical evaluation mostly used are questionnaires of acceptance or the student’s perception. This review highlights the potential of digital games to promote learning. However, these games should not be focused solely on their ludic aspect, as they have a different purpose from regular games. Active methodologies mediated by information and communication technologies can make class more engaging as students actively participate in the construction of student learning.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"111 3S 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77229989","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 : 2020-10-21DOI: 10.1109/FIE44824.2020.9274230
J. Deegan
This work in progress paper in the research-to-practice category focuses on high school students planning to enter a new learning environment for transition. Prospective students benefit from structured programming that considers two factors. First, the college knowledge required to navigate day-to-day logistics including new living arrangements, supporting physical & mental health, and funding the experience. Second, STEM curricula and challenges students from extremely rural communities face in identifying with these rigorous programs. The work of influential researchers in student transition and retention along with contextual findings from a large, rural state in the Rocky Mountain region informed the redesign of an engineering college’s outreach program. This paper has two purposes. First, it details how established theories combined with research findings and assessment can create robust models to support keeping recruitment programs relevant. Second, it provides an example of how a model was developed and then used to redesign and assess an outreach program using college peer mentors to support high school-aged students interested in engineering and computing disciplines.
{"title":"Research to Practice: Keeping STEM student recruitment fresh and relevant using peer mentoring","authors":"J. Deegan","doi":"10.1109/FIE44824.2020.9274230","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274230","url":null,"abstract":"This work in progress paper in the research-to-practice category focuses on high school students planning to enter a new learning environment for transition. Prospective students benefit from structured programming that considers two factors. First, the college knowledge required to navigate day-to-day logistics including new living arrangements, supporting physical & mental health, and funding the experience. Second, STEM curricula and challenges students from extremely rural communities face in identifying with these rigorous programs. The work of influential researchers in student transition and retention along with contextual findings from a large, rural state in the Rocky Mountain region informed the redesign of an engineering college’s outreach program. This paper has two purposes. First, it details how established theories combined with research findings and assessment can create robust models to support keeping recruitment programs relevant. Second, it provides an example of how a model was developed and then used to redesign and assess an outreach program using college peer mentors to support high school-aged students interested in engineering and computing disciplines.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"1 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90260321","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 : 2020-10-21DOI: 10.1109/FIE44824.2020.9273945
Myke Morais de Oliveira, L. Paschoal, P. Chicon, E. Barbosa
Previous studies mention that students have a hard time learning introductory programming courses. Several studies have already been conducted to understand the problems concerning programming learning. Some investigations managed to classify the problems, they are: some students are unable to obtain a concrete understanding computer programming concepts; some students are not able to apply programming concepts in the construction of programs; some students have no motivation to learn the subject; some students cannot understand the programs already implemented, and some have difficulties in factoring and refactoring programs. To support the learning of these courses, researchers in the field have established teaching support mechanisms, which can be used by teachers when teaching content or by students to train and get prepare for assessments. In particular, some studies are proposing open educational resources. However, even if there is a strong interest in establishing these open resources, the existing educational resources do not consider the difficulties that the students may have in these courses (i.e., resources that increase students’ motivation but do not support students who have difficulties learning programming concepts). Still, it is necessary to consider the previous knowledge that each student may have when starting a course. Some students may have some programming knowledge, while others may not. It is also necessary to consider that students have their preferences for learning materials when they are studying (i.e., some prefer video lessons, while others prefer slides). In this sense, this paper addresses the establishment and feasibility study of an open educational resource dedicated to teaching programming, which is specialized for students who have difficulties in learning and applying concepts, understanding programs, factoring and refactoring their programs and/or do not have the motivation to program. This open educational resource was planned considering some definitions related to the students’ particularities (i.e., previous knowledge, preferences for teaching materials and programming difficulties), with the function of identifying them and adapting to these particularities. We describe how we have developed the educational resource, how we plan and conduct preliminary evaluations and, in the end, we raise directions for next steps.
{"title":"Towards an Open Educational Resource Sensitive to Student's Context to Support Introductory Programming Courses","authors":"Myke Morais de Oliveira, L. Paschoal, P. Chicon, E. Barbosa","doi":"10.1109/FIE44824.2020.9273945","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9273945","url":null,"abstract":"Previous studies mention that students have a hard time learning introductory programming courses. Several studies have already been conducted to understand the problems concerning programming learning. Some investigations managed to classify the problems, they are: some students are unable to obtain a concrete understanding computer programming concepts; some students are not able to apply programming concepts in the construction of programs; some students have no motivation to learn the subject; some students cannot understand the programs already implemented, and some have difficulties in factoring and refactoring programs. To support the learning of these courses, researchers in the field have established teaching support mechanisms, which can be used by teachers when teaching content or by students to train and get prepare for assessments. In particular, some studies are proposing open educational resources. However, even if there is a strong interest in establishing these open resources, the existing educational resources do not consider the difficulties that the students may have in these courses (i.e., resources that increase students’ motivation but do not support students who have difficulties learning programming concepts). Still, it is necessary to consider the previous knowledge that each student may have when starting a course. Some students may have some programming knowledge, while others may not. It is also necessary to consider that students have their preferences for learning materials when they are studying (i.e., some prefer video lessons, while others prefer slides). In this sense, this paper addresses the establishment and feasibility study of an open educational resource dedicated to teaching programming, which is specialized for students who have difficulties in learning and applying concepts, understanding programs, factoring and refactoring their programs and/or do not have the motivation to program. This open educational resource was planned considering some definitions related to the students’ particularities (i.e., previous knowledge, preferences for teaching materials and programming difficulties), with the function of identifying them and adapting to these particularities. We describe how we have developed the educational resource, how we plan and conduct preliminary evaluations and, in the end, we raise directions for next steps.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"235 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75711987","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}
Autism spectrum is a disorder that offers a lot of difficulties and challenges to people with it and related to. As for the learning process of these children, it is known that the use of consistent repetitions helps in the learning of people with autism and, in addition, that combinations of images with words are one of the main means of aid in learning for autistic people. Augmented Reality (AR) is a digital resource that acts as a way of visualizing virtual elements, often three-dimensional (3D), together with the real environment. AR offers "enormous educational potential" when used in conjunction with gamification. This work aims to implement a gamified project using augmented reality to assist in the learning process of children with Autism Spectrum Disorder (ASD). The project was implemented in "Cri.Ativa", the psycho-pedagogical care room of a child development center that provides multidisciplinary care for children with atypical development (especially for children on the autism spectrum) in Palmas, Brazil. In general, it is considered that the objective of the work was achieved because the desired process was gamified and the results obtained by its implementation were positive. However, it is important to highlight that, due to the huge number of possible characteristics for children with ASD, this result does not demonstrate that the application of the described process will have equally positive outcomes in all contexts.
{"title":"AssociAR: Gamified Process for the Teaching of Children with Autism Through the Association of Images and Words","authors":"Jhemeson Silva Mota, E. Canedo, Kennedy Santos Torres, Heloise Acco Tives Leão","doi":"10.1109/FIE44824.2020.9274271","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9274271","url":null,"abstract":"Autism spectrum is a disorder that offers a lot of difficulties and challenges to people with it and related to. As for the learning process of these children, it is known that the use of consistent repetitions helps in the learning of people with autism and, in addition, that combinations of images with words are one of the main means of aid in learning for autistic people. Augmented Reality (AR) is a digital resource that acts as a way of visualizing virtual elements, often three-dimensional (3D), together with the real environment. AR offers \"enormous educational potential\" when used in conjunction with gamification. This work aims to implement a gamified project using augmented reality to assist in the learning process of children with Autism Spectrum Disorder (ASD). The project was implemented in \"Cri.Ativa\", the psycho-pedagogical care room of a child development center that provides multidisciplinary care for children with atypical development (especially for children on the autism spectrum) in Palmas, Brazil. In general, it is considered that the objective of the work was achieved because the desired process was gamified and the results obtained by its implementation were positive. However, it is important to highlight that, due to the huge number of possible characteristics for children with ASD, this result does not demonstrate that the application of the described process will have equally positive outcomes in all contexts.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"5 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75328972","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 : 2020-10-21DOI: 10.1109/FIE44824.2020.9273990
Julie Henry, Bruno Dumas, P. Heymans, Tony Leclercq
This work in progress focuses on oriented-object programming (OOP) education. The purpose of this contribution is to validate a methodology for building a concept inventory (CI) dedicated to OOP. The long-term study presented here concerns the variable programming concept. Teaching programming is a major issue due to the misconceptions of the students, notably in the OOP paradigm. Teachers need to be aware of the existence of these misconceptions, their variety and when they appear in order to quickly and efficiently correct them. A CI can measure students’ understanding of a set of concepts at a precise time. To measure the evolution of student’s understanding over a semester, the CI has to be administrated several times along a specific timeline. In the context of a 60-hour OOP course, a preliminary qualitative study was conducted during the 2018-2019 academic year. Semi-structured interviews were conducted with 13 students following the OOP course. Each student was interviewed three times over a semester: Before the course, at mid-term over the semester, and after the course. Six students’ perceptions of the variable programming concept were identified and used to build the OOP CI. During the 2019-2020 academic-year, the CI was administred to 107 students following the OOP course. Three administrations were organized according to a specific timeline, aiming both to confirm the results of the preliminary study and to quantify the occurrence of the six perceptions in a class of students. Based on the results obtained, the methodology appears to be effective in building a OOP CI.
{"title":"Object-Oriented Programming: Diagnosis Understanding by Identifying and Describing Novice Perceptions","authors":"Julie Henry, Bruno Dumas, P. Heymans, Tony Leclercq","doi":"10.1109/FIE44824.2020.9273990","DOIUrl":"https://doi.org/10.1109/FIE44824.2020.9273990","url":null,"abstract":"This work in progress focuses on oriented-object programming (OOP) education. The purpose of this contribution is to validate a methodology for building a concept inventory (CI) dedicated to OOP. The long-term study presented here concerns the variable programming concept. Teaching programming is a major issue due to the misconceptions of the students, notably in the OOP paradigm. Teachers need to be aware of the existence of these misconceptions, their variety and when they appear in order to quickly and efficiently correct them. A CI can measure students’ understanding of a set of concepts at a precise time. To measure the evolution of student’s understanding over a semester, the CI has to be administrated several times along a specific timeline. In the context of a 60-hour OOP course, a preliminary qualitative study was conducted during the 2018-2019 academic year. Semi-structured interviews were conducted with 13 students following the OOP course. Each student was interviewed three times over a semester: Before the course, at mid-term over the semester, and after the course. Six students’ perceptions of the variable programming concept were identified and used to build the OOP CI. During the 2019-2020 academic-year, the CI was administred to 107 students following the OOP course. Three administrations were organized according to a specific timeline, aiming both to confirm the results of the preliminary study and to quantify the occurrence of the six perceptions in a class of students. Based on the results obtained, the methodology appears to be effective in building a OOP CI.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"21 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73009478","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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