ethanporcaro/eric-fulltext-meta huggingface dataset:
Studying Students' Attitudes on Using Examples of Game Source Code for Learning Programming
Author: Theodoraki, Aristea
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Student Attitudes,Educational Games,Technology Uses in Education,Undergraduate Students,Student Motivation,Learner Engagement,Instructional Effectiveness,Questionnaires,Foreign Countries

Games for learning are currently used in several disciplines for motivating students and enhancing their learning experience. This new approach of technology-enhanced learning has attracted researchers' and instructors' attention in the area of programming that is one of the most cognitively demanding fields in Computer Science. Several educational, or else serious, games for learning programming have been developed and the first results of their evaluation as a means of learning are quite positive. In this paper, we propose using arcade games as a means for learning programming. Based on this approach students first play a simple game, such as Snake or Tetris, study its code and then extend it. In a pilot study carried out in the context of an undergraduate programming course, students studied the source code of the well-known game Snake and extended it with new functionalities. The analysis of students' replies in a questionnaire showed that using arcade games as a means of learning programming concepts enhances students' motivation for learning programming, supports them in comprehending complex concepts and engages them in carrying out programming activities.
Assessment of Selected Aspects of Teaching Programming in SK and CZ
Author: Záhorec, Jan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Secondary Education,Programming,Student Attitudes,Secondary School Students,Textbooks,Educational Quality,Instructional Effectiveness,Questionnaires,Statistical Analysis

Authors of this paper carried out a broader international research aimed at assessing the computer science education at upper secondary level of education--ISCED 3A. The assessed school subjects were informatics and programming as the most common school subjects taught at secondary schools within computer sciences. The assessment was based on the students' evaluations, their points of view and opinions, what was a specific feature of the research. The paper presents main findings and results for the school subject programming obtained in Slovakia (SK) and the Czech Republic (CZ). As a weakness of teaching programming in both countries inadequate quality of textbooks or a lack of appropriate textbooks in general was identified. As strength of the programming teaching in the Czech Republic attractiveness of the content of the school subject programming (its curriculum) was identified and in Slovakia it was the clearness of teachers' presentations of teaching material.
A Didactic Analysis of Functional Queues
Author: Rinderknecht, Christian
Date: 2011-00-00
Type: Journal Articles
Subjects: Computation,Computer Software,Undergraduate Study,Teaching Methods,Programming,Information Science,Data Analysis,Computer Science,Mathematics,Programming Languages

When first introduced to the analysis of algorithms, students are taught how to assess the best and worst cases, whereas the mean and amortized costs are considered advanced topics, usually saved for graduates. When presenting the latter, aggregate analysis is explained first because it is the most intuitive kind of amortized analysis, often involving enumerative combinatorics. We show how the aggregate analysis of functional queues can be carried out accurately and graphically, without combinatorics nor analytical tools like asymptotics, hence making it amenable to undergraduates. Our presentation is independent of any programming language.
A Survey on Teaching and Learning Recursive Programming
Author: Rinderknecht, Christian
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Visualization,Animation,Programming Languages,Learning Theories,Constructivism (Learning),Intelligent Tutoring Systems,Computer Science Education,Programming,Multimedia Instruction,Bibliographies,Schemata (Cognition)

We survey the literature about the teaching and learning of recursive programming. After a short history of the advent of recursion in programming languages and its adoption by programmers, we present curricular approaches to recursion, including a review of textbooks and some programming methodology, as well as the functional and imperative paradigms and the distinction between control flow vs. data flow. We follow the researchers in stating the problem with base cases, noting the similarity with induction in mathematics, making concrete analogies for recursion, using games, visualizations, animations, multimedia environments, intelligent tutoring systems and visual programming. We cover the usage in schools of the Logo programming language and the associated theoretical didactics, including a brief overview of the constructivist and constructionist theories of learning; we also sketch the learners' mental models which have been identified so far, and non-classical remedial strategies, such as kinesthesis and syntonicity. We append an extensive and carefully collated bibliography, which we hope will facilitate new research.
Multi-Sensory Informatics Education
Author: Katai, Zoltan
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Science,Multisensory Learning,Computer Software,Educational Technology,Technology Uses in Education,Teaching Methods,Secondary Education,Elementary Education,Student Motivation,Mathematics

A recent report by the joint Informatics Europe &amp; ACM Europe Working Group on Informatics Education emphasizes that: (1) computational thinking is an important ability that all people should possess; (2) informatics-based concepts, abilities and skills are teachable, and must be included in the primary and particularly in the secondary school curriculum. Accordingly, the &quot;2013 Best Practices in Education Award&quot; (organized by Informatics Europe) was devoted to initiatives promoting Informatics Education in Primary and Secondary Schools. In this paper we present one of the winning projects: &quot;Multi-Sensory Informatics Education&quot;. We have developed effective multi-sensory methods and software-tools to improve the teaching-learning process of elementary, sorting and recursive algorithms. The technologically and artistically enhanced learning environment we present has also the potential to promote intercultural computer science education and the algorithmic thinking of both science- and humanities-oriented learners.
On Motivation to Apply ODL in Adult Teachers' Education
Author: Karoulis, Athanasis
Date: 2011-00-00
Type: Journal Articles
Subjects: Distance Education,Outcomes of Education,Teaching Methods,Teacher Motivation,Elementary School Teachers,Open Education,Teacher Education,Models,Questionnaires,Teacher Attitudes,Statistical Analysis,Validity

This paper investigates the motivation of teachers of primary education to be trained by means of ODL (Open and Distance Learning). The survey took place during a professional training period and aimed to investigate initially the awareness of the teachers as regards the possibility to apply an ODL-model for this training, and secondly their estimations for the success of such an approach. Those questions are however considered through a motivational perspective, as the ARCS model of motivation expresses it. Results showed that a percentage of 20% of the teachers were not aware of the potential of a distance learning in general, while the rest of them appeared to be motivated to participate, yet they showed some hesitation for the outcomes of this &quot;new&quot; educational method.
Analyzing Teaching Performance of Instructors Using Data Mining Techniques
Author: Mardikyan, Sona
Date: 2011-00-00
Type: Journal Articles
Subjects: Information Retrieval,Teacher Evaluation,Regression (Statistics),Decision Making,College Students,Foreign Countries,Student Evaluation of Teacher Performance,Evaluation Methods,Management Information Systems,College Faculty,Teacher Characteristics,Student Characteristics,Student Attitudes,Teacher Role,Grading,Teacher Student Relationship,Teacher Competencies,Questionnaires,Factor Analysis

Student evaluations to measure the teaching effectiveness of instructor's are very frequently applied in higher education for many years. This study investigates the factors associated with the assessment of instructors teaching performance using two different data mining techniques; stepwise regression and decision trees. The data collected anonymously from students' evaluations of Management Information Systems department at Bogazici University. Additionally, variables related to other instructor and course characteristics are also included in the study. The results show that, a factor summarizing the instructor related questions in the evaluation form, the employment status of the instructor, the workload of the course, the attendance of the students, and the percentage of the students filling the form are significant dimensions of instructor's teaching performance.
Educational Data Mining and Problem-Based Learning
Author: Walldén, Sari
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Data,Data Analysis,Longitudinal Studies,Computer Software,Clinical Diagnosis,Patients,Integrated Learning Systems,Computer Simulation,Information Retrieval,Information Technology,Questionnaires,Feedback (Response),Program Evaluation,Foreign Countries

This paper considers the use of log data provided by learning management systems when studying whether students obey the problem-based learning (PBL) method. Log analysis turns out to be a valuable tool in measuring the use of the learning material of interest. It gives reliable figures concerning not only the number of use sessions but also the interlocking of various course activities. The longitudinal study based on log analysis makes use of a new software tool, SPY US. Our study concentrates on using log data analysis in improving the PBL method used in learning diagnostic skills with the help of Virtual Patients.
Score Calculation in Informatics Contests Using Multiple Criteria Decision Methods
Author: Skupiene, Jurate
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scoring,Computation,Competition,Information Science,High School Students,Evaluation Methods,Scores,Mathematics,Problem Solving,Decision Making,Criteria,Matrices,Measurement,Group Activities,Mathematical Formulas

The Lithuanian Informatics Olympiad is a problem solving contest for high school students. The work of each contestant is evaluated in terms of several criteria, where each criterion is measured according to its own scale (but the same scale for each contestant). Several jury members are involved in the evaluation. This paper analyses the problem of how to calculate the aggregated score for the whole submission in the above mentioned situation. The chosen methodology for solving this problem is Multiple Criteria Decision Analysis (MCDA). The outcome of this paper is the score aggregation method proposed to be applied in LitIO developed using MCDA approaches.
Toward User Interfaces and Data Visualization Criteria for Learning Design of Digital Textbooks
Author: Railean, Elena
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Textbooks,Learning Processes,Mathematics Instruction,Cognitive Processes,Design,Thinking Skills,Learning Theories

User interface and data visualisation criteria are central issues in digital textbooks design. However, when applying mathematical modelling of learning process to the analysis of the possible solutions, it could be observed that results differ. Mathematical learning views cognition in on the base on statistics and probability theory, graph theory, game theory, cellular automata, neural networks etc. Instead of this, research methodologies in learning design are diversified in behaviourism, cognitive, constructivism and connexionism. Behaviourism aims to promote observable behavior, but placing the responsibility for learning on the shoulders of teachers and/or textbooks' content. The cognitive and social psychology adds value to the systems theory and place the responsibility to mental structures of students' cognitive systems. Constructivism aims to support multiple perspectives or interpretations of reality, knowledge construction, context-rich, experience-based activities and focused on didactic activities. The connectionism models are based on mental or behavioral phenomena as the emergent processes of interconnected networks of simple units. These trends could be analysed on the base on linear, systems and Meta-Systems approaches. This article is a review of user interface and data visualisation criteria as a demonstration of Meta-Systems Learning Design in Digital Textbooks use and development.
Applying a Contest to Improve Learning in the Information Systems Development--An Interdisciplinary and Extracurricular Approach
Author: Fantinato, Marcelo
Date: 2011-00-00
Type: Journal Articles
Subjects: Competition,Information Systems,Computer Science Education,Extracurricular Activities,Interdisciplinary Approach,Undergraduate Students,Problem Based Learning,Program Effectiveness,Foreign Countries,Qualitative Research,Questionnaires,Statistical Analysis

Contests are usually applied in the academic environment to simulate real professional situations that require from the participants a more pro-active attitude than the one shown in conventional coursework. Although they are commonly applied in the scope of a unique course, the contest described here was an extracurricular experience applied in an Information System undergraduate program. The evaluation of the contest is also presented; the objective was to assess the role of the contest as a tool to bring together interdisciplinary subjects, complementary to the traditional disciplinary structure of the program curriculum. The results indicate that a significant portion of the participants noticed increase in their knowledge after the contest, which is verified by statistical tests. However, students from the first stages received more benefits, probably because such students were more motivated and had more available time to be involved in the contest activities.
The Link between Technical Knowledge of the Youth and Their Technical Abilities: The Role of Gender
Author: Kovieriene, Ala
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Engineering,Gender Differences,Secondary School Students,Adult Students,College Students,Knowledge Level,Performance

The paper presents the part of research for determining the link between technical knowledge of Lithuanian youth and their independence in performing jobs connected with engineering. It has also been attempted to trace whether exists any difference in this respect between the groups of boys and girls. For the research sample, young people from secondary and adult secondary schools, vocational schools, business and technical colleges, as well as university students have been chosen. Tests on theoretical technical knowledge and applied technical knowledge and questionnaire &quot;Young people and engineering&quot; have been employed as assessment instruments. The research leads to the conclusion independence in performing technical jobs is an important in acquiring applied technical knowledge for boys, while girls are less influenced by it. Analysis of the link between theoretical technical knowledge and experience gained in this field leads to the conclusion that level of theoretical knowledge of independent girls is higher than that of independent boys. [An enhanced picture of Figure 1 is included at the end of the document.]
Teaching Web Application Development: A Case Study in a Computer Science Course
Author: Del Fabro, Marcos Didonet
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Computer Oriented Programs,Undergraduate Students,Case Studies,Tutoring,Apprenticeships,Web Browsers,Teaching Methods,College Instruction

Teaching web development in Computer Science undergraduate courses is a difficult task. Often, there is a gap between the students' experiences and the reality in the industry. As a consequence, the students are not always well-prepared once they get the degree. This gap is due to several reasons, such as the complexity of the assignments, the working environment, the frameworks used and the time-frame constraints. In this paper, we report on a case study on how we taught web application development using extreme tutoring and in an apprenticeship manner. The assumption was to take two real web applications as basis for practical teaching. We present the different issues that we faced: the setup of the development framework, the heterogeneity of human resources and the volatility of the environment.We describe how the process evolved positively. The students became independent, and implemented two applications. We conclude with the lessons learned.
Physical Computing and Its Scope--Towards a Constructionist Computer Science Curriculum with Physical Computing
Author: Przybylla, Mareen
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Science Education,Learning Activities,Course Descriptions,Design,Artists,Art Activities,Constructivism (Learning),Curriculum,Problem Solving,Teaching Methods,Elementary Secondary Education

Physical computing covers the design and realization of interactive objects and installations and allows students to develop concrete, tangible products of the real world, which arise from the learners' imagination. This can be used in computer science education to provide students with interesting and motivating access to the different topic areas of the subject in constructionist and creative learning environments. To make many existing activities and examples of such project ideas available for classroom use and to expand the topic areas suitable for learning in such environments beyond introductory to programming, a physical computing syllabus for computer science courses in general education schools has been developed. In this paper the methods and different perspectives that were taken into account are presented. The resulting syllabus can be used to develop a constructionist computer science curriculum with physical computing.
On Recommending Web 2.0 Tools to Personalise Learning
Author: Juškeviciene, Anita
Date: 2014-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Individualized Instruction,Media Selection,Cognitive Style,Methods,Learning Activities,Electronic Learning

The paper aims to present research results on using Web 2.0 tools for learning personalisation. In the work, personalised Web 2.0 tools selection method is presented. This method takes into account student's learning preferences for content and communication modes tailored to the learning activities with a view to help the learner to quickly and accurately find the right educational tools, and to implement this method in prototype of knowledge-based recommender system. In the research, first of all, personalised e-learning technological peculiarities i.e. recommender systems applications for learning personalisation and those systems components were investigated. After that, selection methods for Web 2.0 tools suitable for implementing learning activities were analysed. The novel method of integrating Web 2.0 tools into personalised learning activities according to students learning styles was created, and prototype of the recommender system that implements the method proposed was developed. Finally, the expert evaluation of the developed system prototype that implements the method proposed was performed.
Collaboration, Collusion and Plagiarism in Computer Science Coursework
Author: Fraser, Robert
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Science Education,Cheating,Plagiarism,Cooperation,Student Behavior,Assignments,Policy,Educational Objectives,Tutorial Programs,Tests,Curriculum Development,Instructional Improvement

We present an overview of the nature of academic dishonesty with respect to computer science coursework. We discuss the efficacy of various policies for collaboration with regard to student education, and we consider a number of strategies for mitigating dishonest behaviour on computer science coursework by addressing some common causes. Computer science coursework is somewhat unique, in that there often exist ideal solutions for problems, and work may be shared and copied with very little effort. We discuss the idiosyncratic nature of how collaboration, collusion and plagiarism are defined and perceived by students, instructors and administration. After considering some of the common reasons for dishonest behaviour among students, we look at some methods that have been suggested for mitigating them. Finally, we propose several ideas for improving computer science courses in this context. We suggest emphasizing the intended learning outcomes of each assignment, providing tutorial sessions to facilitate acceptable collaboration, delivering quizzes related to assignment content after each assignment is submitted, and clarifying the boundary between collaboration and collusion in the context of each course. While this discussion is directed at the computer science community, much may apply to other disciplines as well, particularly those with a similar nature such as engineering, other sciences, or mathematics.
An Analysis of the Effect of Mobile Learning on Lebanese Higher Education
Author: Jabbour, Khayrazad Kari
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Educational Technology,Technology Uses in Education,Higher Education,Student Attitudes,Academic Achievement,Qualitative Research,Statistical Analysis,Observation,Handheld Devices,Student Motivation,Instructional Effectiveness,Interaction,Surveys,Likert Scales,Scores,Experimental Groups,Control Groups,Comparative Analysis

This research explores the effect of mobile technology in Lebanese higher education classrooms. Three components were utilized to evaluate the impact: student attitudes, student achievements, and educational process. This study used both quantitative and qualitative methods to examine the research questions. The main sources for data collection were surveyed, discussion group, achievement scores, and classroom observations. Thirty-eight volunteer students participated in this study in the spring 2013 term. The findings of this study showed that when Mobile with 3G technology used in education, it affected students' attitudes such as take pleasure in class, positive learning experience, and student prospects of the common effectiveness of mobile technology. Mobile technology, was also found to have positive influenced on students learning outcomes. It was also positively impacted the interactions between students as well as between the instructor and students.