Acquisition Of Programming Skills Research Articles

Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming

The acquisition of programming skills is often complex and poses challenges that impede students’ progress and understanding. This study aimed to assess the effectiveness of the flipped project-based learning (FPBL) model, implemented via Moodle LMS, in enhancing students’ communication and problem-solving abilities in programming education. The study employed a quasi-experimental design with a control group following a blended learning approach and an experimental group utilizing the FPBL model. Purposive sampling was used. Data collection involved pre- and post-tests assessing communication and problem-solving skills, analyzed through paired and independent sample t-tests to evaluate the significance of the observed improvements. These findings demonstrated significantly positive outcomes in the experimental group. For problem-solving skills, the paired sample t-test showed a mean difference of 16.000, a t-value of 5.852, and a significance level of 0.000. Communication skills analysis revealed a mean difference of 7.400, a t-value of 10.418, and a significance level of 0.000. Independent sample t-tests corroborated these results, indicating notable enhancements in both skills in the experimental group compared to the control group. he FPBL model based on the Moodle LMS markedly improved students’ communication and problem-solving skills in programming education. Future research should investigate the long-term retention of these skills and the applicability of the model across different disciplines and educational levels.

The Impact of Project-Based Learning through Integrating the Use of Technology in Computer Science Courses on Students' Acquisition of Programming Skills

The Impact of Project-Based Learning through Integrating the Use of Technology in Computer Science Courses on Students' Acquisition of Programming Skills

Design and Development of a Digital Personalized Learning Track: Bridging the Gap Between Textual and Visual Programming

Due to swift technological changes in society, programming tasks are proliferating in formal and informal education around the globe. However, challenges arise regarding the acquisition of programming skills. Many students are unequipped to develop programming skills due to limited instruction or background and therefore feel insecure when encountering programming in higher education. Some after-school initiatives focus on teaching younger students programming skills, however, not all students have the opportunity to attend. It can also be very challenging for teachers to teach programming—even more so due to significant differences in students’ knowledge and interests. To alleviate these challenges, we designed and developed a digital personalized learning (DPL) track for programming in the first grade of secondary education (12–14 year-old students) with a threefold purpose: (a) to encourage students bridging the gap between visual and more general-purpose textual programming languages (b) to meet differences in students’ programming knowledge by challenging them, albeit on their own pace, and subsequently (c) to support teachers in the delivery of programming education with relevant supportive learning materials. The design was tested by students and teachers, both of varying technical abilities. Assessments of the DPL-track were positive, with students identifying the tasks as challenging and the tools as motivating. Teachers praised the adaptivity, as well as the gradual transition from visual to textual programming. We present several suggestions for design improvement and dilemmas while reflecting on our design case.

Changes in functional brain activity patterns associated with computer programming learning in novices.

Computer programming, the process of designing, writing, and testing executable computer code, is an essential skill in numerous fields. A description of the neural structures engaged and modified during programming skill acquisition could help improve training programs and provide clues to the neural substrates underlying the acquisition of related skills. Fourteen female university students without prior computer programing experience were examined by functional magnetic resonance imaging (fMRI) during the early and late stages of a 5-month 'Computer Processing' course. Brain regions involved in task performance and learning were identified by comparing responses to programming and control tasks during the early and late stages. The accuracy of performing a programming task was significantly improved during the late stage. Various regions of the frontal, temporal, parietal, and occipital cortex as well as several subcortical structures (caudate nuclei and cerebellum) were activated during programming tasks. Brain activity in the right inferior frontal gyrus was greater during the late stage and significantly correlated with improved task performance. Although the left inferior frontal gyrus was also highly active during the programming task, there were no learning-induced changes in activity or a significant correlation between activity and improved task performances. Computer programming learning among novices induces functional neuroplasticity within the right inferior frontal gyrus but not the left inferior gyrus (Broca's area).

No evidence that autistic traits predict programming learning outcomes

With the increased importance of computer programming in society, researchers have been searching for ways to predict which students are most likely to succeed, as well as those who may have difficulty when beginning to learn to program. It has been suggested that autistic traits relate to increased interest and aptitude for abstract science, and that people with higher numbers of autistic traits have a stronger tendency to ‘systemize’, which can be advantageous for studying natural and manmade systems. This could also mean that higher autistic traits are associated with greater programming abilities. In this study, we therefore investigated whether autistic traits, measured with the Autism Spectrum Quotient (AQ), predicted course grades and performance on an independent programming test at the end of an introductory undergraduate programming course. We also examined the relationship between AQ scores and five cognitive skills that were measured at the start of the programming course (logical reasoning, pattern recognition, algebra, vocabulary learning, grammar learning). We found that the participants scored higher on autistic traits than the general population. However, overall autistic traits did not predict programming skill at the end of the course. Similarly, no individual subscale of the AQ predicted programming skills, nor were there any correlations between cognitive skills and autistic traits. Therefore, there is no evidence to support autistic traits being reliably related to programming skill acquisition.

Effectiveness of game development-based learning for acquiring programming skills in lower secondary education in Croatia.

A European initiative CODING4GIRLS (C4G) promotes the acquisition of programming skills through a game development process with the aim of preparing young learners, especially girls, to enter computer science careers and raising awareness of the relationship between ICT and the real world. Using the C4G game development-based learning methodology, students develop serious games for which they need to learn specific programming concepts. This paper presents the results of a study with a mixed-gender group of both boys and girls (N = 773) carried out with the aim of examining the effectiveness of the C4G development-based learning approach in lower secondary education in Croatia. In-service and pre-service teachers organized learning activities for students based on the C4G learning scenarios, which include the development of games in the programming language Snap! with topics that are interesting for both boys and girls and which involve solving real-world problems. The results showed that students accepted the C4G methodology and were motivated to learn how to program by developing games for solving real-world problems. Teachers and experts consider this approach as a relevant and effective method for achieving learning objectives related to programming, applicable and suitable for lower secondary students (11–15 year olds).

Learning to Write Programs using Think-Pair-Share Programming Strategy: What are the Students’ Perceptions and Experiences?

The need to learn programming to solve many complex problems facing humankind necessitated this study. The purpose of the study was to collect information about students’ perceptions and experiences after exposure to the think-pair-share programming strategy. The sample consisted of 12 senior secondary school two students offering computer studies in Ijebu zone, Ogun State, Nigeria purposively selected from the two experimental groups. The data were collected through one-on-one in-depth interviews of the respondents using a Student Interview Guide (SIG). The data analysis was through thematic content analysis procedure. The study found that the respondents perceived the think-pair-share programming strategy helpful to learn programming concepts with or without computers. The study also found that the use of computer was more useful for the acquisition of programming skills than without the use of computers. Moreover, the study found that programming without computers was perceived to improve thinking. Therefore, the study argued that teachers should adopt the use of think-pair-share programming strategy for learning how to write programs notwithstanding the availability of computers due to its ability to aid knowledge retention.

Learning memory management with C‐Sim: A C‐based visual tool

AbstractNowadays, Computer Science (CS) students must cope with continuous challenges related to programming skill acquisition. In some occasions, they have to deal with the internals of memory management (pointers, pointer arithmetic, and heap management) facing a vision of programming from the low abstraction level offered by C. Even using C++ and references, not all scenarios where objects or collections of objects need to be managed can be covered. Based on the difficulties identified when dealing with such low‐level abstractions, the C‐Sim application, aimed at learning these concepts in an easy way, has been developed. To support the tool, the C programming language was selected. It allows showing concepts, remaining as close as possible both to the hardware and the operating system. To validate C‐Sim, pre and posttests were filled in by a group of 60 first‐year CS students, who employed the tool to learn about memory management. Grades of students using C‐Sim were also obtained and compared with those that did not use the tool the former academic year. As main outcomes, 82.26% of students indicated that they had improved programming and memory management knowledge, and 83.64% pointed out that the use of this type of tools improves the understanding and quality of the practice lessons. Furthermore, the marks of students have significantly increased. Finally, C‐Sim was designed from the ground up as a learning aid and can be useful for lecturers, who can complement their lessons using interactive demonstrations. Students can also employ it to experiment and learn autonomously.

国際的Webベース個別教授システム(PSI)によるプログラミング学習の実践

国際的Webベース個別教授システム(PSI)によるプログラミング学習の実践

Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system

The acquisition of programming skills specially in introductory programming courses poses an important challenge for freshmen students of engineering programs. These courses require students to devote a sustained effort during the whole course and a failure to do so may contribute to not passing the course. However, it is difficult for the teaching staff to deploy measures to enforce a pattern of continuous work without significantly increasing the required management tasks. A significant reduction of this workload can be achieved with the automation of time consuming tasks such as the delivery of activities or submission grading. This paper presents a case of study where a technology based orchestration of learning scripts was applied in a large enrollment course to promote student sustained effort through the course and keep the workload on teaching staff within reasonable margins. The orchestration system, based on IMS Learning Design and Generic Service Integration, automatically evaluated the student submissions and gradually unlocked the following activities depending on the received results. Such system was used during a semester supporting 425 students and 8 instructors. The analysis of the case of study followed a mixed method based on qualitative and quantitative data, and revealed a significant reduction of the orchestration workload on the teaching staff, allowing the strategy of continuous work to be applied in a course with high enrollment. Additionally, the application of these techniques show statistically significant differences in the drop out rate with respect to previous editions of the course. ► High enrolment courses poses a high workload to the teaching staff. ► The effects of an orchestration system is evaluated with a case study. ► The experimental setting was formed by 425 students and 8 teachers. ► Studied parameters are workload, drop out, course results and engagement. ► A significant decrease in the attrition rate is shown, having students acceptance.

Naturally occurring data as research instrument

In New Zealand and Australia, the BRACElet project has been investigating students' acquisition of programming skills in introductory programming courses. The project has explored students' skills in basic syntax, tracing code, understanding code, and writing code, seeking to establish the relationships between these skills. This ITiCSE working group report presents the most recent step in the BRACElet project, which includes replication of earlier analysis using a far broader pool of naturally occurring data, refinement of the SOLO taxonomy in code-explaining questions, extension of the taxonomy to code-writing questions, extension of some earlier studies on students' 'doodling' while answering exam questions, and exploration of a further theoretical basis for work that until now has been primarily empirical.

A cognitive approach to identifying measurable milestones for programming skill acquisition

Traditional approaches to programming education, as exemplified by the typical CS1/CS2 course sequence, have not taken advantage of the long record of psychological and experimental studies on the development of programming skills. These studies indicate a need for a new curricular strategy for developing programming skills and indicate that a cognitive approach would be a promising starting point. This paper first reviews the literature on studies of programming skills, cognition and learning, then within that context reports on a new formal structure, called an anchor graph , that supports curricular design and facilitates the setting of measurable milestones.

Cognitive factors involved in the first stage of programming skill acquisition

In this study we examined the relationship of general and specific cognitive abilities to programming skill acquisition. A sample of Air Force recruits was given a short computer-based tutorial on Pascal followed by a battery of computer-based tests assessing general abilities, e.g., working memory, reasoning, verbal knowledge, and specific abilities, e.g., components hypothesized to underlie algebra word problem solving. Confirmatory factor analyses indicated that (1) working memory capacity, general reasoning, and verbal knowledge were distinguishable factors; and (2) three components underlie performance on the algebra word problem solving test, viz., problem type identification, decomposition and sequencing, and translation. These factors were then related to learning outcomes from the Pascal tutorial. Analyses indicated that algebra word problem translation skills added to more general abilities such as general reasoning, working memory, and verbal knowledge in predicting success in programming skill acquisition. The contribution of word problem translation skills was independent of these other abilities as well as independent of previous formal instruction in another programming language.

Who is Likely to Acquire Programming Skills?

The purpose of this study was to investigate the relationship between programming skill acquisition and various measures of individual differences, including: 1) prior knowledge and general cognitive skills (e.g., word knowledge, information processing speed); 2) problem solving abilities (e.g., ability to decompose a problem into its constituent parts); and 3) learning style measures (e.g., asking for hints versus solving problems on one's own). Subjects ( N = 260) received extensive Pascal programming instruction from an intelligent tutoring system. Following instruction, an online battery of criterion tests was administered measuring programming knowledge and skills acquired from the tutor. Results showed that a large amount (68%) of the outcome variance could be predicted by a working-memory factor, specific word problem solving abilities (i.e., problem identification and sequencing of elements) and some learning style measures (i.e., asking for hints and running programs). Implications of the findings for the development of a theoretical framework on which to base programming instruction are discussed.

Children Learning Logo: A Collaborative, Qualitative Study in First Grade

Abstract Children in two first-grade classrooms were observed as they worked in pairs at the computer learning Logo within a discovery-oriented context. Data consisting of field notes, audio- and video-taped sessions, diskettes, and pupils' notebooks were collected throughout the school year as the children posed and solved graphics problems. Behavioral patterns are reported in which children initially gained control over simple commands and typing, then constructed an increasingly intricate series of steps preceding the acquisition of programming skills. Described in detail and developmental sequence are the children's behaviors related to planning, correction of errors, reflectivity, causality, and procedure-writing. Behaviors are analyzed in light of contribution of the language itself and the teaching/learning environment within the classroom.

Software Reviews : Simscript Version II.5

Summary: This leading simulation package, in use for over two decades, is now being made available to educators at very low cost. It is currently in use at nearly 400 American universities, primarily in fields such as operations research, systems analysis, and industrial engineering. SIMSCRIPT has been widely used in military, industrial, space, energy, environmental, and transportation simulations. The package includes copious text materials for course use, the opportunity for the instructor to take a training course, availability of a technical hotline, and a user-oriented newsletter. Social scientists will find this package most useful for research or graduate-level courses centering on management issues such as analysis of queuing time, lag time, and other issues of flow of people, products, and services. Use of the package requires substantial learning time and acquisition of programming skills.

“Do I press return?”

The introductory programming course at this university attempts to serve some 1500 students each semester. The attrition rate, due in part to the overload on the system and in part to the students' difficulties in “keeping up”, has, at times, approached 25%. In response to this situation we have revised and reordered the curriculum for use in an experimental course designed for the novice user. The course is directed toward discovering and addressing the confusions of new programming students. It facilitates our ongoing study of the novice programmers' response to graphics, friendly interface packages and the revised curriculum which includes the teaching of procedures and control structures at the beginning of the course. In studying these responses we have learned some techniques in aiding the novice user to unravel some of the mysteries surrounding the acquisition of programming skills. The course is constantly undergoing development in addition to being in its second semester as a departmental offering. It is detailed in this paper.

A structured planning and debugging environment for elementary programming

How could an appropriately structured environment facilitate the acquisition of programming skills? Significant theoretical strides are needed before human-quality performance can be expected from a computer-based programming tutor. As an intermediate step, a system has been implemented which serves primarily as an editing language and diligent clerk. However, it differs from conventional programming environments in two crucial ways: (1) it interacts with the student using a vocabulary of concepts about planning and debugging, derived from an explicit model of the design process; and (2) it actively prompts the student with a menu of design alternatives, within the overall framework of a mixed-initiative dialogue. The current system is not a tutor; but the process of implementing and testing it has been instrumental in refining our model of the design process, thereby bringing us a step closer to realizing a computer-based programming tutor.