Develop Programming Skills Research Articles

EcoCommons Australia Virtual Laboratories with Cloud Computing: Meeting Diverse User Needs for Ecological Modeling and Decision-making

Biodiversity decline and climate change are among the most important environmental issues society faces. Information to address these issues has benefited from increasing big data, advances in cloud computing, and subsequent new tools for analytics. Accessing such tools is streamlined by virtual laboratories for ecological analysis, like the ‘Biodiversity and Climate Change Virtual Laboratory’ (BCCVL) and ‘ecocloud’. These platforms help reduce time and effort spent on developing programming skills, data acquisition and curation, plus model building. Recently this functionality was extended, producing EcoCommons Australia—a web-based ecological modeling platform for environmental problem-solving—with upgraded infrastructure and improved ensemble modeling, post-model analysis, workflow transparency and reproducibility. We outline our user-centered approach to systems design, from initial surveys of stakeholder needs to user involvement in testing, and collaboration with specialists. We illustrate EcoCommons and compare model evaluation statistics through four cases studies, highlighting how the modular platform meets users’ needs.

How Economically-Marginalized Adolescents of Color Negotiate Critical Pedagogy in a Computing Classroom

Background & Context: With the growing movement to adopt critical framings of computing, scholars have worked to reframe computing education from the narrow development of programming skills to skills in identifying and resisting oppressive structures in computing. However, we have little guidance on how these framings may manifest in classroom practice. Objectives: To better understand the processes and practice of critical pedagogy in a computing classrooms, we taught a critically conscious computing elective within a summer academic program at a northwest United States university targeted at secondary students (ages 14-18) from low-income backgrounds and would be the first in their families to pursue a postsecondary education (i.e. first-generation). We investigated: (1) our participants’ initial perceptions of and attitudes toward the benefits and perils of computing, and (2) potential tensions that might emerge when secondary students negotiate the integration of critical pedagogy in a computing classroom. Methods: We qualitatively coded participant work from a critically conscious computing course within a summer academic program in the United States focused on students from low-income backgrounds or would be the first in their family to pursue a post-secondary education. Findings: Our participants’ initial attitudes towards technology were mostly positive, but exhibited an awareness of its negative impacts on their lives and society. Throughout the course, while participants demonstrated a rich social consciousness around technology, they faced challenges in addressing hegemonic values embedded in their programs, designs, and other classwork. Implications: Our findings revealed tensions between our participants’ computing attitudes, knowledge, self-efficacy, and social consciousness, suggesting pathways for scaffolding the critical examination of technology in secondary education. This study provides insights into the pedagogical content knowledge necessary for critical computing education.

Ai] Explore!: An Educational Game for Developing Programming Skills and Algorithmic Thinking

The game [ai] explore! was developed to introduce the algorithm behind the popular science exhibition. The idea behind the [ai] explore! exhibition was to show the application of mathematics and computer science in solving real engineering problems by creating the exhibit using the mathematical algorithm Heat Equation Driven Area Coverage (HEDAC). The algorithm is based on scientific research and has many applications: exploration and search in unknown space, painting, planning agricultural spraying, scanning 3D objects, etc. The exhibits show the process by which the algorithm paints objects with a virtual brush and explores their shape. By surveying the high school students, it was shown that new mathematical and engineering results can be explained and turned into a playable game. After playing the game, students respond positively to the game presented and state that they have a good understanding of the HEDAC algorithm presented and how it works. This motivated us to investigate [ai] explore! as an educational game for teaching mathematics and computer science. The aim of the research described in this paper is to investigate the potential of the developed game as an educational game. The game-based learning (GBL) approach is increasingly used to increase student motivation and engagement in STEM lessons. The main research question is: How do primary school teachers and students perceive the usefulness of the game [ai] explore! in supporting teaching and learning of computer science concepts? We have developed and implemented teaching scenarios on how the game [ai] explore! can be used as an educational game in computer science lessons. We show that the game has great potential to teach primary school students programming. In addition, the game promotes algorithmic thinking and computational thinking skills in general, which are valuable not only in computer science but also in other fields such as mathematics, where a systematic and analytical approach to problem-solving is required.

Vision of Digital Competences of Primary School Students and Teachers in Bulgaria in Educational Documentation of the Subject “Computer Modelling”

This paper is the first part of a larger study on the vision of digital competences of primary school students and teachers in Bulgaria in the educational documentation. It attempts to explore the place and the approaches for developing digital competencies in the educational documentation concerning the Bulgarian primary school subject “Computer Modelling” (CM) and to define the necessary competencies for primary school teachers to develop the digital competencies of students within this subject. The primary research methods employed in the study are curriculum mapping, document analysis and comparative analysis of educational documentation as well as textbooks and methodological guides for primary school teachers. The results of the study demonstrate that the curricula predominantly focus on the development of programming skills, occasionally at the expense of other areas of digital competence. It raises the need to reconsider the CM curriculum to ensure a more balanced emphasis on different competence areas, which could also be achieved through their integration into other school subjects. The importance of the professional competence of the teachers for successful development of students’ digital competencies is also highlighted in the paper. Some concerns regarding the efficacy of teaching the CM subject are raised accordingly. The emerging need for an in-depth empirical study of the factual state of the digital competences of teachers and students is indicated.

Повышение эффективности работы в проектах Open Sourse на основе архитектурного анализа (на примере проекта Сахана)

The paper presents a methodology for entering an open source project using architectural analysis to develop programming skills and volunteer activities using architectural analysis. The relevance is due to the difficulty of entering into joint projects. As a method for solving this problem, it is proposed to use architectural analysis according to the C4 model. Using the example of the Sahana EDEN software project from the source code repository, the application of this method is described. Interest in this project is due to both its humanitarian goal and the large number of active participants, which makes it a significant example of intellectual volunteering. For each step of the architectural analysis, a detailed description of the results is presented - context, container and component diagrams. An analysis of the repository of an open source project should begin with an overview of the project structure and a study of the description, open questions, rules for making changes, current problems and technical debt. The importance of assessing one's own capabilities through studying the project's coding standards, problems and technical debt is substantiated. The conducted research showed that project work with open source software allows one to improve programming skills in practice, gain experience in joint activities and production communications, which allows us to recommend the comprehensive use of open source projects as an important educational activity for students.

Video-based microlearning and the impact on programming skills and technology acceptance

Microlearning is a modern learning modality that has been adopted in recent years for student education. This study aimed to reveal the effect of video-based microlearning on the development of programming skills and technology acceptance among intermediate school students. The study used a quasi-experimental design for two groups. A technology acceptance scale and a performance observation card for programming skills were prepared in order to collect data for the study. A cluster random sample of intermediate school students participated in video-based micro learning. The students were divided into two groups: the experimental group (consisting of 31 students) and the control group (consisting of 32 students). The results of the study showed that there were statistically significant differences between the mean scores of both study groups in favor of the experimental group in the post-application of the performance observation card for programming skills. However, there were statistically significant differences between the mean scores of the students in the experimental group in the pre- and post-application of the technology acceptance scale in favor of the post application. The study suggested that computer teachers might benefit from employing video-based microlearning to teach students programming skills at different stages based on these results. Suggestions related to the research findings are also provided.

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.

Creating a Supportive and Effective Learning Environment for Engineering Students

Engineering education requires a strong emphasis on problem-solving, critical thinking, and practical application of knowledge. To achieve the highest quality of teaching, educators must create a trusting environment that allows students to feel comfortable asking questions and performing to the best of their abilities. This paper outlines the teaching philosophy and practices of an engineering lecturer who has adapted his pedagogical approach across several universities in Sweden and abroad. The author emphasizes the importance of being flexible and responsive to student needs, offering early and constructive feedback, and providing students a safe and supportive learning environment with opportunities to develop programming skills. The paper also includes comments from students that reflect the author’s effectiveness as an educator in creating a supportive and challenging learning environment for engineering students.

Predicting Students’ Outcome in an Introductory Programming Course: Leveraging the Student Background

For a lot of beginners, learning to program is challenging; similarly, for teachers, it is difficult to draw on students’ prior knowledge to help the process because it is not quite obvious which abilities are significant for developing programming skills. This paper seeks to shed some light on the subject by identifying which previously recorded variables have the strongest correlation with passing an introductory programming course. To do this, a data set was collected including data from four cohorts of students who attended an introductory programming course, common to all Engineering programmes at a Chilean university. With this data set, several classifiers were built, using different Machine Learning methods, to determine whether students pass or fail the course. In addition, models were trained on subsets of students by programme duration and engineering specialisation. An accuracy of 68% was achieved, but the analysis by specialisation shows that both accuracy and the significant variables vary depending on the programme. The fact that classification methods select different predictors depending on the specialisation suggests that there is a variety of factors that affect a student’s ability to succeed in a programming course, such as overall academic performance, language proficiency, and mathematical and scientific skills.

Penguatan Pembelajaran Praktik Melalui Pelatihan Penggunaan Trainer Mikrokontroler di SMK Negeri 2 Gowa

The use of microcontrollers as a practical learning tool in Vocational High Schools (SMK) plays an important role in developing students' technical skills. This research aims to strengthen practical learning at SMK Negeri 2 Gowa through training in the use of microcontroller trainers. The research method used was a qualitative approach involving instructors and students as research subjects. The training was conducted with a focus on mastering the basic concepts of using microcontrollers, developing programming skills, and practical applications in various projects. The evaluation results showed a significant improvement in students' understanding of microcontroller concepts and their ability to apply the knowledge in practical situations. In addition, the instructors also provided positive feedback regarding the effectiveness of the microcontroller trainer as a learning tool. Strengthening practical learning through training in the use of microcontroller trainers at SMK Negeri 2 Gowa contributed positively to improving the quality of technical learning at this school. The results of this study are expected to be a reference for other SMKs that want to improve the effectiveness

The effects of online peer-facilitated learning and distributed pair programming on students’ learning

The COVID-19 pandemic has forced universities and schools around the world to adopt online learning. Teachers may wonder if their students can attain satisfactory learning performance in an online learning environment without teachers' on-the-spot attention. In order to develop students' skills in programming, promote their enjoyment of learning and intention to learn to program, the researchers integrated two innovative teaching approaches, using online peer-facilitated learning and distributed pair programming, and investigated the effects of these on students' online learning performance. This study conducted an experiment that included 128 undergraduates from four class sections of Department of Finance. Thus, the experimental design in this research was a 2 (Peer-facilitated learning vs. non-peer-facilitated learning) × 2 (Distributed pair programming vs. non-distributed pair programming) factorial pretest/post-test design. The participants in this research mainly consisted of four classes of students from a non-computer or information department who took a compulsory course on programming design.’ Both quantitative and qualitative data were collected in this study. According to the results, the peer-facilitated learning group exhibited significantly better development of programming skills, enjoyment of learning, and intention to learn, than the non-peer-facilitated learning group. However, expected effects of enhancing the learning of the students in this study who received the distributed pair programming were not found. The design of online pedagogy can be a reference for online educators. The implications of applying online peer-facilitated learning and distributed pair programming to support students’ learning and the design of online programming courses are discussed.

Motivating Students to Learn How to Write Code Using a Gamified Programming Tutor

Engagement and retention are widely acknowledged problems in computer science and more general higher education. The need to develop programming skills is increasingly ubiquitous, but especially so in computer science where it is one of the core competencies. Learning to write code is a particularly challenging skill to master, which can make retention and success even more difficult. We attempt to address student engagement within an introductory programming module by attempting to motivate students using a gamified interactive programming tutor application that provides immediate feedback on the student’s work. In this paper, we describe the design of the gamified programming tutor application, along with a related topology to characterize student engagement. We discuss the design of the software, the gamified elements, and the structured question design. We evaluate the engagement with the gamified programming tutor of two cohorts of students in the first year of a computer science programme, with over two hundred students taking part. We attempt to frame this engagement in terms of frequency, duration, and intensity of interactions, and compare these engagement metrics with module performance. Additionally, we present quantitative and qualitative data from a survey of students about their experience using the programming tutor application to demonstrate the efficacy of this approach.

EMPOWERING THE COMMUNITY AND PROFESSIONAL DEVELOPMENT THROUGH COLLABORATIVE DIGITAL LEARNING

The global pandemic situation has shifted physical learning to online professional development to be challenging. This is particularly difficult to ensure effective psychomotor learning when learners are disconnected from the conventional peer interaction and physical hardware. This promoted the importance of resilience for both educators and learners to address this issue through virtual setting. A staff-student collaborative inspiration emerged with the collaboration across Malaysia and Edinburgh campuses in engaging multiple learning styles through remote digital learning. Aligned to the rising call of building innovation-entrepreneurship ecosystem, this student-led project focused on remote development of programming skills, translating ideas into tangible solution, and pitching among Malaysia and international students to address a selected Sustainable Development Goal. This inter-disciplinary initiative connects the field of engineering and psychology in studying the resilience context of learning. A resilience theme focuses on enhancing skills through digital platforms in building resilient communities. A total of 45 local and international students were engaged through an online prototype and idea pitching competition that supported by industrial workshops. The outcomes highlight the positive response from students perspective as participants and judges, and their learning growth. The studied themes indicate the effectiveness of learning through hardware/physical aspect on cognitive, psychomotor, and affective learning domains. This project remarks a cross academic fields (engineering and psychology), sectors (academy and industry), countries (Malaysia and Edinburgh), and roles (educators and learners) inter-disciplinary team effort.

PENGENALAN PEMROGRAMAN KOMPUTER MENGGUNAKAN HP UNTUK SISWA SMK

SMK Pangudi Luhur Leonardo Klaten is children of productive and innovative ages. So it is necessary to get additional knowledge to increase the power of innovation, especially in the face of increasing competition. Computer programming skills can increase creativity. Computer programming can help improve work efficiency, such as repetitive calculations often encountered in the design of machine elements. However, computer programming generally requires a computer or laptop, which is an obstacle for students in learning programming because they generally do not have computer or laptop facilities. In this service activity, the community service team will introduce another alternative to learning programming, namely using a cellphone (HP). Students from the two vocational schools have cellphones, but they have not been used for programming. The students are generally new to using cellphones for communication, social media or games (games). The HP has not been used as a learning tool due to ignorance, the impression that programming is complicated, and not realizing the benefits of programming itself. The service team will introduce programming using cellphones to change the paradigm so that it is hoped that students can develop programming skills independently from this service activity. It is hoped that vocational students will be more creative and develop programming skills according to their work. In addition, the output targets of this service are sending articles to community service journals uploading information on the web and social media.

Effectiveness of CS Unplugged Program in Developing Programming Skills for Eighth Grade Female Students

This study aims at identifying the effectiveness of CS Unplugged program for developing programming skills among eighth-grade female students. The study tools consist of a test to measure the cognitive side of programming skills in Scratch language, in addition to a product evaluation card to measure the performance aspect of programming skills in Scratch language. The sample of the study consisted of (14) female students from the eighth primary grade in Khan Yunis Preparatory Co. School "C". The study applies quasi-experimental design. The results indicated there are statistically significant differences between the ranks of the students’ grades in the programming skills pre- test application, and the ranks of their scores in the post application. The CS Unplugged program has a great impact on developing the cognitive aspect of programming skills. There are statistically significant differences between the ranks of the students’ grades in the product evaluation card in the pre application, and the ranks of their scores in the post application as the average of the positive ranks is greater than the average of the negative ranks. The CS Unplugged program has a great impact on developing the performance side of programming skills. The study concluded with the most important recommendations, as there is need for the Ministry of Education to adopt the CS Unplugged program in the plan of teaching programming curriculum for the various stages; especially in light of the limited capabilities of the Gaza Strip.

فاعلية بيئة تعليمية إلكترونية في تنمية مهارات البرمجة لدى طالبات الصف الحادي عشر بمحافظة غزة

The study aimed to reveal the effectiveness of an electronic learning environment in developing programming skills for eleventh grade students in Gaza Governorate, and the researchers built two study tools consisting of a cognitive test and an evaluation card to measure programming skills (the performance side, and they were applied to a sample number (30) A student from the eleventh grade students at Shohadaa Al-Shati Secondary School for Girls for the second semester) 2019-2020) The researchers followed the descriptive analytical approach in analyzing the topics (Arduino board and its applications, programming a robot car), and interpreting the results, as well as the semi-experimental approach to designing the one group (before me) to reveal the effectiveness of an electronic learning environment, and the results of the study showed the effectiveness of the e-learning environment in developing Programming skills for eleventh graders, where the rate of black gain was (1.31), and there are statistically significant differences at the level of significance (α =0.05), between the mean scores of eleventh graders in the cognitive test of programming skills before and after application in favor of post-application. There are also statistically significant differences at the level of significance (α =0.05), between the mean scores of eleventh grade students in the evaluation card for programming skills before and after application in favor of post-implementation. The researcher recommended the necessity of employing the electronic educational environment in developing programming skills to raise the achievement and skill level of the students, in addition to using them in various specializations.

Interaction Between Presentation Patterns of the Infographic (Static / Animated) and learning Styles (global/ sequential) in Adaptive Learning Environment and its Effect on the Development of Programming Skills of Secondary students

Abstract: T his research aimed at figuring out the effect of interaction between Presentation Patterns of the Infographic (static/ animated) and the learning styles (global/sequential) in an adaptive learning environment and its Effect on the Development of Programming Skills of Secondary school students, To such a purpose, a PHP- based programming skills list and an adaptive learning environment- related criteria have been prepared. Instruments of the study consisted of an achievement test and an observation sheet.The research's sample was (20) secondary school students who are classified into four experimental groups according to their favorite patterns of the Infographic and the suitable learning styles for them. The results show a positive effect of such interaction between the patterns of the Infographic and the learning styles in an adaptive learning environment for the purpose of boosting the programming skills of the secondary school students, and the efficiency of the adaptive electronic learning environment in providing content to each student, as the results of cognitive achievement and the observation sheet between groups were close, The most important recommendations were that more attention should be accorded to the use of infographics interacting with learning styles, and adaptive electronic learning environments in the educational process because of their positive impact on the cognitive achievement and skill performance of high school students, taking into account the criteria for their design and production, and publishing via the Internet, in addition to appreciating the individual differences between the students and their educational preferences in presenting the electronic educational materials. The researcher suggests that more studies about the relationship between infographic (Static/animated) and learning styles (global/sequential) in an adaptive learning environment and their effect on improving the programming skills of the preparatory school pupils should be conducted. Another thing that has to be done is about researching the effect of the interaction between the interactive infographic and other learning styles on the development of the programming skills of the secondary school students.

برنامج مقترح قائم على تطبيقات الويب 2 لتنمية مهارات البرمجة V.B.net لدى تلاميذ المرحلة الإعدادية Suggested program based on web applications 2 To develop V.B.net programming skills for preparatory school students

استهدف هذا البحث تنمية بعض مهارات البرمجة بلغة الفيجوال بيسک VB.net ، باستخدام برنامج قائم على تقنيات الويب 0.2؛ ولقياس تحقق هذا الهدف تم بناء اختبار لمهارات البرمجة وشمل الاختبار ( ثلاث مهارات رئيسة ) واندرج تحتها (ثمان وخمسون) مهارة فرعية، کما تم إعداد برنامج ودليل للمعلم وکتاب التلميذ؛ لتنمية مهارات البرمجة ، وبعد تطبيق أدوات البحث ومواده التعليمية توصلت الباحثة إلى أن التلاميذ الذين درسوا باستخدام البرنامج، حققوا درجات أعلى فى التطبيق البعدي، لمهارات البرمجة ، کما أن المهارات الفرعية، کانت ذات نتائج مرتفعة بفارق ملحوظ فى التطبيق البعدي. ويوصي البحث بتدريب طلاب المراحل التعليمية المختلفة على مهارات البرمجة ، وعقد دورات تدريبية لمعلمي الکمبيوتر وتکنولوجيا المعلومات؛ لتنمية تلک المهارات. Abstract: This research aimed to develop some programming skills in the Visual Basic language (VB.net), using a program based on web technologies 0.2; To measure the achievement of this goal, a test for programming skills were built. The test included (three main skills) and included (fifty-eight) sub-skills. A program and a guide for the teacher and the student's book were also prepared. To develop programming skills, and after applying the research tools and educational materials, the researcher concluded that the students who studied using the program, achieved higher degrees in the post-application of programming skills and that the sub-skills had high results with a significant difference in the post-application. The research recommends training students of different educational levels on programming skills, and holding training courses for computer and information technology teachers; to develop those skills.

Evaluating Aspects of Usability in Video Game-Based Programming Learning Platforms

Abstract Teaching computer programming is an important topic. Due to Science and Technology initiatives, these topics are considered in different training cycles. For higher education, students must cultivate fundamental concepts for the development of software applications, which not only contribute to the knowledge of programming languages but also to opening guidelines for computational thinking. However, selecting a proper tool can be complex. Especially for the diversity of alternatives on the web. Further, not all of them meet basic usability requirements. In this study, we present a set of platforms that seek to develop programming skills based on video games. The search consisted of 4 stages: (i) definition of the research questions, (ii) scope review, (iii) execution of search and (iv) platform selection. Finally, we employ a usability heuristic evaluation for a novice programming system to determine best practices.

Physicists and Computer Engineers Do Commute

When two operators, which help us to measure the physical quantities e.g. Momentum, Energy and Position etc. of a system, commute Physicists say that both quantities can be measured or observed at same time. So the title of my paper implies that both Computer engineers and Physicists can be observed working together to solve many real life problems. A physicist needs a computer engineer and vice versa. Unfortunately students of computer engineering seem to be a little unaware of the fact and they don't devote much time to learning physics[4,5,6], they seem to believe that they will be a computer programmer and they won't need much physics in future. There may be other reasons for the ignorance of this subject. Student’s approach to understanding physics can highly influence their motivation and ultimately development of great computer programs using different languages and platforms. Learning physics can help them to develop programming skills that will solve many day to day life problems. The ultimate work of a programmer /engineer is to solve our daily life problems and build a sustainable world. Here I discuss for computer engineers the importance of learning physics at an introductory level and how it will help to be a good programmer.