Programming Language Course Research Articles

The Conceptual and Hypothetical Model of Interactive Blended Problem Based Learning

This article discusses the results of research on the development of conceptual models and hypothetical models of Interactive Blended Problem Based Learning (IBPBL) in Programming Language subjects for Electrical Engineering students at Universitas Negeri Padang. This model is a blended learning model that combines face-to-face learning in class and Moodle-based online learning with problem-based learning syntax in the field of Electrical Engineering. The research was carried out in three stages: (1) literature review, (2) formulation of the conceptual model, and (3) formulation of the hypothetical model. The IBPBL conceptual models consist of: (1) philosophical components: pragmatism; (2) theoretical components: cognitivism, behaviorism, constructivism, and connectivism; (3) methodological components: problem-based learning; and (4) technical components: problem-solving, cooperation, critical thinking, innovative, creative and systematic. The hypothetical model is based on students' ability to solve problems critically, creatively, collaboratively, systematically by utilizing the various advantages possessed by face-to-face and online learning in Programming Language courses. Model validation is done using expert judgment. The expert assessment assessed the IBPBL model in three aspects, namely: (1) component sufficiency, (2) content, and (3) ease of implementation.

A study of learning motivation of senior high schools by applying unity and mblock on programming languages courses

This study aims to explore whether high school students can enhance students’ learning motivation through challenging learning situationsin programming courses. This study was conducted for 12th-grade students in high school. The experiment lasted for eight weeks. Measurements included Pre- and post-tests measure MSLQ (Motivated Strategies for Learning Questionnaire) and the performance of programming. The experimental group learning design the game interactive project in Unity with C# programming language, and the control group learning build Arduino interactive project in mBlock with block-based programming. The results showed that there was no significant difference in performance, but the learning motivation of the experimental group was lower than that of the control group.

Learning Analytics: Game-based Learning for Programming Course in Higher Education

Abstract The traditional classroom teaching is monotonous based teaching techniques and it lacks interaction and students lose the curiosity to understand the purpose of studying the course. The learners anticipate new teaching techniques, digital assignment, and challenging assessment patterns. In higher education, various new teaching-learning process is introduced to engage the learners with motivations and kindle the practice of self-learning thereby paying the way for acquisition of better competency skills and knowledge. With the various innovations in ICT for higher-education, game based learning is one of the innovative teaching-learning strategies which gained interest in various universities. The paradigm shift of ICT is tangled with various teaching methodologies in-order to match the 21st- century learners. The game based learning for programming course stimulates the curiosity to learn and understand the programming concepts in a better way. It also suits all the types of learners in the classroom especially the slow learners. The purpose of choosing gaming as a teaching aid, the learners are so much interested and addicted to any form of gaming. Using this as opportunity and interest in higher education, the programming courses will surely yield better performances and motivate the learners for lifelong learning skills. This ongoing project is focused on developing game-based learning for programming courses for first-year undergraduate students of our university. All the first-year students of various departments undergo a Python programming language course during the first semester. This programming course delivers conventional classroom teaching with chalk/talk or powerpoint presentation equipped with a practical session for all the students in the laboratory. It is also embedded with game-based learning for few sessions. The topics from programming courses are developed as gaming platforms with stages and characters. This aids the students to acquire knowledge about a topic while playing games and interact with the gaming console. The gaming technology encourages the students to enhance their cognitive skills with coding and debugging skills, thereby enhancing their competency skills. The gaming technology binds the learners with motivation to enrich the performances and achieve the course learning outcome for the Python programming course. This gaming environment includes various levels with time durations and the scores acquired based on the completion of stages. The gaming phase includes activities like complete the code, drag and drop, debugging and guess the output. The learner’s scores are evaluated using rubrics metrics which are defined by the course instructors based on the course objectives. The total scores acquired from all the stages are analyzed using learning analytics. The Artificial Neural network, regression techniques are used to measure the learner’s performances and it is compared with the traditional teaching assessment process. This comparative study helps the academic curriculum to understand the impact of game-based learning for the Python course and the determination of the students to undergo such innovative teaching style in the classroom.

Implementation of mobile game-transformed lecture-based approach to promoting C programming language learning

Many studies have utilised the potential of mobile games to promote students' learning performance, while few have transformed compiler working steps into mobile games. In this paper, the researchers developed a mobile game by simulating the C compiler working steps with daily life situations. Afterward, the researchers applied a lecture-based learning approach to implementing the game in a Thai university C programming language course. The group implemented a mobile game-transformed lecture-based approach by comparing it to conventional lecture-based approach and mobile game approach. The findings of this study support the notion that students can better achieve the C programming language concept through a mobile game, especially when integrated with the process of lecture-based approach. The findings of this study also highlight the mobile game-transformed lecture-based approach support the students'motivation to learn the C programming language.

Implementation of python source code comparison results with Java using bubble sort method

In the implementation of Python and Java source code comparison results are more focused on the scale of the ratio of the number of lines of code, file capacity, and access speed. As for the background of this writing because there are so many programming languages that can be used with the same results but overall we do not know which programming language is more optimal and efficient in terms of the number of lines of code better known in the programming language is LOC (Line of Code) capacity of file access speed. In this study, the authors focus only on Java programming language and python course as a first step to know the ratio of the number of lines of code, file capacity, and access density. To determine the comparison there is a method used is bubble short. The results of the implementation of the comparison of these programming languages for Python programming language to produce the number of LOC (line of code) or the number of lines of code as much as 10, the capacity of the file extension.py by 506 bytes and txt extension of 397 bytes and access speed approximately for less more 4 seconds. While Java produces the number of LOC (line of code) or the number of lines of code as much as 11, the capacity of the file extension. Java of 86.2 Kbytes and extension txt of 477 bytes and access speed for 7 seconds. So do not close the possibility to make other applications python programming language will be more optimal and efficient.

Research on the Guidance of Textbook Planning in the Design of Programming Language Course

This paper focuses on the design of the textbook for the Visual Basic Programming course for CS minor. From the design ideas, contents, and feedback from teachers of the textbook, this paper analyzes the importance of textbook design in building the curriculum. We concluded that textbook planning plays the role of guidance, lead, supervision in the process of programming language course design. This work also reveals the value of the textbook planning in designing the curriculum.

INFORMATION STRUCTURING FOR SOLVING TASKS IN SPREADSHEET ENVIRONMENT

The calculations required in project activities for engineering students are commonly performed in electronic spreadsheets. Practice has shown that utilizing those calculations could prove to be quite difficult for students of other fields. One of the causes for such situation (as well as partly for problems observed during Java and C programming languages courses) lies in the lack of a streamlined distribution structure for both the source data and the end results. A solution could be found in utilizing a shared approach for information structuring in spreadsheet and software environment, called “the Book Method”, which takes into account the engineering psychology issues regarding the user friendliness of working with electronic information. This method can be applied at different levels in academic institutions and at teacher training courses.

The Effects of 3D Multi-User Virtual Environments on Collaborative Learning and Social Presence

Three-dimensional Multi-User Virtual Environments (MUVEs) are being increasingly used in many areas, and they are becoming more and more integrated with learning and teaching. MUVEs can be used in learning and teaching to facilitate student learning and collaboration. This study identified the effects of MUVEs on collaborative learning and social presence and investigated whether these effects varied by gender. The participants were sophomore students attending a programming language course. They used a MUVE for their group meetings as part of their collaborative work. They also held voice communication. A four-section questionnaire was administered to the students who attended the meetings, in which the researchers served as facilitators. Interviews were held with randomly selected students. In addition, the group project meetings were tape-recorded, and field notes were taken for each meeting. The results showed that the MUVE enabled the group members to exchange ideas in an authentic environment, and that the file-sharing platform used as a complement to the MUVE reinforced collaborative learning. As long as technical problems are prevented, effective collaborative learning can be achieved in these environments.

AN EMPIRICAL STUDY ON GAMIFICATION FOR LEARNING PROGRAMMING LANGUAGE WEBSITE

Computer science novice students find it hard to learn and master programming language subjects. In previous work, an investigation was done to confirm this assumption. The finding showed that students experienced ineffective learning, lacked interest towards this course, and lacked motivation. Previous studies have shown that applying Gamification elements in websites engages users. Gamification refers to the use of game elements in a non-game context in order to increase engagement between human and computer. In priory, a gamification-based learning website for programming language course was developed. This study aimed to measure the effectiveness and motivation level of using a Gamification website for programming language learning for first year students. Quantitative research approach was used. The effectiveness of the gamification website was tested using Quasi experiment. Student motivation was measured using ARCS motivation model. The findings showed that there were significant differences in the overall results of student performance (effectiveness and motivation) between the experimental and control groups.

A mobile game-based C programming language learning: results of university students' achievement and motivations

Teaching and learning process has been modified from lecture-based learning to be more interesting and motivating learning environment with the use of modern technologies and variety of technological tools. The educational computer game, which is one of the effective learning tools, has been used to support teaching and to motivate learning in various subjects. With less computer game in higher education, especially on C programming language course, this study developed a mobile game for simulating the compiler working with human daily life situations for the C programming language learning. The developed game was conducted on university students for evaluating the overview of students' C programming language motivation and learning achievement. Moreover, this study examined the differences of motivation and learning achievement between students who had experience and inexperience with educational computer games.

Emerging languages: An alternative approach to teaching programming languages

AbstractWe challenge the idea that a course intended to convey principles of languages should be structured according to those principles, and present an alternate approach to teaching a programming language course. The approach involves teaching emerging programming languages. This approach results in a variety of course desiderata including scope for instructor customization; alignment with current trends in language evolution, practice, and research; and congruence with industrial needs. We discuss the rationale for, the course mechanics supporting, and the consequences of this approach.

Pengembangan Media Pembelajaran Video Tutorial Interaktif menggunakan Aplikasi Camtasia Studio dan Macromedia Flash

This research is an R & D (research and development) research that is an interactive tutorial video CD-based learning model in visual programming language courses that are more seen, with and practiced. That is, is the development of a model of teaching materials in other forms, which are complementary to existing teaching materials. This application presents material interactively with animation, audio, video and is equipped with an evaluation in the form of practice questions using the Camtasia Studio and Macromedia Flash applications. The results that will be achieved from the making of this learning media is that students can understand the subjects of visual programming language and find out the quality of the interactive video CD tutorial based on the assessment of media experts, material experts and learning. The results of a feasibility assessment of video tutorials learning media for visual programming language subjects are: (1) the percentage score of material expert assessment was 81.25%; (2) the percentage score of media expert assessment was 84.5%; (3) the percentage score of student response was 84.83%. Based on the results of the assessment and responses obtained, we can conclude that this instructional media of video tutorials on programming language of visual delphi is feasible to be used and developed.

Research on MOOC-based Blended Learning of Programming Language Course

With the continuous development of information technology in colleges and universities, the emergence of MOOC has changed the teaching methods of teachers and the way students learn. This provides a new development opportunity for blended learning. The MOOC-based blended learning mode is constructed. The learning mode relies on the MOOC platform to mix online learning and classroom learning, including pre-analysis, learning activity design, and learning evaluation design. Through two years of teaching practice, good results have been achieved in the teaching of Visual Basic Programming course.

The design of an emerging/multi-paradigm programming languages course

We present the design of a new special topics course, Emerging/Multi-paradigm Languages, on the recent trend toward more dynamic, multi-paradigm languages. To foster course adoption, we discuss the...

Leveraging synergy between database and programming language courses

Undergraduate courses in database systems and programming languages are frequently taught without much overlap. This paper argues that there is a substantial benefit to emphasizing some areas of commonality, both old and new, between the two subjects. Examples of such cross-fertilization that may be used to enhance one or both of the courses include query language design and implementation, object-relational mapping, transactional memory, and various aspects of the recent NoSQL movement.

Using PLCC to implement Java interpreters in a programming languages course

This is a hands-on laptop-recommended workshop that introduces participants to the PLCC compiler-compiler tool for building Java-based interpreters for languages in an upper-level Programming Langu...

TEACHING METHOD REFORM OF PYTHON LANGUAGE PROGRAMMING COURSE BASED ON MINIMUM KNOWLEDGE SETS

TEACHING METHOD REFORM OF PYTHON LANGUAGE PROGRAMMING COURSE BASED ON MINIMUM KNOWLEDGE SETS

ARCS motivation model adapted to gamification applications on a programming language course

This study was conducted in order to examine the effects of gamification applications adapted to an ARCS (attention, relevance, confidence and satisfaction) motivation model for programming courses on the academic achievement and motivation of students. Also, it was planned to identify students' opinions regarding the applications. During the application process, for the experimental group, the Moodle LMS system with gamification in the classroom was used. For both groups, during an eight-week blended study period, the ARCS motivation model was used. The results of this study indicate that both groups successfully adapted to the ARCS model. Nevertheless, the experimental group, supported by gamification, reported better success than the control group. Another important finding is that students in both groups were highly motivated in the areas of self-confidence and satisfaction, but there was a significant difference in favour of the experimental group supported by gamification applications. It is hoped and believed that this study will provide a valuable contribution and background to the relevant literature.

ARCS motivation model adapted to gamification applications on a programming language course

ARCS motivation model adapted to gamification applications on a programming language course

The Research and Application of Flipped Classroom in College Programming Language Education

The integration of information technology and educational technology has made the flipped classroom emerge as a new teaching mode. This paper takes the course of programming language course in colleges and universities as an example, combines the flipped classroom with the traditional curriculum teaching method, and makes a thorough study from the aspects of teaching design, educational content, teaching evaluation and so on. The data analysis of teaching effectiveness shows that the teaching mode based on flipped classroom arouses the enthusiasm of students, improves their autonomous learning ability, and improves the quality of teaching.