Programming Training Research Articles

Dual-track feedback aggregation recommendation model for programming training

Programming online judges (POJs) are widely used to train programming skills, and exercise recommendation algorithms in POJs have attracted wide attention. The current programming recommendation algorithms cannot make full use of the feedback of user–item pairs and cannot effectively express students’ mastery of exercises. Therefore, we propose a dual-track feedback aggregation recommendation model for programming training (DTFARec). In this model, multiple types of feedback fusion mechanism (MTFFM) and dual-track method (DTM) are proposed to solve this problem and can better express students’ mastery of exercises. The MTFFM uses an attention mechanism to learn different feedback information, and the DTM is able to fuse information from both feedback and interactive aspects. The experimental results on a real-world dataset show that the model has better recommendation performance than the best performing benchmark and that our method can effectively model students’ mastery of exercises.

Making programming part of teachers' everyday life – Programming affordances and constraints for K-12 mathematics and technology

PurposeThe conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision; knowledge that also could be of general interest outside the Swedish K-12 context.Design/methodology/approachWith a qualitative approach, the study was conducted as a document analysis where submitted lesson plans were the base for a directed content analysis.FindingsThis study presents findings on how the involvement of programming in mathematics and technology have potential to foster engagement and motivation among students. Findings also indicate that the implementation of programming can develop important general skills that go beyond the boundaries of mathematics and technology. Moreover, the identified constraints could be valuable to improve the on-going curriculum development for K-12 mathematics and technology.Research limitations/implicationsThis qualitative study was conducted on a relatively small number of teachers where the majority has taken the courses on a voluntary basis. An important complement would be to conduct a larger quantitative study with data from a more general sample of K-12 teachers.Practical implicationsResults and discussions provide guidance for K-12 teachers and other stakeholders who want to introduce programming as a complementary tool in teaching and learning activities.Social implicationsThe study has a contribution to the on-going implementation of the Swedish national curricula for K-12 mathematics and technology.Originality/valueDuring the last years, many studies have been published on teacher training in programming, and how the training can be improved. This study goes beyond the actual teacher training and examine aspects teachers translate to theirs daily work after completing the training.

Pengembangan Website Karang Taruna Pemuda Pemudi Sejati Jambur Pulau Sebagai Media Promosi Produk Desa Berbasis Kecerdasan Buatan

Building a website requires reliable skills that can be learned self-taught or through formal training institutions. The PKM implementation team plays a direct role in building the village through coaching and mentoring for the younger generation in Jambur Village, Perbaungan Island, who have been active in youth organizations. The rise in crime rates, the distribution of drugs, and the disinterest of village youths in continuing their education to higher education raise problems that must be addressed as soon as possible. PKM from STMIK Pelita Nusantara involves members of the Pemuda Pemudi Sejati youth group, the Jambur Pulau Village office and village craftsmen, later resulting in a partnership collaboration to produce an artificial intelligence-based village online shop website. Stages of PKM implementation, Stage-1: web programming training next Stage-2: website creation. Fundamental contributions to the target audience include developing a website for selling village products which is managed directly by members of the Youth Organization, so that it can suppress social problems in the younger generation. The members who are trained can develop the web so that later they are able to maintain the sustainability of the finished web site. The performance achievement of 98%-100% of service implementation is completed, resulting in youth youth websites, online promotion assistance to craftsmen partners.

A Comparative Study of Automated Testing Tools for Spreadsheets

Organizations and industries use spreadsheet programs, such as MS Excel, for various tasks, such as accounting, financial calculations, and reporting. However, the number of spreadsheets that contain errors is very high. One primary reason is that different end-users develop spreadsheets without programming or software development training. Thus, researchers have proposed a variety of automated tools and techniques to support the end-users in finding and fixing errors in spreadsheets. The main objective of this paper is to study different automated tools in spreadsheet testing and classify them according to two criteria: how they work and the ability to find spreadsheet faults. For this purpose, we discuss various spreadsheet testing automated tools, techniques, and strategies. In addition, we highlight their performance and where they can be used so that they can be beneficial to both end-users and researchers. We then set out key directions for potential future works.

Paving the Speedway to the IT Harbor: How Chinese Programming Boot Camp Prepares Chinese Migrants for IT Jobs in the United States

ABSTRACTIn recent years, Chinese migrants have become one primary source of computing professional labor in the United States. Within the Chinese migrant community, the computing profession was depicted as a new framework of success and a harbor to ease the stress caused by precarious immigration status. To successfully obtain a job in the IT industry, many Chinese migrants turned to the Chinese programming boot camp (PBC) for professional training in programming, which made Chinese PBC the intermediary between Chinese migrant professionals and the American companies demanding skilled programmers. In this research based on qualitative interviews with the founders, employees, and clients, I illustrated how Chinese PBC constructed computing knowledge into a set of techniques and skills to solve and present algorism problems. I interpreted this knowledge construction in the context of racialized and mystified computing profession in the Chinese migrant community.

Implementing Green Zone Training into an Athletic Training Curriculum

Context Diversity, equity, and inclusion training in academic programming has evolved in recent years to address racial minority and lesbian, gay, bisexual, transgender, and queer populations; an additional special population that merits inclusion in this type of programming is the military-affiliated population. Objective Introduce the Campus Green Zone training workshop as an option to incorporate cultural competency for the military-affiliated patient or client population in athletic training programs. Background Commission on Accreditation of Athletic Training Education standards identify the need for students to engage with clients or patients who participate in nonsport activities such as those in the military. The Campus Green Zone training program focuses on educating individuals about military-affiliated culture. One athletic training program requested a tailored version of the training for graduate students to prepare them for interacting with military-affiliated patients. Description Staff from the institution's Office of Military Affairs presented the training to 2 classes of athletic training graduate students, working in collaboration with the athletic training program's clinical education coordinator, to develop a version of the Campus Green Zone training that would help students reflect on the potential for interaction with clients representing the military-affiliated communities. Clinical Advantage(s) By importing a training workshop that is already in use on campus, the instructor saved time researching and deploying cultural sensitivity materials related to the military-affiliated population. By collaborating closely with the staff of the Office of Military Affairs, the training was improved and expanded upon to better serve the needs of the athletic training students. Conclusion(s) Athletic training instructors may meet the standard of cultural awareness in part by incorporating Campus Green Zone workshops and materials into their curriculum for graduate-level preservice students.

Exploring the Usability of Virtual Robotics Programming Curriculum for Robotics Programming Teaching

This study aims to explore the usability of the virtual robotics programming curriculum (VRP-C) for robotics programming teaching. Pre-service computer science (CS) teachers were trained for robotics programming teaching by using VRP-C in a scientific education activity. After training, views of the participants were revealed by using a scale and an evaluation form consisting of open-ended questions. Results show that VRP-C is compatible with the curriculum for robotics programming teaching in schools, and pre-service CS teachers tend to use VRP-C in their courses. They think that VRP-C will be beneficial for robotics programming teaching in terms of content, functionality, and cost. Compatibility, visual design, feedback, time management, fiction, gamification, and cost are the characteristics that increase the usability of VRP-C. VRP-C can be used as an online tool for robotics programming training due to the necessity of transition to distance education because of the COVID-19 pandemic.

(Retracted) Face recognition technology in classroom environment based on ResNet neural network

With the rapid development of electronic computers and information technology, face recognition is widely used in fields such as enterprises, entertainment, information security, and daily life. However, the current face recognition technology is still relatively poor in distinguishing facial features, resulting in a low accuracy of face recognition, which cannot meet increasing application requirements. For this reason, it is necessary to develop more accurate face recognition technology. Residual neural network (ResNet) neural network is a deep residual learning convolutional neural network, which can be used to solve the degeneration problem (i.e., after adding more layers to the neural network, the performance drops rapidly) of deep-learning neural networks. We aim to study the specific principles, calculation methods, and characteristics of the ResNet neural network, analyze the complexity of the classroom environment, propose the use of ResNet network for face feature extraction, and use additive angular margin loss for deep face recognition (ArcFace) as the loss function of the ResNet network to improve the ResNet network. Because the ArcFace function has the advantages of high performance, easy programming, low complexity and high training efficiency. We use this scheme to conduct field tests of face recognition on many students in the classroom. The test results show that this scheme enhances the discrimination of facial features and improves the accuracy of face recognition. In the case of different numbers of people, facial defects, and strong light exposure, the system can still detect and recognize faces stably. In the case of facial defects, the recognition accuracy rate is still 63.3%, and the recognition accuracy rate is still more than 60% under the illumination of strong light, and the recognition accuracy rate under correct conditions is more than 70%.

Formation of Programming Skills among Students of Scientific, Technical and Natural Science Areas of Training Using the Arduino Platform

The problem of improving the educational process of students of scientific, technical and natural science areas of training is one of the relevant aspects of modern pedagogical research. During training, it is necessary to apply new approaches, educational technologies and techniques in order to prepare graduates who are able to independently solve complex scientific, technical and engineering design tasks in the process of modern production. Programming is a universal tool for modeling objects and processes, as well as a powerful tool in developing the thinking of students of scientific, technical and natural science fields of training. The article discusses the issues of formation of programming skills of students based on the use of the Arduino platform. The professional standards are analyzed, the main contradictions of the existing system of training future bachelors in the field of radio electronics and control systems are revealed. The method of organizing effective programming training based on the use of the Arduino platform is presented. The criteria and indicators of the levels of competence formation are given. The results of an experiment on the implementation of the described methodology of teaching programming on the basis of the I.N. Ulyanov Chuvash State University are shown. Using the chi-square criterion, statistical processing of the results of a pedagogical experiment was performed, which convincingly proves that when using the Arduino platform, most students have reached high and advanced levels of programming skills formation.

Incorporating various perspectives in using instant messages in teaching programming: A critical system thinking perspective

AbstractIn this paper, the application of instant messaging (IM) in programming training is argued to be possible and inevitable, especially in the high schools/colleges of poor communities. However, challenges in its application were noted. These challenges of utilising IM and the reluctance of the students in applying it in their programming training acted as a motivation for the study. Our aim is to use IM for a different purpose than its original intention. Critical systems heuristics was used as a multi‐methodological framework for the incorporation of various conditioned realities, where the technological pedagogical content knowledge framework was applied to incorporate the applicable technological, pedagogical, content areas. The guidelines were enhanced from knowledge gained from an action research project with trainee teachers. This iterative process demonstrates the incorporation of both theoretical and empirical context‐based perspectives into the understanding and addressing of a problem environment.

Arduino Uno Programming Training for Senior High School in the City of Tasikmalaya

This study aims to program basic Arduino UNO. First, we create an Arduino simulation circuit to turn on the Light Emitting Diode (LED) in the Proteus software. Next, make Arduino programming for the running LED. Finally, enter the Arduino program into the Arduino circuit on Proteus. This Arduino UNO programming training will be introduced to teachers in online training activities. With this training, it is hoped that teachers will be able to increase innovation and creativity in the subjects taught,

BUILDING THE PROFESSIONAL COMPETENCE OF FUTURE PROGRAMMERS USING METHODS AND TOOLS OF FLEXIBLE DEVELOPMENT OF SOFTWARE APPLICATIONS

To support their professional expertise, a modern programmer must constantly follow new technologies, learn new methods of solving problems (best practices), exchange experience, use auxiliary tools that accelerate the development process, should be able to work in a team and develop their knowledge and skills. The task of modern IT education is to meet the demands of the information technology market. Specialists should be provided with proper training, which will give them relevant professional competences. The present paper analyzes modern methodologies of flexible software development and tools, defines professional competences related to software development based on the standard of higher education for the specialists of the Bachelor’s academic level in Software engineering specialty. The novelty of the research lies in the justification of the competency-based approach to the training of future programmers. This approach involves the use of methods and tools for flexible development of software applications in three stages of project tasks of different types and complexity, which are formed in accordance with certain professional competencies. At Phase 1, students studied flexible methodologies and tools for developing software applications in the Software Design academic discipline. In Phase 2, flexible methodologies and software development tools were used during academic and technological practical training, in particular, students performed a group project according to the Scrum methodology, using Kanban approaches. In Phase 3, students worked individually on the Bachelor’s thesis under the guidance of a teacher. The article describes the organization of the work process on the principles of flexible development and flexible learning, presents the results of experimental research, which showed an increase in the level of professional competencies in software development. A statistical analysis of the results of the experiment has been carried out and their significance has been proved.

Pedagogical design of a digital teaching assistant in massive professional training for the digital economy

Objectives. The active digitalization of the Russian economy has resulted in a shortage of IT personnel; this is particularly true of software developers. Thus, the Russian university education is faced with the task of undertaking the large-scale professional training of such specialists. The purpose of the present work was to support the largescale (“massive”) professional training of programmers through the creation and implementation of Digital Teaching Assistant (DTA) computer system, allowing teachers working under stressful conditions to concentrate on functions that require a creative approach, namely, drawing up and discussing nontrivial programming tasks.Methods. Pedagogical methods for the personification of learning processes were employed. The general approach was based on satisfying the constraints for creating programming task generators. Tasks were generated using methods for generating random programs and data based on probabilistic context-sensitive grammars, along with translation methods using an abstract syntax tree. The declarative representation of the task generator was performed using functional programming methods, allowing the creation of a domain-specific language using combinators. The solutions were checked using automated testing methods.Results. The developed structure of the proposed DTA system was presented. Considering the automatic generation of programming tasks, classes of practical tasks that reflected the modern specifics of software development were identified along with examples of their generation. A diagram of the programming task generator was provided along with a description of the procedure for automatically checking the solutions of the tasks using a set of program tests generated by the task generator. The presented procedure for comprehensive assessment of a student’s solution included verification of the correctness of the result and plagiarism checks in the case of tasks created manually by the teacher; this also involved validation for compliance with coding style standards, along with metrics for assessing program complexity, etc. The means for recording of statistics of academic achievement of students was characterized along with the interface of interaction between students and teachers.Conclusions. The experience of introducing a DTA into the learning process of teaching programming in Python confirmed the possibility of personifying the learning process in the form of individual learning paths.

Employing the PERT Method in Planning Academic Leadership Training Programs in Saudi Universities in Light of Digital Transformation

The study aimed to reveal the role of employing the PERT method in planning academic leadership training programs in Saudi universities. The PERT method was also applied in the aspect of time and cost on EXCEL software, one of PERT's computer software, in planning a training program for academic leaders in Saudi universities with the aim of ensuring its implementation in the least time and lowest cost and achieving the highest possible efficiency and quality. Whereas, the PERT method was employed in the technical aspect of time and cost in planning a training program for academic leaders in Saudi universities to ensure its implementation in the least time and lowest cost and to achieve the highest possible efficiency and quality. To achieve this, the descriptive approach was used, and the most prominent findings of the study were that the total time estimated to plan the training program according to Bert is (18) days and at a cost of 2670, unlike what was traditionally planned at (20) days and the cost of (3000), as well as Bert's applied steps showed that the possible paths on the network for the program application steps amounted to 3 paths. Path (C) represents the critical path for taking longer in implementation. There is many technical software that enable decision makers based on planning training pro-grams to reduce the duration of preparing a program plan with the least percentage. There are mistakes, especially in large training programmers, and the study recommended the need to work on employing scientific methods in planning the completion of training programs approved by universities, because the use of these methods achieves effective results in reducing time and cost.

Upaya Peningkatan Kemampuan Penggunaan Microsoft Access Programming Bagi Pegawai Unit Usaha Bank Sumut Syariah

This training aims to improve the ability to use microsoft access programming for employees of the Bank Sumut Syariah business unit. This training was attended by all employees because this training is considered very important to support the performance of the employees. Currently, the Bank Sumut Syariah business unit has implemented technology based on Microsoft Access Programming in the context of carrying out all office activities. This training is carried out by means of socialization to employees, discussions, training and also direct practice of its use. The service activities for the Microsoft Access Programming Training have been carried out well. The service activity for the Microsoft Access Programming Training received an enthusiastic response from the participants of the Bank Sumut Syariah unit employees. Microsoft Access Programming training is carried out in stages and distributed in 14 meetings with a student center learning system and project based learning model so that employees can solve work problems with the skills that have been taught. Microsoft Access is a relational computer database application program that is used to design, create and process various types of data with large capacities. Database is a collection of related tables. Between tables with one another are related to each other, so it is often called a relational database. The relations between tables are connected by a key, namely the primary key and foreign key

DEVELOPMENT OF TEACHER ONLINE LEARNING TRAINING MODEL

This research is development research that aims to (1) develop a training model that suits the needs of the teacher (2) determine the effectiveness of the online learning model for teachers based on the Zoom application and (3) produce an online learning training module based on the Zoom application. This research method refers to Borg and Gall's theory, namely the research and development (R&D) model. The design of the development of training tools in this study was adapted from the ADDIE development model which consists of five development stages, namely Analysis, Design, Development, Implementation, Evaluation, namely by using a model that is descriptive, and the work steps that must be followed which then produces a product. The result of this research is a teacher online learning training model based on the Zoom application which contains material on Zoom programming and online learning training modules based on the Zoom application. Overall, the quality of the online learning teacher training simulator based on the Zoom application is in the very good category (SB) with a presentation of 82.7%. The quality of the manual / training module is included in the very good category with a percentage of 84.5%. The quality of the online teacher learning training model Zoom application-based developed is included in the very good category (B) with a presentation of 82.9%

Promoting Students’ Programming Logic and Problem-Solving Awareness With Precision Feedback: A Two-Tier Test-Based Online Programming Training Approach

Fostering students' computer programming skills has become an important educational issue in the globe. However, it remains a challenge for students to understand those abstract concepts when learning computer programming, implying the need to provide instant learning diagnosis and feedback in computer programming activities. In this study, a Two-Tier Test-Based Programming Training (T3PT) approach was proposed. Accordingly, an online learning system was developed to provide students with precision feedback for guiding them to identify misconceptions of computer programming to improve their computer programming learning achievement. In order to examine the effects of the proposed approach, a learning system was developed and a quasi-experiment was conducted. Two classes of 99 eighth-grade students from Taiwan were divided into an experimental group and a control group. The students in the experimental group used the learning system based on the T3PT approach, while the control group used the conventional learning system. The experimental results showed that the proposed approach was significantly superior to the conventional programming learning approach in terms of students' programming logic concepts, problem-solving awareness, technology acceptance, and satisfaction with the learning approach. Accordingly, discussion and suggestions are provided for future research.

ASSISTANCE OF CODING EXTRACURRICULAR PROGRAM AT SD ANAK PANAH KENJERAN

Basic programming training and assistance for Elementary School at SD Kr. Anak Panah are an urgent need. This is caused by the demands of students to develop their potential. Elementary students Kr. Anak Panah requires an increase in skills in terms of making or coding basic games. This training aims to improve the basic abilities of elementary school (SD) in terms of information technology. Training for students to meet the need for basic and high-level coding mastery for elementary school age children. The training was conducted online for 5 (five) months involving 200 Elementary School (SD) students. The final result of the training showed an increase in students' competence in terms of game programming coding. Basic level. Meanwhile, the average ability of the trainees increased from level 4th (four) to level 8th (eight) from a scale of 1 – 10.

Non-formal and informal practices for modern educational organizations: experience of learning practices in graffiti community

Introduction. Today in the educational organizations all over the world, along with formal education, non-formal and informal forms of educational activity are becoming increasingly popular. These two forms strengthen the practice-oriented component in the learning process and prove their effectiveness in the system of architectural and pedagogical education, in training of programmers, in educational ecological projects, in working with patients with Rett syndrome, etc. However, to use them in area of institutional education by effective and systemic way, the mechanisms for the implementation of these forms require deeper research, which means analysis of successful practices in various environments. The aim of the study is to identify the factors of attractiveness and the reasons for the effectiveness of informal and non-formal learning practices in the graffiti community, where they are key and set the logic of learning, ensure functioning and cultural reproduction. Materials and methods. The study used qualitative methods: a semi-structured interview with representatives of the graffiti subculture of Samara and Yekaterinburg (n = 34, from 18 to 30 years old), as well as inside online observation in graffiti communities (n = 7). Time range 2017-2021. Research results. The typology of teaching practices in graffiti includes self-learning and learning in communication (subtypes: event and non-event practices; peer-to-peer and master-student training). The features of training organization are revealed: "horizontal structure" of the learning system; individualism of educational trajectories; popularity of mentoring; creating situations for mutual recognition of achievements; connection of the learning process, both with the acquisition of knowledge and with vivid experiences ("chase" for adrenaline); special format of training materials; motives of competition; stability in the absence of external regulation, etc. Conclusions. Based on the results, recommendations for the organization of non- and informal forms of education in the system of institutional education has highlighted: the creation of an integral communication educational space; the use of “horizontal” logic instead of hierarchical logic in the process of educational communication, an appeal to the “peer-to-peer” paradigm; attracting students to expert activities; the use of crowdsourcing in the practice of creating educational content and its assessment, etc.

Innovativeness in Science Education: An Examination of Secondary School Students’ Perceptions

As innovation has gained importance worldwide, educating students as individuals with innovative qualities has become imperative. Therefore, identifying students' perceptions of innovativeness in science lessons has become an issue of concern. The aim of this study was to determine secondary school students' perceptions of innovativeness. The research was conducted according to the survey method. 'Perceptions of Innovative Thinking Scale,' was revised, and necessary scale development steps were followed. Accordingly, secondary school students' general innovative thinking perceptions and the relationships of the scale subdimensions with the variables were determined with single and correlational survey models. After the responses that 831 students gave to the scale were analysed, it was determined that the students' perceptions of innovativeness were high and that gender excepted, grade level, achievement in the subject of science, participation in the TÜBİTAK 4006 science fair, and the case of receiving programming training created significant differences in the subdimensions. The research findings were discussed according to the literature. It was recommended that STEM and programming be included in science courses and that teachers guide these processes.