An Ontology-Based Approach in Learning Programming Languages

2012 ◽  
Author(s):  
Christos Pierrakeas ◽  
Georgia Solomou ◽  
Achilles Kameas
Keyword(s):  
Programming Languages ◽  
Learning Programming

scholarly journals Design and Implementation of an IDE for Learning Programming Languages Using a Gamification Service

2017 ◽  
pp. 295-308 ◽  
Author(s):  
José Carlos Paiva ◽  
José Paulo Leal ◽  
Ricardo Alexandre Peixoto de Queirós
Keyword(s):  
Programming Languages ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Development Environment ◽  
Integrated Development ◽  
Course Content ◽  
Single Sign On ◽  
Design And Implementation ◽  
Architecture And Design ◽  
Learning Programming

This chapter presents the architecture and design of Enki, an Integrated Development Environment (IDE) for learning programming languages on Massive Open Online Courses (MOOCs). This environment can be used as a tool by a Learning Management System (LMS) and a typical LMS such as Moodle can launch it using the Learning Tool Interoperability (LTI) API. Student authentication tokens are passed via LTI, thus integrating Enki in the single sign-on domain of the academic institution. The proposed tool has a web user interface similar to those of reference IDEs, where the learner has access to different integrated tools, from viewing tutorial videos, to solving programming exercises that are automatically evaluated. Enki uses several gamification strategies to engage learners, including generic gamifications services provided by Odin and the sequencing of educational resources. The course content (videos, PDFs, programming exercises) is progressively disclosed to the learner as he successfully completes exercises. This is similar to what happens in a game, where new levels are unlocked as the previous are completed, thus contributing to the sense of achievement.

scholarly journals ANALISIS PERSEPSI DAN HUBUNGAN PRESTASI BELAJAR MATEMATIKA DENGAN PRESTASI BAHASA PEMROGRAMAN

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Herlina Herlina ◽  
Teady Matius Surya Mulyana
Keyword(s):  
Programming Languages ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Mathematical Concepts ◽  
Close Relationship ◽  
Positive Meaning ◽  
Five Senses ◽  
Four Levels ◽  
Quantitative Descriptive ◽  
Learning Programming

Mathematics is the basis before learning coding-based courses. This type of research is quantitative descriptive. Sample of 110 informatics engineering students. The results of the study showed a significant association of learning outcomes in mathematics with the achievement of learning programming languages. The magnification coefficient of 0.663 has a moderate and positive meaning. The contribution of mathematics in explaining programming languages ​​is 43.97% and the remaining 56.03% is accepted by other variables. Students' perceptions of mathematics and programming languages ​​consist of four levels of understanding, namely the five senses, analysis, interpretation and evaluation. Every level of dimension. On the sensory dimension of 31.9% mathematics has a close relationship with programming languages. In the dimensions of analysis and interpretation, the value of the percentage of perceptions that are almost the same namely 21.24% and 21.14% associate mathematical concepts with the concepts of programming languages. In the evaluation dimension of 20.6%, it shows that in programming languages, students need information other than mathematics, namely the purpose of the programming language that is being designed. Full Article

scholarly journals Programación multiparadigma como estrategia de aprendizaje de los lenguajes de programación en ingeniería de sistemas [Multiparadigm programming as a strategy for learning programming languages in Systems Engineering]

2012 ◽  
Author(s):  
Ricardo Timarán Pereira ◽  
Javier Jiménez Toledo ◽  
Anivar Chaves Torres
Keyword(s):  
Software Development ◽  
Programming Languages ◽  
Systems Engineering ◽  
Functional Programming ◽  
Programming Model ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Development Environment ◽  
Learning Programming ◽  
Programming Paradigms

Resumen Para el desarrollo de software se cuenta con varios paradigmas de programación, cada uno provisto de sus metodologías, técnicas y herramientas y orientado a un determinado campo o a un conjunto de problemas, y por ende, ninguno es suficiente por sí mismo para solucionar todos los problemas que se puedan suscitar. En este artículo se presentan los resultados del proyecto de investigación que tiene como objetivo la apropiación y aplicación del modelo de programación multiparadigma con el entorno Mozart-Oz para el desarrollo de software en el programa Ingeniería de Sistemas de la Universidad de Nariño. Esta investigación se realizó en tres fases en las que se estudian y evalúan la programación estructurada y orientada a objetos, la programación funcional y la programación por restricciones, con el fin de desarrollar en los estudiantes las competencias específicas en la solución de problemas utilizando estos modelos y entorno. Palabras ClaveProgramación Multiparadigma, Entorno de Desarrollo Mozart-Oz, Aprendizaje de Lenguajes de Programación.  Abstract For software development has several programming paradigms, each equipped with their methodologies, techniques and tools aimed at a particular field or set of problems, and therefore, none is sufficient by itself to solve all problems that can inspire. This paper presents the results of the research project that aims at the appropriation and application of multiparadigm programming model with the Mozart-Oz environment for software development in the Systems Engineer program at the Universidad of Nariño. This research was conducted in three phases in which structured and object-oriented programming, functional programming and constraints programming was studied and evaluated, in order to develop in students the specific skills to solve problems using these models and environment.KeywordsMultiparadigm Programming, the Mozart-Oz Development Environment, Learning Programming Languages 

scholarly journals Programavimo mokymasis: lyginamoji kalbos ir aplinkos analizė

2010 ◽  
Vol 54 ◽  
pp. 44-62
Author(s):  
Valentina Dagienė ◽  
Jūratė Urbonienė
Keyword(s):  
Programming Languages ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Introductory Programming ◽  
Solo Taxonomy ◽  
Learning And Teaching ◽  
The World ◽  
Fundamental Research ◽  
Future Citizen ◽  
Learning Programming

Straipsnyje nagrinėjami programavimo mokymo ypatumai, apžvelgiamos svarbiausios programavimo mokymo ir mokymosi tyrimo tendencijos pasaulyje, išskiriamos problemos ir jų sprendimo būdai. Remiantis mokslinės literatūros analize ir daugiamete Jaunųjų programuotojų mokyklos patirtimi, nagrinėjamos programavimo mokymosi sunkumo priežastys: programavimo srities specifiškumas, mokymosi būdų ir metodų parinkimas, mokinių gebėjimai ir nuostatos, psichologinis motyvuotumas. Daugiausia dėmesio skiriama programavimo kalbų ir aplinkos, tinkamos mokytis programavimo, kriterijams aptarti. Remiamasi fundamentaliais šios srities mokslininkų darbais, jie sisteminami, išskiriamos ir apibendrinamos esminės idėjos. Gilinamasi į programavimo mokymuisi tinkamų kalbų sintaksės ir semantikos ypatumus: patirtis rodo, kad pirmosios kalbos sintaksė daro didelį poveikį tolesniam mokymuisi, formuoja pažangią mąstyseną.Pagrindiniai žodžiai: programavimo mokymasis, programavimo kalbos, programavimo aplinka, sintaksė, programavimo kalbų kriterijai, Bloomo taksonomija, SOLO taksonomija.Learning Programming: Comparative Analysis of Languages and EnvironmentsValentina Dagienė, Jūratė Urbonienė SummaryDeveloping the abilities to master modern technologies and skills for solving problems is among the most important capabilities of an educated future citizen of any society. Problem solving based on the learning of programming is a very important part in understanding the information technologies.The question which language (together with environment) should be used in introductory programming has been discussed for many years. Several studies on the benefits of a certain language or comparisons between two languages have been conducted, but there is still a lack of systematic overviews of teaching and learning programming.The paper discusses the features of programming teaching, the most important research trends in programming education over the world, identifies the problems and their solutions. Based on literature review and multiyear experience in the Young Programmers’ School, the paper deals with programming teaching difficulties, especially with the selection of programming languages, learning and teaching methods, developing students’ skills and attitudes, psychological motivation. Investigations show that the first language syntax has a significant impact on the further learning and develops a certain mindset.The paper discusses a list of criteria based on an analyzis of research works all over the world. The criteria are used to compare some programming languages used at introductory programming courses. It focuses on the programming language suitable to start learning programming. Based on fundamental research works in thes area, the related criteria are organized, the key ideas are identified and summarized.The commonly accepted cognitive skills, Bloom’s taxonomy as well as the SOLO taxonomy and their application in teaching programming are discussed.span>

scholarly journals A “Development Web Environment” for Learning Programming Languages

2003 ◽  
pp. 128-129
Author(s):  
Juan Ramón Pérez Pérez ◽  
Ma del Puerto Paule Ruiz ◽  
Martín González Rodríguez
Keyword(s):  
Programming Languages ◽  
Web Environment ◽  
Learning Programming

Intelligent Tutoring System for Learning Programming

2011 ◽  
pp. 166-186 ◽  
Author(s):  
Tonci Dadic
Keyword(s):  
Programming Languages ◽  
Programming Language ◽  
Semantic Analysis ◽  
Intelligent Tutoring System ◽  
Verbal Description ◽  
Model Program ◽  
Tutoring Systems ◽  
Teacher Supports ◽  
Course Material ◽  
Learning Programming

Tutoring systems for programming help students understand features of target programming languages, and develop their general problem solving skills. Our system guides novices in learning syntax and semantics of programming language, problem decomposition, program design and testing. It is language independent, automatically adjusting course material to the language - subject of learning. Semantic analysis of student’s programs is based on comparison of abstract semantics trees of student’s and model-program. Model-program is coded by innovative programming language describing goals and variants of possible solutions. The notional machine defined by programming language, its verbal description of instruction actions and visualization of program execution, helps students to understand semantics of teaching language. Advancement through the course material controlled by computer teacher supports connection of new concepts to the present student’s knowledge. The system applies distinct teaching strategies to stoppers and movers.

scholarly journals Higher Education Students' Preferences for Applying the Principles of Constructivism in Learning Programming Languages with the Use of ICTs

2016 ◽  
Vol 6 (3) ◽  
pp. 168
Author(s):  
Al-Mothana Gasaymeh ◽  
Ibraheem A. AlJa'afreh ◽  
Ayman Al-Dmour ◽  
Mohammad Abu Alrub
Keyword(s):  
Higher Education ◽  
University Students ◽  
Programming Languages ◽  
Information And Communication Technologies ◽  
Survey Design ◽  
Educational Practice ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Information And Communication ◽  
Learning Programming

This study investigated university students’ preferences when the principles of constructivism are applied in their learning of programming languages with the use of information and communication technologies (ICTs) and the factors which influence these preferences.‎ The respondents for this study were 193 students from three courses teaching programming languages in computer labs. A cross-sectional survey design was used. The study involved one group of students who were taught programming languages based on the principles of constructivism and another group which was taught using the lecture-based teaching methods. At the end of the courses, data were collected through a questionnaire instrument that consisted of set of questions on a five-point Likert scale. The collected data were analyzed using descriptive statistics, t-tests, and ANOVA. The results show that in their learning of programming languages, the students had strong preferences for using each of the principles of constructivism considered in this study. The results showed that there were no significant differences in students’ preferences regarding the use of constructivist principles based on gender, age, major, and prior experience in constructivist learning except for one scale. To maximize students' learning, students' preferences regarding the characteristics of the classroom learning environment should govern educational practice. The recommendations for higher education are related to educational practice as well as to ways of using ICTs to support university students' learning in general and to support the learning of programming languages in particular.

scholarly journals Preparing Educators Towards Educational Technology: Empirical Study of Students' and Educators' Perception in Learning Programming Languages

10.28945/2634 ◽  
2003 ◽  
Author(s):  
Hanafizan Hussain ◽  
Jamilin Jais ◽  
Zarina Abdul Rahman
Keyword(s):  
Educational Technology ◽  
Programming Languages ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Electronic Devices ◽  
Traditional Classroom ◽  
Self Study ◽  
E Learning ◽  
Learning Programming ◽  
Multimedia Features

This paper wills emphasis the students’ and educators’ perception in learning programming languages between e-learning and ‘chalk & talk’ teaching method (traditional classroom) used for teaching students. The purpose of this study is to determine if students prefer learn programming languages through the use of variety electronic devices or media with multimedia features, by self-study method through text books or by attending traditional classroom lectures. It also will look in what types of multimedia elements do students and computing educators think should be included in e-learning environment for teaching and learning programming languages. This study needs to be carried on the issues and impfe-mentation on educator’s perspective towards the rapid changing in educational technology. This is needed in order to prepare Malaysian educators towards educational technology.

scholarly journals An Overviuw Of The Teaching And Learning Process Basic Programming In Algorithm And Programming Courses

2021 ◽  
Vol 12 (2) ◽  
pp. 2934-2944
Author(s):  
Wilda Susanti, Et. al.
Keyword(s):  
Computer Science ◽  
Programming Languages ◽  
Learning Outcomes ◽  
Programming Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Student Difficulties ◽  
Learning Programming ◽  
Programming Courses

In this paper, we review the literature related to computer programming learning, where Algorithms and Programming are the topic domains of the Informatics and Computer science clusters. There are 4 competencies in learning outcomes, such as: 1) understand algorithmic concepts; 2) master algorithm concepts and principles; 3) master programming language concepts; and 4) master programming languages and algorithms. The main focus of this review is on beginner programming and topics related to student difficulties in learning programming. Various problems experienced by beginners were identified from the literature to some of the solutions offered by researchers.

Sign in / Sign up

Export Citation Format

Share Document