Assessing programming education approaches for college beginners with different backgrounds

A Study on the Effectiveness of EPL Utilizing Programming Education based on Problem Based Learning (PBL) for Non-SW Major

Jouranl of Information and Security ◽

10.33778/kcsa.2019.19.2.105 ◽

2019 ◽

Vol 19 (2) ◽

pp. 105-111

Author(s):

Kwangil KO ◽

Keyword(s):

Problem Based Learning ◽

Programming Education

Instructional Procedure and Strategy of Primary School Programming Education Focusing on Cultivating Computational Thinking

2020 Ninth International Conference of Educational Innovation through Technology (EITT) ◽

10.1109/eitt50754.2020.00049 ◽

2020 ◽

Author(s):

Zeshan Lin ◽

Meimei Ke

Keyword(s):

Primary School ◽

Computational Thinking ◽

Programming Education ◽

School Programming

Understanding Gender Differences to Improve Equity in Computer Programming Education

Proceedings of the Twenty-Second Australasian Computing Education Conference ◽

10.1145/3373165.3373186 ◽

2020 ◽

Cited By ~ 1

Author(s):

Jessica McBroom ◽

Irena Koprinska ◽

Kalina Yacef

Keyword(s):

Gender Differences ◽

Computer Programming ◽

Programming Education

A Review of Generic Program Visualization Systems for Introductory Programming Education

ACM Transactions on Computing Education ◽

10.1145/2490822 ◽

2013 ◽

Vol 13 (4) ◽

pp. 1-64 ◽

Cited By ~ 101

Author(s):

Juha Sorva ◽

Ville Karavirta ◽

Lauri Malmi

Keyword(s):

Program Visualization ◽

Introductory Programming ◽

Programming Education ◽

Visualization Systems ◽

Introductory Programming Education

A feasibility study on using clustering algorithms in programming education research

Proceedings of the 13th annual conference on Information technology education - SIGITE '12 ◽

10.1145/2380552.2380596 ◽

2012 ◽

Cited By ~ 1

Author(s):

Marzieh Ahmadzadeh ◽

Elham Mahmoudabadi

Keyword(s):

Education Research ◽

Feasibility Study ◽

Clustering Algorithms ◽

Programming Education

Japan’s programming education: a critical focus on music in elementary schools

Arts Education Policy Review ◽

10.1080/10632913.2021.1974996 ◽

2021 ◽

pp. 1-13

Author(s):

Alan Gazzano

Keyword(s):

Elementary Schools ◽

Programming Education

Perceptions of Programming Education Scale

PsycTESTS Dataset ◽

10.1037/t81801-000 ◽

2019 ◽

Author(s):

Siu-Cheung Kong ◽

Yi-Qing Wang

Keyword(s):

Programming Education

Practice of Programming Education Using Scratch and NekoBoard2 for High School Student

Advances in Intelligent Systems and Computing - Complex, Intelligent, and Software Intensive Systems ◽

10.1007/978-3-030-22354-0_68 ◽

2019 ◽

pp. 752-756

Author(s):

Kazuaki Yoshihara ◽

Kenzi Watanabe

Keyword(s):

High School ◽

High School Student ◽

Programming Education

Computational thinking and programming education principles

Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM'18 ◽

10.1145/3284179.3284184 ◽

2018 ◽

Cited By ~ 2

Author(s):

Francisco José García-Peñalvo

Keyword(s):

Computational Thinking ◽

Programming Education

An Experiment on the Short-Term Effects of Engagement and Representation in Program Animation

Journal of Educational Computing Research ◽

10.2190/ec.39.4.e ◽

2008 ◽

Vol 39 (4) ◽

pp. 395-430 ◽

Cited By ~ 1

Author(s):

Seppo Nevalainen ◽

Jorma Sajaniemi

Keyword(s):

Computer Programming ◽

Visual Representation ◽

Research Literature ◽

Current Experiment ◽

Short Term ◽

Programming Education ◽

Series Of Experiments ◽

Visualization Tools ◽

Short Term Effects

When visualization tools utilized in computer programming education have been evaluated empirically, the results have remained controversial. To address this problem, we have developed a model of short-term effects of program animation, and used it in a series of experiments. In the current experiment, we varied visual representation of an animation tool and the type of students' engagement. Results of the current experiment analyzed together with the results from the earlier experiments provided support for the hypothesis that what a student does plays a more central role in the usefulness of a visualization than representation used by the tool. Moreover, the levels of engagement as they are generally used in the research literature seem not to be the best possible indicators of the effectiveness of a visualization.