A Real-world Approach to Motivate Students on the First Class of a Computer Science Course

2021 ◽  
Vol 21 (3) ◽  
pp. 1-23
Author(s):  
Alessio Bellino ◽  
Valeria Herskovic ◽  
Michael Hund ◽  
Jorge Munoz-Gama
Keyword(s):  
Computer Science ◽  
Real World ◽  
Homework Assignment ◽  
Common Belief ◽  
Short Term ◽  
Entry Barrier ◽  
The Real ◽  
Introductory Computer Science ◽  
Post Test ◽  
Minute Session

A common belief among students is that computing is a boring subject that lacks a connection to the real world. The first class (one 80-minute session) in an introductory computer science course may be an appropriate instance to combat such a belief. Previous studies have used coursewide interventions, e.g., games and physical/tangible devices to improve students’ motivation. However, although other approaches help motivate students, they may lack real-world context or have a high cost of deployment. This article proposes a novel real-world based approach to introduce programming concepts in the first class of the introductory computer science course. This approach, called Protobject based, is applicable to courses with over 100 students, has a low deployment entry barrier, requires low investment, and may be used creatively to implement different experiences. Furthermore, the Protobject-based approach has an equivalent motivational effect—at least in the short-term—to a Game-based approach even if it is entirely focused on the real world. The low requirements of the approach make it especially suitable for an 80-minute first class in an introductory computer science course. The Protobject-based approach has been preliminarily validated and compared to a pure game-based approach with a study with 376 participants, and we present the analysis of motivation questionnaires, a pre-test and post-test, and a homework assignment given to the students. We posit that more research into initiatives such as this one—that can show students how computer science can impact the real world around them—is warranted.

Short-Term Results For Intermittent Vagal Nerve Blocking (vBloc) In The “Real-World”, Nonresearch Environment

2017 ◽  
Vol 13 (10) ◽  
pp. S195
Author(s):  
Scott Shikora ◽  
Collin Brathwaite ◽  
Frank Chae ◽  
John Dietrick ◽  
Guillermo Gomez ◽  
...  
Keyword(s):  
Real World ◽  
Vagal Nerve ◽  
Short Term ◽  
The Real ◽  
Vagal Nerve Blocking

scholarly journals What Do CS Students Value in Industry Internships?

2021 ◽  
Vol 21 (1) ◽  
pp. 1-15
Author(s):  
Mia Minnes ◽  
Sheena Ghanbari Serslev ◽  
Omar Padilla
Keyword(s):  
Critical Thinking ◽  
Computer Science ◽  
Real World ◽  
Technical Skills ◽  
Academic Programs ◽  
Science Students ◽  
Professional Networks ◽  
The Real ◽  
Opportunities For Learning

Summer internships present an opportunity for Computer Science (CS) students to expand and test their skills in “the real world.” These multi-faceted experiences call on students to use technical tools and critical thinking in collaboration with others to solve problems. There are many opportunities for learning and growth: which of these do students find most valuable? In this project, we collect and analyze open-ended reflections by undergraduate CS students at the conclusion of a summer internship. We see that students focus on technical skills, expanding professional networks, and the satisfaction of completing a product that will be of use to others. These insights help inform academic programs that support Computer Science students engaging in these internships and strengthen their connection to on-campus education.

An Immersion Course in Basic

1982 ◽  
Vol 10 (4) ◽  
pp. 321-329 ◽  
Author(s):  
Francis E. Masat
Keyword(s):  
Statistical Analysis ◽  
Computer Science ◽  
Large Time ◽  
Short Term ◽  
Extensive Experience ◽  
Introductory Computer Science ◽  
Class Discussions ◽  
Computer Environment ◽  
Summer Session ◽  
Curricular Structure

Intensive short-term (immersion) courses have been used in business and industrial settings for many years. This article documents a twelve-day undergraduate immersion course in introductory computer science. Four days per week for three weeks are used for an entire course, including programming, class discussions, homework, and hour exams; extensive experience is provided in programming microcomputers and time-shared computers with BASIC and WATIV. The article includes a description of the experience for the years 1979–1981, including the computer environment, curricular structure, and class evaluations. Comparisons are made to semester and summer session classes, and a statistical analysis is presented. It was found that as much is learned and experienced in the twelve-day course as in a semester or summer course. Evidence is provided that supports the claim that networks of microcomputers can offer more flexibility and throughput than large time-shared systems.

Effectiveness of acute geriatric units in the real world: The case of short-term mortality among seniors hospitalized for pneumonia

2012 ◽  
Vol 13 (1) ◽  
pp. 55-62
Author(s):  
Yew Yoong Ding ◽  
John Abisheganaden ◽  
Wai Fung Chong ◽  
Bee Hoon Heng ◽  
Tow Keang Lim
Keyword(s):  
Real World ◽  
Short Term ◽  
The Real ◽  
Short Term Mortality

scholarly journals You don’t have to tell a story! A registered report testing the effectiveness of narrative versus non-narrative misinformation corrections

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Ullrich K. H. Ecker ◽  
Lucy H. Butler ◽  
Anne Hamby
Keyword(s):  
Real World ◽  
Mental Model ◽  
Potential Benefit ◽  
Inferential Reasoning ◽  
Short Term ◽  
The Real ◽  
Complex Information ◽  
Influence Effect ◽  
Narrative Format ◽  
Test Delay

AbstractMisinformation often has an ongoing effect on people’s memory and inferential reasoning even after clear corrections are provided; this is known as the continued influence effect. In pursuit of more effective corrections, one factor that has not yet been investigated systematically is the narrative versus non-narrative format of the correction. Some scholars have suggested that a narrative format facilitates comprehension and retention of complex information and may serve to overcome resistance to worldview-dissonant corrections. It is, therefore, a possibility that misinformation corrections are more effective if they are presented in a narrative format versus a non-narrative format. The present study tests this possibility. We designed corrections that are either narrative or non-narrative, while minimizing differences in informativeness. We compared narrative and non-narrative corrections in three preregistered experiments (total N = 2279). Experiment 1 targeted misinformation contained in fictional event reports; Experiment 2 used false claims commonly encountered in the real world; Experiment 3 used real-world false claims that are controversial, in order to test the notion that a narrative format may facilitate corrective updating primarily when it serves to reduce resistance to correction. In all experiments, we also manipulated test delay (immediate vs. 2 days), as any potential benefit of the narrative format may only arise in the short term (if the story format aids primarily with initial comprehension and updating of the relevant mental model) or after a delay (if the story format aids primarily with later correction retrieval). In all three experiments, it was found that narrative corrections are no more effective than non-narrative corrections. Therefore, while stories and anecdotes can be powerful, there is no fundamental benefit of using a narrative format when debunking misinformation.

Transnationalism, Multilingualism, and Identity

2015 ◽  
Vol 35 ◽  
pp. 57-80 ◽  
Author(s):  
Patricia A. Duff
Keyword(s):  
Life Span ◽  
Real World ◽  
Literacy Practices ◽  
Applied Linguistics ◽  
Language And Literacy ◽  
Short Term ◽  
The Real ◽  
The People ◽  
At Home

ABSTRACTApplied linguistics is a field concerned with issues pertaining to language(s) and literacies in the real world and with the people who learn, speak, write, process, translate, test, teach, use, and lose them in myriad ways. It is also fundamentally concerned withtransnationalism, mobility, andmultilingualism—the movement across cultural, linguistic, and (often) geopolitical or regional borders and boundaries. The field is, furthermore, increasingly concerned withidentityconstruction and expression through particular language and literacy practices across the life span, at home, in diaspora settings, in short-term and long-term sojourns abroad for study or work, and in other contexts and circumstances. In this article, I discuss some recent areas in which applied linguists have investigated the intersections of language (multilingualism), identity, and transnationalism. I then present illustrative studies and some recurring themes and issues.

Choice between long- and short-term interests: Beyond self-control

1995 ◽  
Vol 18 (1) ◽  
pp. 127-128 ◽  
Author(s):  
Leonard Green ◽  
Joel Myerson
Keyword(s):  
Real World ◽  
Pattern Generation ◽  
Self Control ◽  
Pattern Perception ◽  
Common Element ◽  
Future Research ◽  
Short Term ◽  
The Real ◽  
Patterns Of Behavior ◽  
Key Issues

AbstractIn the real world, there are choices between large, delayed, punctate rewards and small, more immediate rewards as well as choices between patterns and acts. A common element in these situations is the choice between long- and short-term interests. Key issues for future research appear to be how acts are restructured into larger patterns of behavior, and whether, as Rachlin implies, pattern perception is the cause of pattern generation.

Widening Their Horizons: Encouraging Students to Understand a Complex World

2001 ◽  
Vol 38 (4) ◽  
pp. 279-289
Author(s):  
Steve Rake
Keyword(s):  
Computer Science ◽  
Real World ◽  
Group Work ◽  
Complex World ◽  
Professional Issues ◽  
Ethical Problems ◽  
The Real ◽  
Electronic Engineering ◽  
Catastrophic Failures ◽  
The World

Professional Issues attempts to demonstrate to undergraduates that they need skills wider than those they will acquire while studying for a degree in computer science or electronic engineering. A study of catastrophic failures gives relevance to activities such as keeping logbooks and group work, while lectures address subjects such as management and the ethical problems that can be encountered in the ‘real world’. There is evidence (somewhat anecdotal) that this approach encourages students to understand the complexities of the world they will be joining on graduation.

Sign in / Sign up

Export Citation Format

Share Document