scholarly journals Explainable AI for Workflow Verification in VIPLE

2020 ◽  
Author(s):  
Gennaro De Luca ◽  
Yinong Chen
Keyword(s):  
Programming Languages ◽  
Computational Thinking ◽  
Automated Analysis ◽  
Parameter Tuning ◽  
Classroom Teaching ◽  
Inherent Difficulty ◽  
Pi Calculus ◽  
Workflow Verification ◽  
Core Components ◽  
Self Learning

Teaching students the concepts behind computational thinking is a difficult task, often gated by the inherent difficulty of programming languages. In the classroom, teaching assistants may be required to interact with students to help them learn the material. Time spent in grading and offering feedback on assignments removes from this time to help students directly. As such, we offer a framework for developing an explainable Artificial Intelligence that performs automated analysis of student code while offering feedback and partial credit. The creation of this system is dependent on three core components. Those components are a knowledge base, a set of conditions to be analyzed, and a formal set of inference rules. In this paper, we develop such a system for our own language by employing Pi-Calculus and Hoare Logic. Our detailed system can also perform self-learning of rules. Given solution files, the system is able to extract the important aspects of the program and develop feedback that explicitly details the errors students make when they veer away from these aspects. The level of detail and expected precision can be easily modified through parameter tuning and variety in sample solutions.

Combining Webduino Programming With Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction Among High School Students

2021 ◽  
pp. 073563312110399
Author(s):  
Ting-Ting Wu ◽  
Jian-Ming Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Programming Languages ◽  
Situated Learning ◽  
Learning Strategy ◽  
Computational Thinking ◽  
Learning Motivation ◽  
School Students ◽  
Study Results ◽  
Significant Difference

Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students’ CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction.

scholarly journals UMA ABORDAGEM CONSTRUTIVISTA NO ENSINO DE ALGORITMOS E LÓGICA DE PROGRAMAÇÃO COM O AUXÍLIO DE UMA FERRAMENTA GAMIFICADA

e-xacta ◽  
2019 ◽  
Vol 12 (1) ◽  
pp. 29
Author(s):  
Rodrigo Perlin ◽  
Ricardo Tombesi Macedo ◽  
Sidnei Renato Silveira
Keyword(s):  
Programming Languages ◽  
Learning Process ◽  
Computational Thinking ◽  
Constructivist Theory ◽  
Teaching Methodologies ◽  
Innovative Teaching ◽  
In The Beginning ◽  
Python Programming ◽  
Programming Courses

Ao analisar os esforços para apoiar os processos de ensino e de aprendizagem de algoritmos e lógica de programação, encontram-se estudos envolvendo a aplicação de diferentes ferramentas, tais como o Scratch e o Algo+. Além disso, existem trabalhos que propõem uma reorganização dos conteúdos e a aplicação de metodologias de ensino inovadoras. Nesse contexto, este artigo propõe uma abordagem para apoiar os processos de ensino e de aprendizagem de algoritmos e lógica de programação baseada na teoria construtivista, utilizando a ferramenta P.e.p.y, a qual implementa o conceito de gamificação. Para validar essa proposta, bem como a ferramenta desenvolvida, foi realizado um estudo de caso. A aplicação dos instrumentos no início e no final do estudo de caso, apontam percentuais elevados de compreensão dos conceitos de lógica de programação e da linguagem de programação Python. Os resultados apontam que a aplicação da ferramenta auxiliou os alunos a desenvolver o pensamento computacional, uma área que vem sendo estimulada pela SBC (Sociedade Brasileira de Computação) e que a abordagem proposta estimula os processos de ensino e de aprendizagem por meio da ferramenta P.e.p.y. AbstractBy analyzing efforts to support learning process applied to logic and programming courses, there are studies involving the employment of different tools, such as Scratch and Algo+. Besides, there are works proposing the content reorganization and the employment of innovative teaching methodologies. In this context, this paper proposes an approach to support algorithms learning process based on constructivist theory through the use P.e.p.y tool, which implements the gamification concept. In order to validate this proposal, as well as the implemented tool, it was performed a case study. The instruments application in the beginning and in the end of the case study indicates elevated perceptual of comprehension of logic and Python programming languages concepts. Results indicate that the tool application supported students to develop the computational thinking, a field highly stimulated by the SBC, the Brazilian Computing Society, and that the proposed approach stimulates the learning processes through the P.e.p.y tool employment. 

Making Smart Choices

2015 ◽  
Vol 5 (1) ◽  
pp. 18-30 ◽  
Author(s):  
Alvin C.M. Kwan ◽  
Samuel K.W. Chu ◽  
Athena W.L. Hong ◽  
Frankie Tam ◽  
Grace M.Y. Lee ◽  
...  
Keyword(s):  
Sex Education ◽  
Medium Effect ◽  
Classroom Teaching ◽  
Chinese Society ◽  
Adolescent Group ◽  
Positive Attitudes ◽  
Medium Effect Size ◽  
Reliable Knowledge ◽  
Sex Knowledge ◽  
Self Learning

Current educational resources for sex education in Hong Kong are mainly designed to be used in classroom. They are mostly text-based and are unattractive to the most vulnerable adolescent group. As discussion on sex is still taboo in Chinese society, self-learning resources can supplement classroom teaching. This paper describes an interactive game playable on Facebook, iPad and the web to educate young adolescents with reliable knowledge and positive attitudes towards relationship and sex and life skills necessary for making wise decisions regarding love and sex in a fun way. The effectiveness and acceptance of the game were evaluated by more than 1000 grades 7-9 students from six schools. The results showed that after playing the game, students' sex knowledge improved with a medium effect size. The students were mostly receptive to the game, finding it fun to play with and describing the content as “interesting”, “interactive”, “informative”, “close to reality” and “applicable”.

EDS and WDS Automation: Past Development and Future Technology

1999 ◽  
Vol 5 (S2) ◽  
pp. 556-557
Author(s):  
J. J. McCarthy ◽  
J. J. Frief
Keyword(s):  
Data Collection ◽  
Programming Languages ◽  
Electron Probe ◽  
Light Element ◽  
Automated Analysis ◽  
Spectral Processing ◽  
Electron Probe Analysis ◽  
Beam Position ◽  
Data Collection And Analysis ◽  
Automation Systems

Early Development Automation of electron probe analysis began to flourish in the early 1970s spurred on by advances in computer technology and the availability of operating systems and programming languages that the individual researcher could afford to dedicate to a single instrument. By the end of the decade, most researchers and vendors in the microanalysis field had adopted the PDP-11 minicomputer, and languages such as FOCAL, FORTRAN and BASIC that ran on these computers. A good summary of these early efforts was given by Hatfield. The first use of the energy dispersive detector on the electron probe in 1968 added the need to control the acquisition, display and processing of EDS spectra. As a result, the 70’s were also a time when much attention was focussed on development of software for on-line data reduction and analysis. These efforts produced a suite of programs to provide matrix corrections and spectral processing, and automation of WDS data collection. The culmination of these development efforts was first reported in 1977 with the analysis of a lunar whitlockite mineral by simultaneous EDS/WDS measurement. This analysis determined the concentration of 23 elements, 8 by EDS and took a total of 37 minutes for data collection and analysis. In this paper, the authors noted the complementary use of the EDS and WDS (WDS for trace elements and severe peak overlaps, EDS for other elements and rapid qualitative analysis) in their automated instrument, a convention that remains common on the electron probe even today. Toward the end of the decade the analytical accuracy and precision achieved by automated analysis of bulk samples approached the limits of the instrumentation, with the exception of analysis of light element concentrations.Two Decades of Improvements The explosive growth in digital electronics and microprocessors for data processing and control functions during the 80’s was rapidly applied to electron probe automation. Second and third generation automation systems included direct control of many microscope functions, beam position and imaging conditions. Motor positioning was more precise and far faster. As a result, the data collection and analysis of 23 elements reported in 1977 could be accomplished at least three times faster on a modern instrument.

Research and Application of Interactive Teaching Software on iOS Platform Based on Computational Thinking

2014 ◽  
Vol 644-650 ◽  
pp. 6185-6188
Author(s):  
Zhao Hua Wang
Keyword(s):  
College Students ◽  
Programming Language ◽  
Curriculum Design ◽  
Computational Thinking ◽  
Mobile Internet ◽  
Classroom Teaching ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
C Programming Language ◽  
C Programming

The author carried on the thorough research on computing thinking (CT) and interactive teaching. Computational thinking can improve college students' ability to use computers to solve problems. Interactive teaching can improve the effect of classroom teaching. The mobile Internet has the serious influence on classroom teaching. The existing interactive teaching systems have some disadvantages. According to the survey, most college students like to use, or own an apple mobile phone. The author has carried on the reform of classroom teaching and the curriculum design of C programming language, designed the interactive teaching software on iOS platform based on computational thinking. This paper presents that the computational thinking is introduced into the teaching software can contribute to the development of interactive teaching mode.

scholarly journals Design and Analysis of Project-driven Flipping Classroom Teaching Cases

2018 ◽  
Vol 6 (11) ◽  
pp. 99-107
Author(s):  
Chen Jin Xin
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Web Design ◽  
Knowledge System ◽  
Learning Ability ◽  
Classroom Teaching ◽  
Project Development ◽  
Group Collaboration ◽  
Mixing Problem ◽  
Self Learning

"Web Design and Production" is a strong practical computer science foundation course. The concept, ideas and techniques of web front-end development have an important impact on the follow-up courses. The paper compares and analyzes the reform in current teaching methods of the course, and proposes a project-driven flipping classroom teaching method, which rationally decomposes and reorganizes the curriculum knowledge system, and divides the curriculum content into several modules. Meanwhile, each module is driven by a project, mixing problem-based teaching methods, task-driven methods and flipping classroom teaching methods. The paper clarifies pre-class, in-class, and after-school tasks. Knowing the project tasks before class, understanding the knowledge and skills needed for the design project, using the micro-curriculum resources to learn and practice knowledge autonomously; detecting the learning effect of knowledge in the class, solving the problems in the self-learning, and apply the learned knowledge to the actual project development by the way of group collaboration in order to promote internalization and application of knowledge, when encountering new problems, teachers not only explain new knowledge to help students continue to implement the project, but also promptly recorded the completion of the project of the group collaboration; After class, teachers summarize questions, build a knowledge system, and guide students to complete extended design of project. In this way, students' practical application ability, project development ability, self-learning ability and creative ability can be improved. This article also provides specific instructional design cases based on the  "Web Page Layout and Beautification" module and provides specific teaching design cases.

scholarly journals Study on Cultivating College Students' English Autonomous Learning Ability under the Flipped Classroom Model

2020 ◽  
Vol 13 (6) ◽  
pp. 13
Author(s):  
Yanxia Du
Keyword(s):  
College Students ◽  
Flipped Classroom ◽  
Autonomous Learning ◽  
Learning Ability ◽  
Self Management ◽  
Classroom Teaching ◽  
Teaching Model ◽  
College English ◽  
Management Learning ◽  
Self Learning

Since the 21st century, the cultivation and improvement of college students' English autonomous learning ability have become an important symbol of deepening the reform of College English teaching. The reform of teaching model is the critical to it. With the help of the self-constructed flipped classroom teaching model, this paper designs the corresponding teaching process, aiming at investigating the three dimensions of self-management learning ability, self-learning psychology and self-learning behavior of non-English majors. After the investigation and experiment on the control class and the experimental class for the whole semester, the experimental results show that the self-regulated learning model of College English based on the flipped classroom can greatly improve the comprehensive English level of College students, and the flipped classroom teaching model of College English can effectively improve the students' self-management learning ability, stimulate students 'motivation of autonomous learning and activate students' autonomous learning behavior. Thus, it opens up a new path for the cultivation of College Students 'autonomous learning ability.

Handheld Computing and J2ME Programming for Mobile Handheld Devices

2009 ◽  
pp. 909-919
Author(s):  
Wen-Chen Hu ◽  
Jyh-haw Yeh ◽  
I-Lung Kao ◽  
Yapin Zhong
Keyword(s):  
Programming Languages ◽  
Operating Systems ◽  
Mobile Commerce ◽  
Handheld Devices ◽  
Handheld Computing ◽  
Development Cycle ◽  
First Impression ◽  
Core Components ◽  
Client Side ◽  
Use Of Internet

Mobile commerce or m-commerce is defined as the exchange or buying and selling of commodities, services, or information on the Internet through the use of Internet-enabled mobile handheld devices (Hu, Lee, & Yeh, 2004). It is expected to be the next milestone after electronic commerce blossoming in the late-1990s. Internet-enabled mobile handheld devices are one of the core components of a mobile commerce system, making it possible for mobile users to directly interact with mobile commerce applications. Much of a mobile user’s first impression of the application will be formed by his or her interaction with the device, therefore the success of mobile commerce applications is greatly dependent on how easy they are to use. However, programming for handheld devices is never an easy task not only because the programming languages and environments are significantly different from the traditional ones, but also because various languages and operating systems are used by handheld devices and none of them dominates. This article gives a study of handheld computing, especially J2ME (Java 2 Platform, Micro Edition) programming, for mobile commerce. Various environments/languages are available for client-side handheld programming. Five of the most popular are (1) BREW, (2) J2ME, (3) Palm OS, (4) Symbian OS, and (v) Windows Mobile. They apply different approaches to accomplishing the development of mobile applications. Three themes of this article are: 1. Introduction of handheld computing, which includes server- and client- side computing. 2. Brief introductions of four kinds of client-side computing. 3. Detailed discussion of J2ME and J2ME programming. Other important issues such as a handheld computing development cycle will also be discussed.

Innovation and Practice of "Three-Dimensional Integration" Teaching Model in Russian Grammar Course in the Information Environment

2020 ◽  
Vol 9 (4) ◽  
pp. 144
Author(s):  
Jing Cheng
Keyword(s):  
Three Dimensional ◽  
Teaching Quality ◽  
Learning Ability ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Teaching Mode ◽  
Student Centered ◽  
Teaching Concept ◽  
Self Learning

Based on the analysis of the problems existing in the traditional teaching model of the Russian grammar course, this paper takes the Russian major of the college as the pilot, advocates the teaching concept of "student-centered and teacher-led", and proposes a "Three-dimensional Integration" teaching mode to stimulate students' enthusiasm and interest in learning Russian grammar, and cultivate students' self-learning ability under the network environment to improve classroom teaching effect and teaching quality.

scholarly journals Comparing the Effectiveness of Scratch and App Inventor with Regard to Learning Computational Thinking Concepts

Electronics ◽  
2019 ◽  
Vol 8 (11) ◽  
pp. 1269 ◽  
Author(s):  
Youngki Park ◽  
Youhyun Shin
Keyword(s):  
Flow Control ◽  
Programming Languages ◽  
Concept Learning ◽  
Computational Thinking ◽  
Data Representation ◽  
Experimental Results ◽  
Teachers And Students ◽  
App Inventor ◽  
Young Students ◽  
Block Based

Scratch and App Inventor are two of the most widely used block-based programming languages for young students. These are educational languages which allow students to program easily by dragging and dropping their code blocks. One question that arises in relation to these educational languages is which of them would be more helpful in fostering computational thinking. It is difficult to answer this question because each language has its own advantages. In this paper, we propose a novel rubric based on Dr. Scratch for assessing both Scratch and App Inventor projects in terms of computational thinking concept learning. We crawled teachers’ and students’ open and popular projects and automatically calculated their effectiveness scores with regard to learning computational thinking concepts based on our rubric. The experimental results show that (1) Scratch projects scored higher on average in Parallelism, Synchronization and Flow Control, while App Inventor projects scored higher on average in User Interactivity and Data Representation. The results also show that (2) in many cases, large programs with numerous lines of code scored high in all areas of computational thinking concepts.

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