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.

EXPRESS: Effects of Payment on User Engagement in Online Courses

2021 ◽  
pp. 002224372110163
Author(s):  
Ali Goli ◽  
Pradeep K. Chintagunta ◽  
S. Sriram
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Full Potential ◽  
User Engagement ◽  
Sunk Cost ◽  
Course Content ◽  
Sunk Cost Effect ◽  
To Receive ◽  
Cost Effect

Massive Open Online Courses (MOOCs) have the potential to democratize education by improving access. Although retention and completion rates for non-paying users have not been promising, these statistics are much brighter for users who pay to receive a certificate upon completing the course. We investigate whether paying for the certificate option can increase engagement with course content. In particular, we consider two such effects: (a) the certificate effect, which is the boost in motivation to stay engaged in order to receive the certificate; and (b) the sunk-cost effect, which arises solely because the user paid for the course. We use data from over 70 courses offered on the Coursera platform and study the engagement of individual participants at different milestones within each course. The panel nature of the data enables us to include controls for intrinsic differences between non-paying and paying users in terms of their desire to stay engaged. We find evidence that the certificate and sunk-cost effects increase user engagement by approximately 8%-9%, and 17%-20%, respectively. However, whereas the sunk-cost effect is transient and lasts only for a few weeks after payment, the certificate effect lasts until the participant reaches the grade required to be eligible to receive the certificate. We discuss the implications of our findings for how platforms and content creators may want to design course milestones and schedule the payment of course fees. Given that greater engagement tends to improve learning outcomes, our study serves as an important first step in understanding the role of prices and payment in enabling MOOCs to realize their full potential.

scholarly journals Beyond xMOOCs in Healthcare Education: Study of the Feasibility in Integrating Virtual Patient Systems and MOOC platforms

2014 ◽  
Author(s):  
Natalia Stathakarou ◽  
Nabil Zary ◽  
Andrzej A. Kononowicz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Single Sign On ◽  
Domain Specific ◽  
Learning Standards ◽  
Technical Requirements ◽  
E Learning ◽  
Fundamental Requirement

Background: Massive Open Online Courses (MOOCs) are an emerging method of online teaching. However in the field of healthcare education their technology is not adopted yet. Reaching beyond the xMOOC type of courses in order to foster interactivity in the healthcare education requires domain specific software. Virtual Patients (VPs) have been integrated in the past with Virtual Learning Environments (VLEs) but extending MOOCs with VPs has not yet been discussed. Objective: To investigate the technical possibilities of integrating VPs with MOOCs for the purpose of discovering a pragmatic basis were the potential pedagogical benefits can be later studied. Methods: We selected OpenEdx and Open Labyrinth as examples of a MOOC platform and of a VP system. We conducted a literature review to identify technical requirements and e-learning standards apt for the integration. One fundamental requirement was prototyped and verified by use cases. Results: A Single–Sign on mechanism connecting Open Labyrinth with OpenEdx, employing the IMS LTI standard, has been successfully implemented and verified. Conclusion: We investigated the technical perspective of integrating VPs in MOOCs, aiming to set a base for future investigation on the topic. The results point out new opportunities arising from the infrastructure of MOOCs for integrating specialized software aiming to support the healthcare education.

scholarly journals Distributed Architecture for an Integrated Development Environment, Large Trace Analysis, and Visualization

Sensors ◽  
2021 ◽  
Vol 21 (16) ◽  
pp. 5560
Author(s):  
Yonni Chen Kuang Piao ◽  
Naser Ezzati-jivan ◽  
Michel R. Dagenais
Keyword(s):  
Programming Languages ◽  
Trace Analysis ◽  
Development Environment ◽  
Integrated Development ◽  
Resource Limitations ◽  
Execution Traces ◽  
Integrated Development Environments ◽  
Visualization Tools ◽  
Iot Devices ◽  
Server Architecture

Integrated development environments (IDEs) provide many useful tools such as a code editor, a compiler, and a debugger for creating software. These tools are highly sophisticated, and their development requires a significant effort. Traditionally, an IDE supports different programming languages via plugins that are not usually reusable in other IDEs. Given the high complexity and constant evolution of popular programming languages, such as C++ and even Java, the effort to update those plugins has become unbearable. Thus, recent work aims to modularize IDEs and reuse the existing parser implementation directly in compilers. However, when IDE debugging tools are insufficient at detecting performance defects in large and multithreaded systems, developers must use tracing and trace visualization tools in their software development process. Those tools are often standalone applications and do not interoperate with the new modular IDEs, thus losing the power and the benefits of many features provided by the IDE. The structure and use cases of tracing tools, with the potentially massive execution traces, significantly differ from the other tools in IDEs. Thus, it is a considerable challenge, one which has not been addressed previously, to integrate them into the new modular IDEs. In this paper, we propose an efficient modular client–server architecture for trace analysis and visualization that solves those problems. The proposed architecture is well suited for performance analysis on Internet of Things (IoT) devices, where resource limitations often prohibit data collection, processing, and visualization all on the same device. The experimental evaluation demonstrated that our proposed flexible and reusable solution is scalable and has a small acceptable performance overhead compared to the standalone approach.

scholarly journals Beyond xMOOCs in Healthcare Education: Study of the Feasibility in Integrating Virtual Patient Systems and MOOC platforms

2014 ◽  
Author(s):  
Natalia Stathakarou ◽  
Nabil Zary ◽  
Andrzej A. Kononowicz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Single Sign On ◽  
Domain Specific ◽  
Learning Standards ◽  
Technical Requirements ◽  
E Learning ◽  
Fundamental Requirement

Background: Massive Open Online Courses (MOOCs) are an emerging method of online teaching. However in the field of healthcare education their technology is not adopted yet. Reaching beyond the xMOOC type of courses in order to foster interactivity in the healthcare education requires domain specific software. Virtual Patients (VPs) have been integrated in the past with Virtual Learning Environments (VLEs) but extending MOOCs with VPs has not yet been discussed. Objective: To investigate the technical possibilities of integrating VPs with MOOCs for the purpose of discovering a pragmatic basis were the potential pedagogical benefits can be later studied. Methods: We selected OpenEdx and Open Labyrinth as examples of a MOOC platform and of a VP system. We conducted a literature review to identify technical requirements and e-learning standards apt for the integration. One fundamental requirement was prototyped and verified by use cases. Results: A Single–Sign on mechanism connecting Open Labyrinth with OpenEdx, employing the IMS LTI standard, has been successfully implemented and verified. Conclusion: We investigated the technical perspective of integrating VPs in MOOCs, aiming to set a base for future investigation on the topic. The results point out new opportunities arising from the infrastructure of MOOCs for integrating specialized software aiming to support the healthcare education.

scholarly journals Troubleshooters for Tasks of Introductory Programming MOOCs

2018 ◽  
Vol 19 (4) ◽  
Author(s):  
Marina Lepp ◽  
Tauno Palts ◽  
Piret Luik ◽  
Kaspar Papli ◽  
Reelika Suviste ◽  
...  
Keyword(s):  
Online Courses ◽  
Assessment System ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Automated Assessment ◽  
Persistent Problem ◽  
Help Systems ◽  
The Masses ◽  
Learning Programming

Learning programming has become more and more popular and organizing introductory massive open online courses (MOOCs) on programming can be one way to bring this education to the masses. While programming MOOCs usually use automated assessment to give feedback on the submitted code, the lack of understanding of certain aspects of the tasks and feedback given by the automated assessment system can be one persistent problem for many participants. This paper introduces troubleshooters, which are help systems, structured like decision trees, for giving hints and examples of certain aspects of the course tasks. The goal of this paper is to give an overview of usability (benefits and dangers) of, and the participants’ feedback on, using troubleshooters. Troubleshooters have been used from the year 2016 in two different programming MOOCs for adults in Estonia. These MOOCs are characterized by high completion rates (50–70%), which is unusual for MOOCs. Data is gathered from the learning analytics integrated into the troubleshooters’ environment, letters from the participants, questionnaires, and tasks conducted through the courses. As it was not compulsory to use troubleshooters, the results indicate that only 19.8% of the users did not use troubleshooters at all and 10% of the participants did not find troubleshooters helpful at all. The main difference that appeared is that the number of questions asked from the organizers about the programming tasks during the courses via helpdesk declined about 29%.

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 Factors Associated with Student Enrollment, Completion, and Dropout of Massive Open Online Courses in the Sultanate of Oman

2021 ◽  
Vol 20 (11) ◽  
pp. 154-169
Author(s):  
Vinu Sherimon ◽  
P. C Sherimon ◽  
Leena Francis ◽  
Disha Devassy ◽  
Teresa K George
Keyword(s):  
Professional Growth ◽  
Online Survey ◽  
Online Courses ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Student Enrollment ◽  
Success Rates ◽  
Massive Open Online ◽  
Vast Number ◽  
Course Content

This research aims to investigate the elements that influence learners' enrollment in, completion of and dropout from Massive Open Online Courses (MOOCs). MOOCs attract a vast number of participants, with enrollments growing at an unprecedented rate; however, only a small number of students who enroll, complete their study. In this research, data were collected from 79 participants using an online survey. Professional growth, flexible time, free of charge, and the opportunity to obtain certification were recognized as the four main factors that directly influenced student enrollment in MOOCs. The motivational variables revealed in this study that led to the effective completion of MOOCs included good-quality course videos, straightforward and clear tutor instructions, good course delivery, and useful instructor feedback, among others. The most prevalent reasons for dropout included failure to fulfil the deadline, the instructor's vocabulary, challenging assignments, and difficulty in grasping the course content. The findings of this study can provide educators and decision-makers with the information they need to better understand the factors that influence MOOC student enrollment, completion, and dropout rates, as well as relevant actions to improve the success rates of MOOC.

Introduction to Python and Its Statistical Applications

2020 ◽  
pp. 162-196
Author(s):  
Siyu Shi
Keyword(s):  
Statistical Analysis ◽  
The Netherlands ◽  
Programming Languages ◽  
Programming Language ◽  
Integrated Development Environment ◽  
Development Environment ◽  
Integrated Development ◽  
Advantages And Disadvantages ◽  
The World ◽  
History Of

This chapter introduces the history of Python and its IDEs (integrated development environment) and code editors as developing environment. The history tells how Python started from ABC programming language in the Netherlands to a community with developers from different areas, and later became one of the most popular programming languages in the world. Popular IDEs and Code Editor for professional developers and beginners are also introduced with their advantages and disadvantages. Later in this chapter, the authors introduce Python libraries, which could be used in statistical analysis, and give out a simple case on how these methods can be applied.

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