Auflistung nach Schlagwort "Programming"
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- Konferenzbeitrag5Code – An Integrated Programming Environment for Beginners(i-com: Vol. 15, No. 1, 2016) Dahm, Markus; Barnjak, Frano; Heilemann, MoritzBased on experience in teaching programming, we developed the integrated development environment (IDE) 5Code especially to support beginners. As a first step, a simple, understandable formula was developed how to advance from the problem to the program in 5 operative steps: In order to reduce the cognitive load of the learners effectively, 5Code was designed such that all 5 steps are permanently presented, accessible and executable. Thus, learners are provided with the entire programming context from presentation of the task via own notes and annotations to the code area. Learners can mark and annotate any part of the given task’s text; these annotations can be edited as notes with own comments. Furthermore, the notes can be dragged into the code area, where they are shown as comments in the coding language. Any modifications in the comments are synchronized between notes and code. 5Code is implemented as a web-application. It is used in university introductory courses on object oriented programming.
- KonferenzbeitragThe Impact of Guidance and Feedback in Game-Based Computational Thinking Environments(DELFI 2021, 2021) Manske, Sven; Feier, Alexia; Frese, Philip; Hölzel, Pia; Iffländer Rodriguez, Maurice; Körner, Joshua; Lichte, Aron; Lena Otto de Mentock, Lena Otto; Kocak, Melinda; Szymczyk, Natalia; Temel,Dilan; Haefs, Mathis; Kersting, Nina; Liewald, Rebekka C.; Bodemer, DanielIn this paper we investigated the impact of feedback and guidance on the development of computational thinking skills. To achieve this, we extended a game-based learning environment that aims to foster computational thinking by teaching programming in self-regulated learning scenarios. The learning environment has been enriched with multiple mechanisms to guide learners and provide feedback that is directed towards the development of computational thinking skills, particularly specific abstractions in programming among algorithmic thinking. To assess the impact of guidance and feedback, we conducted an empirical study with 57 participants. The findings indicate that feedback on the logical artifacts can reduce certain code smells and increase the motivation on the part of the learners.
- KonferenzbeitragImproving the Scalability and Security of Execution Environments for Auto-Graders in the Context of MOOCs(Proceedings of the Fifth Workshop "Automatische Bewertung von Programmieraufgaben" (ABP 2021),virtual event, October 28-29, 2021, 2021) Serth, Sebastian; Köhler, Daniel; Marschke, Leonard; Auringer, Felix; Hanff, Konrad; Hellenberg, Jan-Eric; Kantusch, Tobias; Paß, Maximilian; Meinel, ChristophLearning a programming language requires learners to write code themselves, execute their programs interactively, and receive feedback about the correctness of their code. Many approaches with so-called auto-graders exist to grade students' submissions and provide feedback for them automatically. University classes with hundreds of students or Massive Open Online Courses (MOOCs) with thousands of learners often use these systems. Assessing the submissions usually includes executing the students' source code and thus implies requirements on the scalability and security of the systems. In this paper, we evaluate different execution environments and orchestration solutions for auto-graders. We compare the most promising open-source tools regarding their usability in a scalable environment required for MOOCs. According to our evaluation, Nomad, in conjunction with Docker, fulfills most requirements. We derive implications for the productive use of Nomad for an auto-grader in MOOCs.
- KonferenzbeitragInvestigating Feedback Types in JupyterLab for Programming Novices(21. Fachtagung Bildungstechnologien (DELFI), 2023) Brocker, Annabell; Schroeder, UlrikProviding valuable, actionable feedback, such as small-step hints and explanations of errors and misconceptions, is essential for guiding novice programmers towards solutions while fostering their code development. This paper presents a comprehensive review of feedback types, available within the interactive programming environment JupyterLab. We distinguish between lower-level, immediate feedback during programming and higher-level, follow-up feedback for reoccurring misconceptions and problems over time. We further discuss potential extensions to provide even more feedback in JupyterLab, such as valuation and recognition of correct activities.
- ZeitschriftenartikelNeural Network Construction Practices in Elementary School(KI - Künstliche Intelligenz: Vol. 35, No. 2, 2021) Shamir, Gilad; Levin, IlyaThis paper describes an artificial intelligence (AI) educational project conducted with a small number of 12-year-old students. It is a preliminary step to add AI learning in a city-wide program consisting of elementary school students who learn computational thinking and digital literacy. Today children grow up in an age of AI which significantly affects how we live, work, and solve problems therefore AI should be taught in schools. Children usually employ AI models as black boxes without understanding the computational concepts, underlying assumptions, nor limitations of AI models. The hypothesis of this study is that to understand how machines learn, students should actively construct a neural network. To address this issue a dedicated curriculum and appropriate scaffolds were created for this study. It includes a programmable learning environment for elementary school students to construct AI agents. Findings show high engagement during the constructionist learning and that the novel learning environment helped make machine learning understandable.
- Konferenzbeitragpycheckmate – Addressing Challenges in Automatic Code Evaluation and Feedback Generation for Python Novices(Proceedings of the Sixth Workshop "Automatische Bewertung von Programmieraufgaben" (ABP 2023), 2023) Brocker, Annabell; Schroeder, UlrikIn academic settings, code assessment differs from traditional software testing by encompassing not only functional correctness but also critical structural aspects like naming conventions and programming concepts. Conventional static analysis tools like Pylint and Flake8, along with input-output unit tests, are deemed inadequate for introductory Python courses. To address this gap, this paper introduces pycheckmate, a library, tailored for automatic testing and targeted feedback in introductory Python programming courses.
- KonferenzbeitragSimultaneously Fostering Computational Thinking and Social-Emotional Competencies in 4th Graders Using Scratch: A Feasibility Study(Mensch und Computer 2022 - Tagungsband, 2022) Maitz, Katharina; Paleczek, Lisa; Danielowitz, ClaudiaSocial-emotional skills and computational thinking are related to problem-solving skills. Even though these are crucial areas in today’s world, they are only rarely taught in school and interventions that target these areas simultaneously are still very rare. We therefore developed a four-day workshop with the aim of fostering computational thinking and social-emotional skills in Grade 4 students. To do so, we used the child-friendly programming language Scratch. In the present paper, we investigate the feasibility of such a workshop. In total, 18 students participated. Data was collected via observation and interviews and analysed by qualitative content analysis. Results showed that students liked working with Scratch and liked working on social-emotional challenges. The workshop was found to work well and students worked independently. Pair work activity was found to be particularly beneficial. Although some issues initially proved challenging (mostly relating to “how to” issues in Scratch), these may easily be addressed by making suitable adaptations to the introduction of the program provided on Day 1 of the workshop.
- KonferenzbeitragTowards a Game-Based Programming Learning Environment for Kids(Mensch & Computer 2011: überMEDIEN|ÜBERmorgen, 2011) Schmidt, Ralf; Masuch, Maic; Othlinghaus, JuliaIn this paper we describe our vision of an engaging, game-based programming learning environment for novice learners aged 10 to 13. We aim to support class teaching situations until pupils reach an advanced level of knowledge, allowing for a smooth transition to general purpose languages. As a first hands-on approach, the prototype “Plumps” is presented, which features scenarios with goal-based didactics as well as selected aspects of a comprehensive game-based motivational concept. We further discuss the positive and constructive feedback of an informal evaluation carried out among 21 secondary school children to assess the general acceptance. Finally, we conclude with a reflection and discuss next steps towards a further multidisciplinary research and development.