Combining unsupervised and invigilated assessment of introductory programming

Teague, Donna; Fidge, Colin; Xu, Yan

doi:10.1145/2843043.2843064

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…Research shows that introductory computer programming courses are considered difficult by students with and without Computer Science majors . When measuring SE and motivation at the start of a course, student scores are usually high, but after students encounter challenging programming tasks, SE and motivation tend to go down; whatever the nature of the instructional strategy . In our case, the data collection was set up within the first 2 weeks of the class course when students’ perspective towards programming might still seem “optimistic.” Posttest administration was set up a week before the midterm examination when students had experienced the demanding nature of the course topics.…”

Section: Discussionmentioning

confidence: 98%

Gamification through leaderboards: An empirical study in engineering education

Ortiz‐Rojas

Chiluiza

Valcke

2019

Comp Applic In Engineering

103

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Universities are looking for solutions to engage more students in STEM domains and enhance their learning performance (LP). In this context, gamification is put forward as a solution to achieve this aim. The present study examined the effect of gamification – building on leaderboards ‐ on LP. Furthermore, mediating variables, such as intrinsic motivation, self‐efficacy, engagement, and background variables, such as sex, previous gaming experience, and undergraduate major, were considered. A pretest‐posttest quasi‐experimental design with an experimental and a control condition was set up (n = 89) in an Introductory Computer Programming course. We observed a significant improvement in the LP of students in the gamified condition. However, no interaction effect was detected, due to mediating and background variables. The high learning gain is a favorable indicator that gamification might be a promising approach to promote STEM programs.

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Section: Discussionmentioning

confidence: 98%

Gamification through leaderboards: An empirical study in engineering education

Ortiz‐Rojas

Chiluiza

Valcke

2019

Comp Applic In Engineering

103

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“…The examination researched in this paper means the examination organized by those universities independently [4] . Some necessary presumptions must be given before the research.…”

Section: Hypothesismentioning

confidence: 99%

“…The elements of monitoring game (1) The monitoring teacher will choose between two strategies, namely active monitoring (monitoring the examination carefully and reporting improper examination behaviors to fulfill their duties given by the university) and inactive monitoring (doing something not relevant to the monitoring, such as sleeping, reading and chatting, or responding to those improper examination behaviors negatively) [9] .…”

Section: Hypothesismentioning

confidence: 99%

The Analysis of Game Equilibrium on the Monitoring of Improper Examination Behaviors in the Universities

Zhao¹

2018

Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018)

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With the development of modern technologies, a variety of improper examination behaviors have emerged in the universities. From the new perspective of monitoring the examination as a game behavior, this paper has identified the pure-strategy Nash equilibrium in the compromise strategy for monitoring students' improper examination behaviors after the transformation of monitoring game. Proposing to weaken the punishment of improper examination behaviors, this paper has also designed the relevant guarantee mechanism. Those measures can cooperate to effectively control the transformed game of improper examination behaviors and maintain the integrity in the examination.

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