Computer Programming Education in Portuguese Universities

Queirós, Ricardo; Pinto, Mário; Terroso, Teresa

doi:10.4230/oasics.icpec.2020.21

Cited by 4 publications

(2 citation statements)

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“…In the wake of the COVID-19 pandemic, the relevance of these APAS has continued to grow (Barra et al, 2020). Queirós et al already conducted an extensive study in Portuguese universities to understand how programming teaching is approached in their higher education, demonstrating the need for automation (Queirós et al, 2020). Furthermore, other researchers have investigated the usability of an automated test data generator (Romli et al, 2015).…”

Section: Related Workmentioning

confidence: 99%

Engaging Minds – How Gamified Chatbots Can Support and Motivate Learners in Digital Education

Benner,

Schöbel,

Janson

et al. 2024

Proceedings of the Annual Hawaii International Conference on System Sciences

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Assessment of source code in university education has become an integral part of grading students and providing them valuable feedback on their developed software solutions. Thereby, lecturers have to deal with a rapidly growing number of students from heterogeneous fields of study, a shortage of lecturers, a highly dynamic set of learning objectives and technologies, and the need for more targeted student support. To meet these challenges, the use of an automated programming assessment system (APAS) to support traditional teaching is a promising solution. This paper examines this trend by analyzing the experiences of lecturers and students at various universities with an APAS and its impact over the course of a semester. In doing so, we conducted a total number of 30 expert interviews with end users, including 15 lecturers and 15 students, from four different universities within the same country. The results discuss the experiences of lecturers and students and highlight challenges that should be addressed in future research.

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Section: Related Workmentioning

confidence: 99%

Engaging Minds – How Gamified Chatbots Can Support and Motivate Learners in Digital Education

Benner,

Schöbel,

Janson

et al. 2024

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…Programming has been seen as an obligatory course in secondary schools and the first year of Computer Science degrees for the past 20 years. Therefore, many challenges should be addressed, such as the high failure rate in programming courses that has been a subject of extensive scrutiny [1]- [4]. This situation indicates the incompatibility of traditional learning methods, including the programming for novice students, which is possibly due to the difficulty of object-oriented concepts, demotivation, and students' lack of confidence in the inadequately developed novice solutions.…”

Section: Introductionmentioning

confidence: 99%

Adoption of Visual Programming Environments in Programming Learning

Batiha¹,

Sahari²,

Aini³

et al. 2022

Int. J. Adv. Sci. Eng. Inf. Technol.

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Programming education is gradually integrated into the school and university curricula. Accordingly, studies in the Computer Science education field have highlighted issues such as high failure rate, memorizing, bugs, the complexity of concepts, motivation, and uconfidence faced by students when learning a programming language, specifically object-oriented programming. These issues require specific learning environments to reach the target audience. Therefore, the objectives of this article are to identify the issues based on previous work and to verify those issues by interview feedback conducted with lecturers in the Department of Computer Science and Information Technology at the Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia. Following that, the theoretical principles underpinning environments were studied to explore the suitability of these environments for university education based on the identified issues. The investigated environments included Turtle Graphics, Alice, BlueJ, Greenfoot, Snap!, and NetsBlox, a co-located collaborative block-based programming, and OOPP were studied and used to teach and learn object-oriented programming. Based on the interviews with experts, we found that students still had issues when learning programming, which involved memorizing, bugs, the complexity of concepts, unconfidence, communicating with students during a calamity (distance learning), and a number of students in labs. We conclude that these environments focus on some issues and ignore others, and no single environment satisfies all these issues, which causes students to be demotivated. In a further study, all these issues will be addressed by developing a learning environment, and its effectiveness shall be tested.

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Learning Computer Programming: A Gamified Approach

Pinto,

Terroso

2022

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Computer Programming Education in Portuguese Universities

Cited by 4 publications

References 0 publications

Engaging Minds – How Gamified Chatbots Can Support and Motivate Learners in Digital Education

Engaging Minds – How Gamified Chatbots Can Support and Motivate Learners in Digital Education

Adoption of Visual Programming Environments in Programming Learning

Learning Computer Programming: A Gamified Approach

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