Experience Report

This paper presents an analysis of the current research landscape around hackathons and hackathon-like events as opportunities and means for learning. In particular, we aimed to explore how hackathon-like events are utilized to promote learning, what systematic approaches are used to orchestrate learning in such events, and to what extent knowledge is systematized and standardized in this context. To that end, we conducted a Systematic Literature Review following established guidelines. In this review we studied 39 research papers published over a 10-year span. Our findings indicate that no standardized setup for hackathons to promote learning and to assess learning outcomes has been investigated exhaustively. We did not find a systematic approach to reliably produce or measure learning effects in hackathons. Most of the reviewed papers relied on perceived learning for the assessment of learning. Based on the consulted literature, this does not provide comprehensive proof of positive learning outcomes from hackathons. We, therefore, conclude that additional research is needed to gather insights and consequently work toward solidifying the role of hackathons as learning tools. This work contributes to exploring the landscape and proposing research directions for capitalizing on the potential of hackathons and similar events for learning.

show abstract

Investigating the Impact of Employing Multiple Interventions in a CS1 Course

Krause-Levy

Porter

Simon

et al. 2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

Given the long-standing concern about students failing introductory programming courses, there is a need for interventions that may aid those students. In this work, we examine the potential benefit of three interventions based on prior computing education research (CER) or STEM education research literature: mindset interventions, the use of "Thinkathons" as an alternative to programming labs, and metacognitive interventions to encourage more productive study habits. We conducted an in-class study that controlled for both time-on-task and selection bias to investigate the potential benefits of integrating these interventions into the existing footprint of an introductory computing course. Despite the previously reported promise of the interventions we implemented, our findings were that in this context these techniques had only a mild positive effect for some students. We discuss possible reasons why these techniques are less successful than instructors might hope and argue for the need for more research on this topic.

show abstract

Experience Report

Abstract: There may be differences between this version and the published version. You are advised to consult the publisher's version if you wish to cite from it.

Cited by 8 publications

References 22 publications

Computing Education Research in the UK & Ireland

Computing Education Research in the UK & Ireland

How do we learn in and from Hackathons? A systematic literature review

Investigating the Impact of Employing Multiple Interventions in a CS1 Course

Contact Info

Product

Resources

About