Student preferences between open-ended and structured game assignments in CS1

Cliburn, Daniel C.; Miller, Susan M.

doi:10.1109/fie.2010.5673668

Cited by 8 publications

(4 citation statements)

References 20 publications

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“…Games are widely used to motivate students to learn programming [53,130,179,333,371,688], and have the advantage of lending themselves to more creative open-ended projects. Although students prefer to have structured assignments [132], they enjoy the opportunity to be creative when supported by an appropriate framework [35,301,395], and can even be enlisted to develop games for the learning of programming [588]. However, there is some evidence that the course context is not as important as good structure and good support in the course [295].…”

Section: Teaching Deliverymentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

362

127

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As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research.

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Section: Teaching Deliverymentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

362

127

View full text Add to dashboard Cite

show abstract

“…Problem-based learning was mainly project-based, answering open-ended questions [12], [13]. Through the review, they found evidence that students preferred structured assignments [14].…”

Section: B Introductory Programmingmentioning

confidence: 99%

The Effect of Mandatory Assignments on Students Learning Outcome and Performance in Introductory Programming Courses

Hellem

Lorås

2020

2020 IEEE Global Engineering Education Conference (EDUCON)

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In a world in high demand of engineering professionals, higher education should be effective and quality conscious. A better understanding of what type of activities that are best suited for improving students' learning could enable further improvements. In this paper, the effect of mandatory assignments on students' learning outcome in introductory programming courses is explored through a quasi-experimental research study. One group of students were exempted from the mandatory weekly assignments and followed up via biweekly sessions. A control group was recruited to follow an assignment regime in parallel. Through pre-and posttests the learning outcome of the two assignment structures was statistically evaluated. The results indicated that the group of students exempt from mandatory assignments achieved the same learning outcome as the control group. Similarly, no difference was found between the two groups on exam performance. Students have individual learning behaviors and learn to program in different ways, and the instructional design should facilitate individual learning trajectories.

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“…Literature of learning programming contains many research studies that have been proposed to face these problems with different approaches; for example: games [33,34], robots [35], pair programming [36,37].…”

Section: Cs1 Coursementioning

confidence: 99%

Design and Experimentation of Activities for CS1: A Competences Oriented Approach (unpacking the Informed Design Teaching and Learning Matrix)

Adorjan

Kereki

2014

CLEIej

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In Introductory Computer Science courses, especially Computer Science 1 (CS1), dropout rates are generally high and results are often disappointing. In order to motivate and engage students to achieve better results in CS1, our teaching strategy is based on designing several activities using a competences oriented approach. This paper describes the use of a framework proposed by Crismond and Adams in order to create pedagogical activities for the CS1 course at Universidad ORT Uruguay. We propose to extend that framework with competences oriented activities. We present a detailed description of each activity. Our thesis is that including this kind of activities helps to obtain better results. Experimentation was done in 2012 and 2013. Teachers of the experimental group referred a high level of motivation of the students. Results show that the inclusion of those activities seems to be helpful for students and the proposed pedagogical design appears to produce better final results.

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Student preferences between open-ended and structured game assignments in CS1

Cited by 8 publications

References 20 publications

Introductory programming: a systematic literature review

Introductory programming: a systematic literature review

The Effect of Mandatory Assignments on Students Learning Outcome and Performance in Introductory Programming Courses

Design and Experimentation of Activities for CS1: A Competences Oriented Approach (unpacking the Informed Design Teaching and Learning Matrix)

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