Volume
OASIcs, Volume 81
First International Computer Programming Education Conference (ICPEC 2020)
-
Part of:
Series:
Open Access Series in Informatics (OASIcs)
Conference: International Computer Programming Education Conference (ICPEC)
Publication Details
- published at: 2020-06-15
- Publisher: Schloss Dagstuhl – Leibniz-Zentrum für Informatik
- ISBN: 978-3-95977-153-5
- DBLP: db/conf/icpec/icpec2020
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Document
Complete Volume
OASIcs, Volume 81, ICPEC 2020, Complete Volume
Abstract
OASIcs, Volume 81, ICPEC 2020, Complete Volume
Cite as
First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 1-294, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@Proceedings{queiros_et_al:OASIcs.ICPEC.2020,
title = {{OASIcs, Volume 81, ICPEC 2020, Complete Volume}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {1--294},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020},
URN = {urn:nbn:de:0030-drops-122865},
doi = {10.4230/OASIcs.ICPEC.2020},
annote = {Keywords: OASIcs, Volume 81, ICPEC 2020, Complete Volume}
}
Document
Front Matter
Front Matter, Table of Contents, Preface, Conference Organization
Abstract
Front Matter, Table of Contents, Preface, Conference Organization
Cite as
First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 0:i-0:xviii, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{queiros_et_al:OASIcs.ICPEC.2020.0,
author = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
title = {{Front Matter, Table of Contents, Preface, Conference Organization}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {0:i--0:xviii},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.0},
URN = {urn:nbn:de:0030-drops-122878},
doi = {10.4230/OASIcs.ICPEC.2020.0},
annote = {Keywords: Front Matter, Table of Contents, Preface, Conference Organization}
}
Document
EasyCoding - Methodology to Support Programming Learning
Abstract
Knowing that the programming curricular units in the first year of engineering courses have a high failure rate and, assuming that this failure is due, in large part, to the lack of motivation and the lack of autonomy of the student to program in context outside the classroom, a methodology based on activity guides using attractive web platforms is proposed. The proposed methodology aims to facilitate both the planning of activities by the teachers and the autonomy and motivation by students. In order to receive a first feedback about this work, the methodology is being used by programming professors from Polytechnic Institute of Bragança, but in the near future it will be also evaluated by professors from the Federal Center of Technological Education of Minas Gerais and from the Federal Technological University of Paraná, both from Brazil. Following this work, a system is being developed that allows the automatic construction of guides based on exercises available from the web and systems that facilitate the collection of solutions and analysis of results.
Cite as
Marcela Viana P. Almeida, Luís M. Alves, Maria João Varanda Pereira, and Glívia Angélica R. Barbosa. EasyCoding - Methodology to Support Programming Learning. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 1:1-1:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{almeida_et_al:OASIcs.ICPEC.2020.1,
author = {Almeida, Marcela Viana P. and Alves, Lu{\'\i}s M. and Pereira, Maria Jo\~{a}o Varanda and Barbosa, Gl{\'\i}via Ang\'{e}lica R.},
title = {{EasyCoding - Methodology to Support Programming Learning}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {1:1--1:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.1},
URN = {urn:nbn:de:0030-drops-122887},
doi = {10.4230/OASIcs.ICPEC.2020.1},
annote = {Keywords: learning programming, teaching programming, automatic activity guides, programming motivation}
}
Document
Challenges and Solutions from an Embedded Programming Bootcamp
Abstract
Due to the proliferation of IT companies developing web and mobile applications, computer programmers are in such high demand that universities can’t satisfy it with newly graduated students. In response, some organisations started to create coding bootcamps, providing intensive full-time courses focused on unemployed people or individuals seeking for a career change. There is, however, a different set of skills that is becoming increasingly required, but is not addressed by those courses: embedded programming. In fact, the Internet of Things is connecting every device to the internet, thus making knowledge on hardware and C/C++ programming very relevant skills.
A group of computer science and electrical engineering university teachers, in collaboration with several industry stakeholders, have promoted an embedded systems programming course in C and C++. This course is based on an intensive project-based approach comprising 6 months of daylong classes followed by 9 months of paid internships. After two editions, thirty embedded programmers, with no relevant previous programming experience, have been placed with the partners’ working force.
In this paper, the course organisation and pedagogical methodologies are described. Problems, challenges and adopted solutions are presented and analysed. We conclude that in spite of the intense rhythm and demanding nature of the subject matter, it is possible to find the structure and solutions that keep students engaged and motivated throughout the course, allowing them to gain the required competences and successfully transition into a new career path.
Cite as
J. Pedro Amaro, Jorge Barreiros, Fernanda Coutinho, João Durães, Frederico Santos, Ana Alves, Marco Silva, and João Cunha. Challenges and Solutions from an Embedded Programming Bootcamp. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 2:1-2:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{amaro_et_al:OASIcs.ICPEC.2020.2,
author = {Amaro, J. Pedro and Barreiros, Jorge and Coutinho, Fernanda and Dur\~{a}es, Jo\~{a}o and Santos, Frederico and Alves, Ana and Silva, Marco and Cunha, Jo\~{a}o},
title = {{Challenges and Solutions from an Embedded Programming Bootcamp}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {2:1--2:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.2},
URN = {urn:nbn:de:0030-drops-122896},
doi = {10.4230/OASIcs.ICPEC.2020.2},
annote = {Keywords: Coding Bootcamp, Embedded Programming, Career Change}
}
Document
An Experience of Game-Based Learning in Web Applications Development Courses
Abstract
Preparing graduates for working in the software engineering industry is challenging and requires effective learning frameworks and methodologies. More specifically, the challenge of teaching programming languages and paradigms is a very complex task that needs innovative educational tools. This paper presents a game-based educational tool named eLiza, developed and used to support the teaching and learning of programming languages and paradigms related to the development of web applications. eLiza was initially developed as a Moodle-based web application because Moodle is the educational eLearning platform used at the University of Valladolid, but as the use of mobile devices is constantly increasing, Android and iOS versions were created later in order to facilitate the access of the students to the games. This paper describes the main elements and the mechanics in playing eLiza. And it also describes an experience of its use in two engineering courses related to web programming applications development, offered to students in two different engineering study programs at the University of Valladolid, during the academic years 2017-2018 and 2018-2019. The great majority of the students, more than 75%, considered that the use of the eLiza game-based educational tool was positive to improve the teaching and learning process of the topics covered by the courses.
Cite as
Míriam Antón-Rodríguez, María Ángeles Pérez-Juárez, Francisco Javier Díaz-Pernas, David González-Ortega, Mario Martínez-Zarzuela, and Javier Manuel Aguiar-Pérez. An Experience of Game-Based Learning in Web Applications Development Courses. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 3:1-3:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{antonrodriguez_et_al:OASIcs.ICPEC.2020.3,
author = {Ant\'{o}n-Rodr{\'\i}guez, M{\'\i}riam and P\'{e}rez-Ju\'{a}rez, Mar{\'\i}a \'{A}ngeles and D{\'\i}az-Pernas, Francisco Javier and Gonz\'{a}lez-Ortega, David and Mart{\'\i}nez-Zarzuela, Mario and Aguiar-P\'{e}rez, Javier Manuel},
title = {{An Experience of Game-Based Learning in Web Applications Development Courses}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {3:1--3:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.3},
URN = {urn:nbn:de:0030-drops-122901},
doi = {10.4230/OASIcs.ICPEC.2020.3},
annote = {Keywords: eLearning, mLearning, Game-based Learning, Programming Languages, Web Applications Development}
}
Document
Use of Automatic Code Assessment Tools in the Programming Teaching Process
Abstract
The teaching of programming process is essential to prepare students for the development of computer applications and software solutions. During the last decade, a variety of tools facilitating automatic validation of programming code have been developed. In this context, authors start to analyze and studying some tools with this potential and a possible use with pedagogical purposes. For the last three years a study has been carried out related with the implementation of VPL (Virtual Programming Lab) a plug-in developed specifically for Moodle (Modular Object-Oriented Dynamic Learning Environment) on a Java-based programming discipline during the Informatics Engineering degree of the Informatics Engineering Department (DEI) from the School of Engineering of Polytechnic Institute of Porto (ISEP/P.PORTO). This paper will present how VPL was introduced and some results of this experiment before the implementation in the learning process of another tool (Mooshak) as a real-time automatic code evaluation. These tools allow to edit and execute programs, in a large range of languages, and enables automatic assessment and prompt feedback.
Cite as
Marílio Cardoso, António Vieira de Castro, Álvaro Rocha, Emanuel Silva, and Jorge Mendonça. Use of Automatic Code Assessment Tools in the Programming Teaching Process. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 4:1-4:10, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{cardoso_et_al:OASIcs.ICPEC.2020.4,
author = {Cardoso, Mar{\'\i}lio and de Castro, Ant\'{o}nio Vieira and Rocha, \'{A}lvaro and Silva, Emanuel and Mendon\c{c}a, Jorge},
title = {{Use of Automatic Code Assessment Tools in the Programming Teaching Process}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {4:1--4:10},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.4},
URN = {urn:nbn:de:0030-drops-122913},
doi = {10.4230/OASIcs.ICPEC.2020.4},
annote = {Keywords: Teaching programming, APROG, Moodle, VPL, Mooshak, Automatic assessment}
}
Document
Game Elements, Motivation and Programming Learning: A Case Study
Abstract
The learning of programming is traditionally challenging for students. However, this is also one of the most fundamental skills for any computer scientist, and is becoming an important skill in other areas of knowledge. In this paper we analyze the use of game-elements in a challenging long-term programming task, with students of the 3rd year of a Informatics Engineering degree. We conducted a quantitative study using the AMS scale to assess students' motivation. Results show that with the use of game-elements, students are both intrinsically and extrinsically motivated, and that they consider learning/working fun, which contributes positively to their academic performance.
Cite as
Davide R. Carneiro and Rui J. R. Silva. Game Elements, Motivation and Programming Learning: A Case Study. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 5:1-5:10, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{carneiro_et_al:OASIcs.ICPEC.2020.5,
author = {Carneiro, Davide R. and Silva, Rui J. R.},
title = {{Game Elements, Motivation and Programming Learning: A Case Study}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {5:1--5:10},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.5},
URN = {urn:nbn:de:0030-drops-122924},
doi = {10.4230/OASIcs.ICPEC.2020.5},
annote = {Keywords: Motivation, Programming, Genetic Algorithms}
}
Document
An Augmented Reality Mathematics Serious Game
Abstract
This article presents the results obtained from an experiment using an Augmented Reality (AR) serious game for learning mathematical functions in middle school, in contexts that resort to Game Based Learning. A serious game was created specifically for this purpose and allowed to conduct an exploratory study with a quantitative and qualitative methodological approach, with two groups of teachers of different subjects: mathematics and informatics. The game, called FootMath, allows the visualization, manipulation and exploration of linear, quadratic, exponential and trigonometric mathematical functions, through the simulation of a 3D football game, in which the user can change the function parameters with different values, in order to score a goal. It was tested the potential use of AR technologies in learning scenarios, considering the teacher’s perspective. According to the findings, FootMath was considered to be a promising and innovative tool to be incorporated in real mathematics teaching scenarios.
Cite as
José Manuel Cerqueira, João Martinho Moura, Cristina Sylla, and Luís Ferreira. An Augmented Reality Mathematics Serious Game. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 6:1-6:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{cerqueira_et_al:OASIcs.ICPEC.2020.6,
author = {Cerqueira, Jos\'{e} Manuel and Moura, Jo\~{a}o Martinho and Sylla, Cristina and Ferreira, Lu{\'\i}s},
title = {{An Augmented Reality Mathematics Serious Game}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {6:1--6:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.6},
URN = {urn:nbn:de:0030-drops-122939},
doi = {10.4230/OASIcs.ICPEC.2020.6},
annote = {Keywords: Serious Game, Augmented Reality, Mathematics, Functions}
}
Document
CodeCubes: Coding with Augmented Reality
Abstract
CodeCubes is interface that uses Augmented Reality to stimulate Computational Thinking in young students. The visual programming blocks are replaced by paper cubes that have an Augmented Reality marker on each face. Each marker represents a programming instruction. The game is composed of three levels. It consists of programming a car course in a racetrack, driving from the start to the final goal.
Code Cubes takes advantage of the physicality offered by Augmented Reality technology. We present the design and development of the game, focusing on its main characteristics and describing the various development stages. We also present the first results obtained by exploring Code Cubes. The results were positive, showing the potential of Augmented Reality interfaces in learning scenarios.
Cite as
Bárbara Cleto, Cristina Sylla, Luís Ferreira, and João Martinho Moura. CodeCubes: Coding with Augmented Reality. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 7:1-7:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{cleto_et_al:OASIcs.ICPEC.2020.7,
author = {Cleto, B\'{a}rbara and Sylla, Cristina and Ferreira, Lu{\'\i}s and Moura, Jo\~{a}o Martinho},
title = {{CodeCubes: Coding with Augmented Reality}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {7:1--7:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.7},
URN = {urn:nbn:de:0030-drops-122943},
doi = {10.4230/OASIcs.ICPEC.2020.7},
annote = {Keywords: Tangible Interfaces, Augmented Reality, Computational Thinking, Games}
}
Document
The Use of ARM-Assembly Language and a Raspberry Pi 1 B+ as a Server to Improve Computer Architecture Skills
Abstract
Prompting students' interest and engagement in learning environments is crucial to achieve the best results. Academia and educators in general are constantly adapting materials and methodologies in order to maximise the acquisition of contents by their students. In this case-study, a new teaching/learning methodology is presented and evaluated through a final questionnaire survey. This case-study aims to understand students' efficiency and motivation levels regarding a new teaching/learning methodology adopted in the second module of a Computer Systems and Architectures course attended by first-year Computer Sciences undergraduates. The new teaching/learning methodology relies on a specific programming language - ARMv6 assembly - to improve students' efficiency levels, and an innovative always-visible in-class mobile test scenario, implemented through a low-cost computing platform - Raspberry Pi 1 B+ - as a server, mimicking as much as possible a real-life environment, so that students believe they are working on real hardware, thus enhancing their motivation levels. The results of the questionnaire survey allowed to infer that the use of a specific programming language, such as ARMv6 assembly, coupled with a new always-visible in-class mobile test scenario were in fact efficient in raising the levels of motivation among Computer Sciences students and, consequently, improved their skills in Computer Architecture.
Cite as
Vitor Manuel Ferreira, Pedro Pinto, Sara Paiva, and Maria José Azevedo Brito. The Use of ARM-Assembly Language and a Raspberry Pi 1 B+ as a Server to Improve Computer Architecture Skills. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 8:1-8:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{ferreira_et_al:OASIcs.ICPEC.2020.8,
author = {Ferreira, Vitor Manuel and Pinto, Pedro and Paiva, Sara and Brito, Maria Jos\'{e} Azevedo},
title = {{The Use of ARM-Assembly Language and a Raspberry Pi 1 B+ as a Server to Improve Computer Architecture Skills}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {8:1--8:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.8},
URN = {urn:nbn:de:0030-drops-122955},
doi = {10.4230/OASIcs.ICPEC.2020.8},
annote = {Keywords: ARM-assembly language, Raspberry Pi, always-visible in-class mobile test scenario, Computer Architecture skills, students' efficiency and motivation levels evaluation}
}
Document
Turing - Inter School Programming Contest: Pedagogical Innovation in Programming Teaching for Middle Schools
Abstract
Turing is an interscholastic tournament that aims at promoting the teaching of informatics, particularly the learning of programming through gamification. It is a competition between secondary schools, organized by teachers of informatics, for their own students. Turing was developed due to the lack of tournaments and competitions organized by teachers in this level of education. By contrast, universities and polytechnic institutes regularly organize programming tournaments, aimed at students of both secondary schools and universities. Given that its Turing is a pilot project, the first edition of the tournament will take place in March 2020 and it will occur simultaneously in three secondary schools. The students who are (voluntarily) enrolled in Turing will have an hour and thirty minutes to solve a set of problems in C programming language via Web, through the E-Learning platform Moodle while using the plugin CodeRunner.
Cite as
Rui Figueiredo, Bárbara Cleto, and José Manuel Cerqueira. Turing - Inter School Programming Contest: Pedagogical Innovation in Programming Teaching for Middle Schools. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 9:1-9:7, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{figueiredo_et_al:OASIcs.ICPEC.2020.9,
author = {Figueiredo, Rui and Cleto, B\'{a}rbara and Cerqueira, Jos\'{e} Manuel},
title = {{Turing - Inter School Programming Contest: Pedagogical Innovation in Programming Teaching for Middle Schools}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {9:1--9:7},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.9},
URN = {urn:nbn:de:0030-drops-122961},
doi = {10.4230/OASIcs.ICPEC.2020.9},
annote = {Keywords: CodeRunner, Contest, Game, Gamification, Programming, Turing}
}
Document
Cybersecurity Games for Secure Programming Education in the Industry: Gameplay Analysis
Abstract
To minimize the possibility of introducing vulnerabilities in source code, software developers may attend security awareness and secure coding training. From the various approaches of how to raise awareness and adherence to coding standards, one promising novel approach is Cybersecurity Challenges. However, in an industrial setting, time is a precious resource, and, therefore, one needs to understand how to optimize the gaming experience of Cybersecurity Challenges and the effect of this game on secure coding skills. This work identifies the time spent solving challenges of different categories, analyzes gaming strategies in terms of a slow and fast team profile, and relates these profiles to the game success. First results indicate that the slow strategy is more successful than the fast approach. The authors also analyze the possible implications in the design and the training of secure coding in an industrial setting by means of Cybersecurity Challenges. This work concludes with a brief overview of its limitations and next steps in the study.
Cite as
Tiago Gasiba, Ulrike Lechner, Filip Rezabek, and Maria Pinto-Albuquerque. Cybersecurity Games for Secure Programming Education in the Industry: Gameplay Analysis. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 10:1-10:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{gasiba_et_al:OASIcs.ICPEC.2020.10,
author = {Gasiba, Tiago and Lechner, Ulrike and Rezabek, Filip and Pinto-Albuquerque, Maria},
title = {{Cybersecurity Games for Secure Programming Education in the Industry: Gameplay Analysis}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {10:1--10:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.10},
URN = {urn:nbn:de:0030-drops-122977},
doi = {10.4230/OASIcs.ICPEC.2020.10},
annote = {Keywords: education, training, secure coding, industry, cybersecurity, capture-the-flag, game analysis, cybersecurity challenge}
}
Document
Ranking Secure Coding Guidelines for Software Developer Awareness Training in the Industry
Abstract
Secure coding guidelines are essential material used to train and raise awareness of software developers on the topic of secure software development. In industrial environments, since developer time is costly, and training and education is part of non-productive hours, it is important to address and stress the most important topics first. In this work, we devise a method, based on publicly available real-world vulnerability databases and secure coding guideline databases, to rank important secure coding guidelines based on defined industry-relevant metrics. The goal is to define priorities for a teaching curriculum on raising cybersecurity awareness of software developers on secure coding guidelines. Furthermore, we do a small comparison study by asking computer science students from university on how they rank the importance of secure coding guidelines and compare the outcome to our results.
Cite as
Tiago Gasiba, Ulrike Lechner, Jorge Cuellar, and Alae Zouitni. Ranking Secure Coding Guidelines for Software Developer Awareness Training in the Industry. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 11:1-11:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{gasiba_et_al:OASIcs.ICPEC.2020.11,
author = {Gasiba, Tiago and Lechner, Ulrike and Cuellar, Jorge and Zouitni, Alae},
title = {{Ranking Secure Coding Guidelines for Software Developer Awareness Training in the Industry}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {11:1--11:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.11},
URN = {urn:nbn:de:0030-drops-122988},
doi = {10.4230/OASIcs.ICPEC.2020.11},
annote = {Keywords: education, teaching, training, secure coding, industry, cybersecurity, capture-the-flag, game analysis, game design, cybersecurity challenge}
}
Document
An Arduino Simulator in Classroom - a Case Study
Abstract
The Arduino Platform is increasingly being used as a central component in introductory programming courses of the curricula in middle, high school and even higher education. Given this scenario it is pertinent to understand how the cost-effectiveness, reliability and accessibility of this central component can be improved. We propose the use of an Arduino simulator to improve usability, cost, and class efficiency, allowing for improved and even new forms of use and course benefits. This paper presents and describes an Arduino simulator that we developed for education purposes, and a case study of its use in embedded programming courses from two high-schools. We compared its use against the usual use of real hardware platform analyzing usability, student workload and time efficiency. Our results, that we present and discuss, suggest that there are no apparent drawbacks in using the simulator, and some metrics such as basic exercise-solving efficiency and global effort showed an improvement.
Cite as
Paulo F. Gonçalves, João Sá, Anabela Coelho, and João Durães. An Arduino Simulator in Classroom - a Case Study. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 12:1-12:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{goncalves_et_al:OASIcs.ICPEC.2020.12,
author = {Gon\c{c}alves, Paulo F. and S\'{a}, Jo\~{a}o and Coelho, Anabela and Dur\~{a}es, Jo\~{a}o},
title = {{An Arduino Simulator in Classroom - a Case Study}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {12:1--12:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.12},
URN = {urn:nbn:de:0030-drops-122996},
doi = {10.4230/OASIcs.ICPEC.2020.12},
annote = {Keywords: Arduino, Education, Simulator}
}
Document
Benefits of Cloud Services in Education: A Perspective of Database System Students
Abstract
Currently, there is a growing trend in the use of cloud-based services to support education. The importance of these services is that they are publicly available, allowing students to access these distributed resources most transparently. In this work, a model of satisfactory learning measurement is proposed to analyze the benefits, from the students' perspective, of cloud services related to education. A case study performed in a Database Systems course is presented; in this, under-graduate students can remotely manage database systems using cloud services. The benefits of an online access scheme compared to those of traditional database access are measured in terms of usability and the principles of cognitive load theory.
Cite as
Gustavo Gutiérrez-Carreón. Benefits of Cloud Services in Education: A Perspective of Database System Students. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 13:1-13:7, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{gutierrezcarreon:OASIcs.ICPEC.2020.13,
author = {Guti\'{e}rrez-Carre\'{o}n, Gustavo},
title = {{Benefits of Cloud Services in Education: A Perspective of Database System Students}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {13:1--13:7},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.13},
URN = {urn:nbn:de:0030-drops-123006},
doi = {10.4230/OASIcs.ICPEC.2020.13},
annote = {Keywords: Cloud Computing, Satisfactory Learning, Database Systems}
}
Document
Using Code Review at School and at the Programming Club
Abstract
Educational code review is an activity that not only helps prepare future programmers into practice, but also teaches students to work with code in a different way. In the educational settings, activities focused on code review are mainly encountered at universities. In our research, we focused on lower levels of education and in our previous publications we presented the results of using code review at secondary school. Experimentally, we also tried to use the code review activities on the sessions at the leisure-time activities club. This paper provides a description of the research carried out. We compare the outcomes from the club with the results from the secondary school. We also give an overview of the benefits, as well as the problems such activities can bring to the classroom.
Cite as
Zuzana Kubincová and Iveta Demková. Using Code Review at School and at the Programming Club. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 14:1-14:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{kubincova_et_al:OASIcs.ICPEC.2020.14,
author = {Kubincov\'{a}, Zuzana and Demkov\'{a}, Iveta},
title = {{Using Code Review at School and at the Programming Club}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {14:1--14:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.14},
URN = {urn:nbn:de:0030-drops-123015},
doi = {10.4230/OASIcs.ICPEC.2020.14},
annote = {Keywords: Code Review, Programming, Leisure-Time Activity Club, High School}
}
Document
Learning Resources with Augmented Reality
Abstract
Preparing teachers and students for a connected and programmed world depends on how we develop and reinvent teaching tools. The society has realized and is absorbing Computational Thinking and its related skills. The pragmatics shows that a person only acquires a new way of thinking or a new way of behaving if he is trained with the appropriate devices. Computational Thinking should be training from an early age to acquire important skills; in that way, the interpretation and design of algorithms/programs will become much easier. However, the development of Computational Thinking requires the creation and use of appropriate Learning Resources (LR). We will discuss how an ontology can be used to specify what is involved in Computer Programming and how these concepts and Computational Thinking concepts are related. We believe that this formal description will guide the choice of convenient LR. In that context, we intend to investigate the impact of Augmented Reality on them. After presenting the ontological approach, the paper will focus on the process of shaping Computational Thinking through Augmented Reality. We aim at creating AR-based LR prototypes to validate the idea we present here. We are convinced that an attractive way to improve fundamental skills is necessary to practice and use these tools with young students, but LRs must be attractive, motivating and effective.
Cite as
Lázaro V. O. Lima, Cristiana Araújo, Luis Gonzaga Magalhães, and Pedro R. Henriques. Learning Resources with Augmented Reality. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 15:1-15:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{lima_et_al:OASIcs.ICPEC.2020.15,
author = {Lima, L\'{a}zaro V. O. and Ara\'{u}jo, Cristiana and Magalh\~{a}es, Luis Gonzaga and Henriques, Pedro R.},
title = {{Learning Resources with Augmented Reality}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {15:1--15:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.15},
URN = {urn:nbn:de:0030-drops-123028},
doi = {10.4230/OASIcs.ICPEC.2020.15},
annote = {Keywords: Computational Thinking, Learning Resource, Augmented Reality, Teacher Support Tools}
}
Document
Computational Thinking Education Using Stickers and Scanners in Elementary School Classes
Abstract
Programming education will be compulsory at elementary schools from fiscal 2020 in Japan. Programming education in elementary school does not teach programming language coding, but computational thinking. This paper describes a new programming education method using stickers and a scanner that combine the features of unplugged programming and physical programming. The new materials developed in this study offer superior features compared to commercial materials, such as low cost, use in lower grades class in elementary school, and no need for teacher ICT skills. Demonstration experiments were conducted on 66 third-grade elementary school students to confirm the effectiveness of the materials. The children used the new teaching materials without being confused, and the teachers were able to smoothly teach. From this result, it was confirmed that this teaching material could be used in the lower grades class of elementary school.
Cite as
Akiyuki Minamide, Kazuya Takemata, and Hirofumi Yamada. Computational Thinking Education Using Stickers and Scanners in Elementary School Classes. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 16:1-16:7, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{minamide_et_al:OASIcs.ICPEC.2020.16,
author = {Minamide, Akiyuki and Takemata, Kazuya and Yamada, Hirofumi},
title = {{Computational Thinking Education Using Stickers and Scanners in Elementary School Classes}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {16:1--16:7},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.16},
URN = {urn:nbn:de:0030-drops-123035},
doi = {10.4230/OASIcs.ICPEC.2020.16},
annote = {Keywords: computational thinking, programming education, programming with stickers}
}
Document
Detailing an e-Learning Course on Software Engineering and Architecture Using BPMN
Abstract
We have employed BPMN diagrams to expose the foreseen teaching and learning activities of participants in an e-learning course under planning. This provided clarification of the teaching and learning actions, revealing to the educational planning team aspects which were not explicit in the lecturer’s plan, such as: the level of effort for the teacher as well as for the student; specific moments when there is a need to provide feedback and motivation. We believe that this exercise constitutes a rich and helpful contribution in planning and visualization efficient for other teaching teams of computer programming courses.
Cite as
Ceres Morais, Daniela Pedrosa, Mario Madureira Fontes, José Cravino, and Leonel Morgado. Detailing an e-Learning Course on Software Engineering and Architecture Using BPMN. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 17:1-17:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{morais_et_al:OASIcs.ICPEC.2020.17,
author = {Morais, Ceres and Pedrosa, Daniela and Fontes, Mario Madureira and Cravino, Jos\'{e} and Morgado, Leonel},
title = {{Detailing an e-Learning Course on Software Engineering and Architecture Using BPMN}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {17:1--17:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.17},
URN = {urn:nbn:de:0030-drops-123045},
doi = {10.4230/OASIcs.ICPEC.2020.17},
annote = {Keywords: educational planning, BPMN, e-learning, programming courses, MVC, software engineering education}
}
Document
Game-Based Coding Challenges to Foster Programming Practice
Abstract
The practice is the crux of learning to program. Automated assessment plays a key role in enabling timely feedback without access to teachers but alone is insufficient to engage students and maximize the outcome of their practice. Graphical feedback and game-thinking promote positive effects on students' motivation as shown by some serious programming games, but those games are complex to create and adapt. This paper presents Asura, an environment for assessment of game-based coding challenges, built on a specialized framework, in which students are invited to develop a software agent (SA) to play it. During the coding phase, students can take advantage of the graphical feedback to complete the proposed task. Some challenges also encourage students to think of a SA that plays in a setting with interaction among SAs. In such a case, the environment supports the creation and visualization of tournaments among submitted agents. Furthermore, the validation of this environment from the learners' perspective is also described.
Cite as
José Carlos Paiva, José Paulo Leal, and Ricardo Queirós. Game-Based Coding Challenges to Foster Programming Practice. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 18:1-18:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{paiva_et_al:OASIcs.ICPEC.2020.18,
author = {Paiva, Jos\'{e} Carlos and Leal, Jos\'{e} Paulo and Queir\'{o}s, Ricardo},
title = {{Game-Based Coding Challenges to Foster Programming Practice}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {18:1--18:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.18},
URN = {urn:nbn:de:0030-drops-123051},
doi = {10.4230/OASIcs.ICPEC.2020.18},
annote = {Keywords: games, automatic assessment, graphical feedback, programming, learning, challenges}
}
Document
A New and Interactive Teaching Approach with Gamification for Motivating Students in Computer Science Classrooms
Abstract
Higher Education professors and students recognise that the introduction of new tools and learning methods can improve the teaching and motivation to learn. A new interactive and motivating methodology was designed and tested in a real classroom environment. This method, named TechTeach, explored a set of trending concepts applied to teach of Computer Science subjects: BYOD, Gamification, Soft-skills, quiz, and surveys and flipped classrooms to proportionate the best learning environment to the students. The paper presents the teaching plan and the case study used as proof of concept. In the end, it is possible to affirm that the students liked this method and are familiarised with it - most of the answers to the assessment method quiz (87%), was positive.
Cite as
Filipe Portela. A New and Interactive Teaching Approach with Gamification for Motivating Students in Computer Science Classrooms. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 19:1-19:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{portela:OASIcs.ICPEC.2020.19,
author = {Portela, Filipe},
title = {{A New and Interactive Teaching Approach with Gamification for Motivating Students in Computer Science Classrooms}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {19:1--19:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.19},
URN = {urn:nbn:de:0030-drops-123060},
doi = {10.4230/OASIcs.ICPEC.2020.19},
annote = {Keywords: Classrooms, Teaching, Soft-skills, Higher Education, Computer Science, Interac-tive approaches, BYOD, Flipped Classrooms}
}
Document
Gamification of Learning Scratch in Elementary School
Abstract
The article deals with the problem of gamification for primary school students. The main idea of creating a software product was to create the correct programming sequences for solving simple programming problems in the Scratch programming environment. The technological preconditions for creating an application are described; a review of gamification basics has been carried out. In this article, we first illustrate the current art of state of gamification. Then we discuss requirements for teaching and studying Scratch for primary school students, and then we describe the development of a game application for teaching Scratch programming constructions. In the experimental section we compare the results of the experimental and control groups of primary school students, which showed differences in the levels of knowledge of primary school students after the experiment, where the results of the experimental group are higher than results of the control group
Cite as
Serhii D. Prykhodchenko, Oksana Yu. Prykhodchenko, Olha S. Shevtsova, and Sergii Yu. Semenov. Gamification of Learning Scratch in Elementary School. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 20:1-20:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{prykhodchenko_et_al:OASIcs.ICPEC.2020.20,
author = {Prykhodchenko, Serhii D. and Prykhodchenko, Oksana Yu. and Shevtsova, Olha S. and Semenov, Sergii Yu.},
title = {{Gamification of Learning Scratch in Elementary School}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {20:1--20:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.20},
URN = {urn:nbn:de:0030-drops-123070},
doi = {10.4230/OASIcs.ICPEC.2020.20},
annote = {Keywords: Education, Gamification, Scratch, Game Mechanic, Programming Language}
}
Document
Computer Programming Education in Portuguese Universities
Abstract
Computer programming plays a relevant role in the digital age as a key competency for project leverage and a driver of innovation for today’s modern societies. Despite its importance, this domain is also well known for their higher learning failure rates. In this context, the study of how computer programming is taught is fundamental to clarify the teaching-learning process and to ensure the sharing of the best practices. This paper presents a survey on computer programming teaching in the first-year courses of Portuguese Universities, more precisely, what is taught and how it is taught. The study focuses essentially on the following facets: the class characterization, the methodologies used and the languages/technologies taught. Based on these criteria, a survey was done which gathers information of 59 courses included in a wide range of Universities spread across Portugal. The results were collected and analyzed. Based on this analysis a set of conclusions were taken revealing some interesting results on the teaching methods and languages used which can be useful to support a discussion on this subject and, consequently, to find new paths to shape the future of programming teaching.
Cite as
Ricardo Queirós, Mário Pinto, and Teresa Terroso. Computer Programming Education in Portuguese Universities. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 21:1-21:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{queiros_et_al:OASIcs.ICPEC.2020.21,
author = {Queir\'{o}s, Ricardo and Pinto, M\'{a}rio and Terroso, Teresa},
title = {{Computer Programming Education in Portuguese Universities}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {21:1--21:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.21},
URN = {urn:nbn:de:0030-drops-123082},
doi = {10.4230/OASIcs.ICPEC.2020.21},
annote = {Keywords: computer programming, teaching-learning, universities}
}
Document
Learning Binary Search Trees Through Serious Games
Abstract
Data structures and algorithms are core topics in Computer Science, but they are difficult topics to grasp. Data structures and algorithmic concepts are abstract and difficult to relate to previous knowledge. To facilitate the learning process of these topics, learning tools that link new information with previous knowledge in an active way may be a useful approach to teach data structures and their algorithms. Furthermore, serious games have the potential to serve as a learning tool that accomplishes both objectives: to link new information with previous knowledge and to facilitate active learning. To tackle these issues, we developed DS-Hacker, an action-adventure serious game that utilizes the game elements to represent the Binary Search Tree (BST) properties and structure. In this paper, we report the results of a pilot experiment that compares the learning gains after completing two learning activities: (1) playing a serious game for learning Binary Search Trees, and (2) reading a summary and watching two video tutorials. Additionally, we report the results from a qualitative survey that evaluated the game usability, player satisfaction and the participants' perception about the means used by the game to deliver the BST concepts.
Cite as
Alberto Rojas-Salazar, Paula Ramírez-Alfaro, and Mads Haahr. Learning Binary Search Trees Through Serious Games. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 22:1-22:7, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{rojassalazar_et_al:OASIcs.ICPEC.2020.22,
author = {Rojas-Salazar, Alberto and Ram{\'\i}rez-Alfaro, Paula and Haahr, Mads},
title = {{Learning Binary Search Trees Through Serious Games}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {22:1--22:7},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.22},
URN = {urn:nbn:de:0030-drops-123097},
doi = {10.4230/OASIcs.ICPEC.2020.22},
annote = {Keywords: Binary Search Tree, Data Structures, Serious Games}
}
Document
IoEduc - Bring Your Own Device to the Classroom
Abstract
The evolution of technology brings new challenges to teaching platforms. Students are demanding and want to have dynamic and interactive environments. Classrooms are much more than a simple place to study. Students can work and learn anywhere and anytime they want. Having this reality in consideration emerges the concept of Bring Your Own Device to classrooms. So, in the first instance, it is essential to understand the concept and which tasks can be transported to students devices. After that, it is time to design a new tool capable of answering new teaching demands. ioEduc arises as a platform able to support a unique and interactive way of teaching. This emerging platform was tested during a semester, and the assessment results of utility are promising (0% of negative answers and more than 60% of students consider this tool indispensable to the future).
Cite as
Miguel Silva, Diogo Ferreira, and Filipe Portela. IoEduc - Bring Your Own Device to the Classroom. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 23:1-23:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{silva_et_al:OASIcs.ICPEC.2020.23,
author = {Silva, Miguel and Ferreira, Diogo and Portela, Filipe},
title = {{IoEduc - Bring Your Own Device to the Classroom}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {23:1--23:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.23},
URN = {urn:nbn:de:0030-drops-123100},
doi = {10.4230/OASIcs.ICPEC.2020.23},
annote = {Keywords: BYOD, ioEduc, Education, e-Learning, Interactive classes, Gamification}
}
Document
On the Nature of Programming Exercises
Abstract
There are countless reasons cited in scientific studies to explain the difficulties in programming learning. The reasons range from the subject’s complexity, the ineffective teaching and study methods, to psychological aspects such as demotivation. Still, learning programming often boils down to practice on exercise solving. Hence, it is essential to understand that the nature of a programming exercise is an important factor for the success and consistent learning.
This paper explores different approaches on the creation of a programming exercise, starting with realizing how it is currently formalized, presented and evaluated. From there, authors suggest variations that seek to broaden the way an exercise is solved and, with this diversity, increase student engagement and learning outcome. The several types of exercises presented can use gamification techniques fostering student motivation. To contextualize the student with his peers, we finish presenting metrics that can be obtained by existing automatic assessment tools.
Cite as
Alberto Simões and Ricardo Queirós. On the Nature of Programming Exercises. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 24:1-24:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{simoes_et_al:OASIcs.ICPEC.2020.24,
author = {Sim\~{o}es, Alberto and Queir\'{o}s, Ricardo},
title = {{On the Nature of Programming Exercises}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {24:1--24:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.24},
URN = {urn:nbn:de:0030-drops-123117},
doi = {10.4230/OASIcs.ICPEC.2020.24},
annote = {Keywords: Programming Exercises, Computer Science, Automatic Evaluation, Programming Challenges}
}
Document
Polish Python: A Short Report from a Short Experiment
Abstract
Using a programming language based on English can pose an obstacle for learning programming, especially at its early stage, for students who do not understand English. In this paper, however, we report on an experiment in which higher-education students who have some knowledge of both Python and English were asked to solve programming exercises in a Polish-language-based version of Python. The results of the survey performed after the experiment indicate that even among the students who both know English and learned the original Python language, there is a group of students who appreciate the advantages of the translated version.
Cite as
Jakub Swacha. Polish Python: A Short Report from a Short Experiment. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 25:1-25:6, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{swacha:OASIcs.ICPEC.2020.25,
author = {Swacha, Jakub},
title = {{Polish Python: A Short Report from a Short Experiment}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {25:1--25:6},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.25},
URN = {urn:nbn:de:0030-drops-123123},
doi = {10.4230/OASIcs.ICPEC.2020.25},
annote = {Keywords: programming language education, programming language localization, programming language translation, programming language vocabulary}
}
Document
A Roadmap to Gamify Programming Education
Abstract
Learning programming relies on practicing it which is often hampered by the barrier of difficulty. The combined use of automated assessment, which provides fast feedback to the students experimenting with their code, and gamification, which provides additional motivation for the students to intensify their learning effort, can help pass the barrier of difficulty in learning programming. In such environment, students keep receiving the relevant feedback no matter how many times they try (thanks to automated assessment), and their engagement is retained (thanks to gamification).
While there is a number of open software and programming exercise collections supporting automated assessment, up to this date, there are no available open collections of gamified programming exercises, no open interactive programming learning environment that would support such exercises, and even no open standard for the representation of such exercises so that they could be developed in different educational institutions and shared among them. This gap is addressed by Framework for Gamified Programming Education (FGPE), an international project whose primary objective is to provide necessary prerequisites for the application of gamification to programming education, including a dedicated gamification scheme, a gamified exercise format and exercises conforming to it, software for editing the exercises and an interactive learning environment capable of presenting them to students. This paper presents the FGPE project, its architecture and main components, as well as the results achieved so far.
Cite as
Jakub Swacha, Ricardo Queirós, José Carlos Paiva, José Paulo Leal, Sokol Kosta, and Raffaele Montella. A Roadmap to Gamify Programming Education. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 26:1-26:7, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{swacha_et_al:OASIcs.ICPEC.2020.26,
author = {Swacha, Jakub and Queir\'{o}s, Ricardo and Paiva, Jos\'{e} Carlos and Leal, Jos\'{e} Paulo and Kosta, Sokol and Montella, Raffaele},
title = {{A Roadmap to Gamify Programming Education}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {26:1--26:7},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.26},
URN = {urn:nbn:de:0030-drops-123136},
doi = {10.4230/OASIcs.ICPEC.2020.26},
annote = {Keywords: gamification, programming, learning, automatic assessment, programming exercises}
}
Document
Improving Game-Based Learning Experience Through Game Appropriation
Abstract
Computational Thinking is an essential concept in this technological age. Several countries have included this subject as part of their educational program, and many others intend to do it. However, this is not a regular subject like maths or history; it needs more training (to increase the capabilities/skills) than studying and memorizing concepts. So it comes clear that the introduction of Computational Thinking to students requires the choice of the most suitable learning resources. Game-Based Learning was proven to be an effective teaching method. Therefore, we elected games as our learning resources. Nonetheless, we believe that the learning experience and motivation of students when playing games can be improved by choosing the most suitable game for each student. So, this paper focuses on the adaptation of Game-Based Learning to each student to develop Computational Thinking. We will argue that this adaptation can be done in a computer supported systematic way. To make that possible, on one hand, it will be necessary to classify games - an original ontology was used for that. On the other hand, it is crucial to establish the students' profile, having into consideration sociodemographic factors, personality, level of education, among others. Then, resorting to a similarity evaluation process it is feasible to choose the games that best fit the players, augmenting the effectiveness of the learning experience. We intend to start applying our approach - training Computational Thinking - to young students, since the first scholar years. However, we are also considering its application to adults starting programming studies.
Cite as
Salete Teixeira, Diana Barbosa, Cristiana Araújo, and Pedro R. Henriques. Improving Game-Based Learning Experience Through Game Appropriation. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 27:1-27:10, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{teixeira_et_al:OASIcs.ICPEC.2020.27,
author = {Teixeira, Salete and Barbosa, Diana and Ara\'{u}jo, Cristiana and Henriques, Pedro R.},
title = {{Improving Game-Based Learning Experience Through Game Appropriation}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {27:1--27:10},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.27},
URN = {urn:nbn:de:0030-drops-123144},
doi = {10.4230/OASIcs.ICPEC.2020.27},
annote = {Keywords: Computational Thinking, Computing Education, Game-Based Learning, Game Types, Ontology, Student Profile, Adult Learning}
}
Document
Using Property-Based Testing to Generate Feedback for C Programming Exercises
Abstract
This paper reports on the use of property-based testing for providing feedback to C programming exercises. Test cases are generated automatically from properties specified in a test script; this not only makes it possible to conduct many tests (thus potentially find more mistakes), but also allows simplifying failed tests cases automatically.
We present some experimental validation gathered for an introductory C programming course during the fall semester of 2018 that show significant positive correlations between getting feedback during the semester and the student’s results in the final exam. We also discuss some limitations regarding feedback for undefined behaviors in the C language.
Cite as
Pedro Vasconcelos and Rita P. Ribeiro. Using Property-Based Testing to Generate Feedback for C Programming Exercises. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 28:1-28:10, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
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@InProceedings{vasconcelos_et_al:OASIcs.ICPEC.2020.28,
author = {Vasconcelos, Pedro and Ribeiro, Rita P.},
title = {{Using Property-Based Testing to Generate Feedback for C Programming Exercises}},
booktitle = {First International Computer Programming Education Conference (ICPEC 2020)},
pages = {28:1--28:10},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-153-5},
ISSN = {2190-6807},
year = {2020},
volume = {81},
editor = {Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops-dev.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.28},
URN = {urn:nbn:de:0030-drops-123159},
doi = {10.4230/OASIcs.ICPEC.2020.28},
annote = {Keywords: property-based testing, C language, Haskell language, teaching programming}
}