Volume
OASIcs, Volume 91
Second International Computer Programming Education Conference (ICPEC 2021)
-
Part of:
Series:
Open Access Series in Informatics (OASIcs)
Conference: International Computer Programming Education Conference (ICPEC)
Publication Details
- published at: 2021-07-01
- Publisher: Schloss Dagstuhl – Leibniz-Zentrum für Informatik
- ISBN: 978-3-95977-194-8
- DBLP: db/conf/icpec/icpec2021
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Document
Complete Volume
OASIcs, Volume 91, ICPEC 2021, Complete Volume
Abstract
OASIcs, Volume 91, ICPEC 2021, Complete Volume
Cite as
Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 1-202, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@Proceedings{henriques_et_al:OASIcs.ICPEC.2021,
title = {{OASIcs, Volume 91, ICPEC 2021, Complete Volume}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {1--202},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021},
URN = {urn:nbn:de:0030-drops-142156},
doi = {10.4230/OASIcs.ICPEC.2021},
annote = {Keywords: OASIcs, Volume 91, ICPEC 2021, Complete Volume}
}
Document
Front Matter
Front Matter, Table of Contents, Preface, Conference Organization
Abstract
Front Matter, Table of Contents, Preface, Conference Organization
Cite as
Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 0:i-0:xvi, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{henriques_et_al:OASIcs.ICPEC.2021.0,
author = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo and Sim\~{o}es, Alberto},
title = {{Front Matter, Table of Contents, Preface, Conference Organization}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {0:i--0:xvi},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.0},
URN = {urn:nbn:de:0030-drops-142163},
doi = {10.4230/OASIcs.ICPEC.2021.0},
annote = {Keywords: Front Matter, Table of Contents, Preface, Conference Organization}
}
Document
Online-Teaching Environment with Gamification - A real Case Study
Abstract
Teaching processes are changing, and Higher Education is not an exception. Professors are adapting their teaching methods to b-learning classes. They are looking for innovative approaches and tools that allow engaging students in the classrooms. This paper presents the results of a teaching and challenging experience. The TeachTeach paradigm was used in a fully online environment. Professors explored several methods/approaches during the semester, and the students were faced-off with a new reality of learning. They attested students skills like programming, resilience, innovation and entrepreneur capabilities during the development of a project with an actual web application. The results show that the efforts were tremendous but beneficial for all the stakeholders. At the end of the case study, a few numbers should be highlighted: 11,173 Downloads, 15,224 Messages, 200,000 Sessions and 208 online hour classes. Comparing this approach with other curricular units (CUnit) online strategies, 96,53% of the students considered it equal or better.
Cite as
Filipe Portela. Online-Teaching Environment with Gamification - A real Case Study. In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 1:1-1:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{portela:OASIcs.ICPEC.2021.1,
author = {Portela, Filipe},
title = {{Online-Teaching Environment with Gamification - A real Case Study}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {1:1--1:13},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.1},
URN = {urn:nbn:de:0030-drops-142170},
doi = {10.4230/OASIcs.ICPEC.2021.1},
annote = {Keywords: TechTeach, Case Study, Online-Learning, ioEduc, Computer Programming, Gamification, Innovation}
}
Document
Moving Classes in a Large Programming Course Online: An Experience Report
Abstract
We present an experience report on moving face-to-face classes in a large CS1 course to an online format, during the COVID-19 pandemic. The course is based on the flipped classroom approach and team-based learning. Students prepare for classes by reading specific chapters of the textbook and/or by watching pre-recorded videos. The classes are synchronous, in which students take quizzes and work on programming assignments in teams, with the guidance of tutors. To evaluate the implementation, we compared the results from surveys and exams between 2019 and 2020. The results show that students were at least as satisfied with the online classes in 2020 in comparison with face-to-face classes from the previous year, and generally satisfied with the organization of the course and the learning experience. Moreover, we found no discernible change in the grades on the midterm exams and the final exam between the two years. In the future, we might allow the students to choose the class format that best fits their individual needs.
Cite as
Hrafn Loftsson and Ásrún Matthíasdóttir. Moving Classes in a Large Programming Course Online: An Experience Report. In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 2:1-2:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{loftsson_et_al:OASIcs.ICPEC.2021.2,
author = {Loftsson, Hrafn and Matth{\'\i}asd\'{o}ttir, \'{A}sr\'{u}n},
title = {{Moving Classes in a Large Programming Course Online: An Experience Report}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {2:1--2:13},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.2},
URN = {urn:nbn:de:0030-drops-142182},
doi = {10.4230/OASIcs.ICPEC.2021.2},
annote = {Keywords: online learning, flipped classroom, team-based learning, introductory programming, CS1, COVID-19}
}
Document
Programmers' Affinity to Languages
Abstract
Students face several challenges when learning computer programming languages, a central topic to acquire programming skills. While those challenges that present a predominantly technical nature have been intensely studied by researchers along the years, the ones that are concerned with qualitative, and personal aspects have not. Affinity to a programming language is one of the many personal factors that may contribute to surpass these qualitative aspects that describe the difficulties that students face. From this point-of-view, this paper presents a proposal for treating and studying programmers' affinity to programming languages as an important factor for learning computer programming. It also reports a preliminary questionnaire conducted on a master’s degree class at Universidade do Minho that showed that affinity may have a broader relation to learning computer programming than anticipated. Finally, a set of relevant questions are stated to compose a future inquiry aimed at deepening the knowledge on the affinity between programmers and languages, paving the way for following research.
Cite as
Alvaro Costa Neto, Cristiana Araújo, Maria João Varanda Pereira, and Pedro Rangel Henriques. Programmers' Affinity to Languages. In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 3:1-3:7, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{costaneto_et_al:OASIcs.ICPEC.2021.3,
author = {Costa Neto, Alvaro and Ara\'{u}jo, Cristiana and Pereira, Maria Jo\~{a}o Varanda and Henriques, Pedro Rangel},
title = {{Programmers' Affinity to Languages}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {3:1--3:7},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.3},
URN = {urn:nbn:de:0030-drops-142192},
doi = {10.4230/OASIcs.ICPEC.2021.3},
annote = {Keywords: Computer programming, Programming Languages, Affinity, Education, Learning}
}
Document
Melodic - Teaching Computational Thinking to Visually Impaired Kids
Abstract
This paper presents a proposal, called Melodic, to develop Computational Thinking skills in kids with special educational needs, in this case blindness. The aim of this research is to characterize the subject and identify what are the current most used and best practises to teach this different way of Thinking to kids under those circumstances. In this paper more technical aspects are discussed, such as the architecture for the proposed application in order to accomplish the project goals. Melodic was carefully designed to have an intuitive interface for blind people and a seamless workflow, combining tactile hardware, and QR Code technology with a sound based output.
Cite as
Rui Costa, Cristiana Araújo, and Pedro Rangel Henriques. Melodic - Teaching Computational Thinking to Visually Impaired Kids. In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 4:1-4:14, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{costa_et_al:OASIcs.ICPEC.2021.4,
author = {Costa, Rui and Ara\'{u}jo, Cristiana and Henriques, Pedro Rangel},
title = {{Melodic - Teaching Computational Thinking to Visually Impaired Kids}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {4:1--4:14},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.4},
URN = {urn:nbn:de:0030-drops-142205},
doi = {10.4230/OASIcs.ICPEC.2021.4},
annote = {Keywords: Computational Thinking, Visual Impaired Students Education, Teaching through Music, Learning Resource}
}
Document
Short Paper
An Open-Source Gamified Programming Learning Environment (Short Paper)
Abstract
The importance of e-learning tools facilitating the process of learning to program is growing, especially as the pandemic-caused lockdown enforced distance learning in many countries. The key success factor in this process is the provision of an instant and relevant feedback to students. In this paper, we describe a novel open-source programming learning environment featuring automatic assessment of students' solutions and customized gamification. This environment has been developed as a part of the FGPE framework.
Cite as
José Carlos Paiva, Ricardo Queirós, José Paulo Leal, Jakub Swacha, and Filip Miernik. An Open-Source Gamified Programming Learning Environment (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 5:1-5:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{paiva_et_al:OASIcs.ICPEC.2021.5,
author = {Paiva, Jos\'{e} Carlos and Queir\'{o}s, Ricardo and Leal, Jos\'{e} Paulo and Swacha, Jakub and Miernik, Filip},
title = {{An Open-Source Gamified Programming Learning Environment}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {5:1--5:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.5},
URN = {urn:nbn:de:0030-drops-142210},
doi = {10.4230/OASIcs.ICPEC.2021.5},
annote = {Keywords: learning environment, programming exercises, gamification, programming learning, automatic assessment}
}
Document
Integrating a Graph Builder into Python Tutor
Abstract
Analysing unknown source code to comprehend it is quite hard and expensive task. Therefore, the Program Comprehension (PC) subject has always been an area of interest as it helps to realize how a program works by identifying the code that implements each functionality. This means being able to map the problem domain with the program domain. PC is a complex area, but its importance for programmers is so high that many approaches and tools were proposed along the last two decades. Program Animation is one of those approaches requiring specialized techniques.
For each programming language, there are already tools that enable us to execute a program step by step, visualize its execution path, observe the effect of each instruction on its data structures, and inspect the value of its variables at any point.
In the present context, we sustain the idea that PC techniques and tools can also be of great value for students taking the first steps in programming using a specific language. To this end, we aim to improve Python Tutor, a well-known program visualization tool, with graph-based representations of source code such as Control Flow Graph (CFG), Data Flow Graph (DFG), Function Call Graph (FCG) and System Control Graph (SCG).
This helps novice programmers to understand the source code analyzing not only the variable contents but also a set of automatically generated graph-based visualizations, that were not included in Python Tutor so far. This will allow the students to be focused on certain aspects of the program (depending on the graph), abstracting others such as details of its syntax.
Cite as
Diogo Soares, Maria João Varanda Pereira, and Pedro Rangel Henriques. Integrating a Graph Builder into Python Tutor. In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 6:1-6:15, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{soares_et_al:OASIcs.ICPEC.2021.6,
author = {Soares, Diogo and Pereira, Maria Jo\~{a}o Varanda and Henriques, Pedro Rangel},
title = {{Integrating a Graph Builder into Python Tutor}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {6:1--6:15},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.6},
URN = {urn:nbn:de:0030-drops-142221},
doi = {10.4230/OASIcs.ICPEC.2021.6},
annote = {Keywords: Program Visualization, Python Tutor, Data Flow Graphs, Control Flow Graphs}
}
Document
Short Paper
Matching User Interfaces to Assess Simple Web Applications (Short Paper)
Abstract
This paper presents ongoing research aiming at the automatic assessment of simple web applications, like those used in introductory web technologies courses. The distinctive feature of the proposed approach is a web interface matching procedure. This matching procedure verifies if the web interface being assessed corresponds to that of a reference application; otherwise, provides detailed feedback on the detected differences. Since web interfaces are event-driven, this matching is instrumental to assess the functionality. After mapping web interface elements from two applications, these can be targeted with events and property changes can be compared. This paper details the proposed matching algorithm and the current state of its implementation. It also discusses future work to embed this approach in a web environment for solving web application exercises with automatic assessment.
Cite as
Marco Primo and José Paulo Leal. Matching User Interfaces to Assess Simple Web Applications (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 7:1-7:6, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{primo_et_al:OASIcs.ICPEC.2021.7,
author = {Primo, Marco and Leal, Jos\'{e} Paulo},
title = {{Matching User Interfaces to Assess Simple Web Applications}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {7:1--7:6},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.7},
URN = {urn:nbn:de:0030-drops-142237},
doi = {10.4230/OASIcs.ICPEC.2021.7},
annote = {Keywords: automatic assessment, web interfaces, learning environments}
}
Document
Short Paper
Active Methodologies in Incoming Programming Classes (Short Paper)
Abstract
Innovative approaches in teaching programming have been required to improve the success of incoming programming students. This work presents the initial results of a teaching strategy implemented in the Algorithms subject of a Computer Science course. Ninety-five students, enrolled in this subject during the first semester of the course, participated in the research. The reported activity is related with active methodologies of teaching and Problem-Based Learning, being developed on the first day of class in groups of up to five students. The activity was based in two actions: 1) answering a questionnaire associating computing elements to daily life routines; and, 2) even without programming concepts knowledge, develop a smartphone application. Each group received a questionnaire containing 19 questions, divided into four blocks. What can be perceived with the accomplishment of this work, was the enthusiasm, motivation and engagement of the students who, even being unknown from each other, organized themselves in the groups and researched the necessary strategies to complete the challenge. The teacher acted as an advisor in the teaching process, conducting the experiment in order to lead students to find the solution.
Cite as
João Paulo Aires, Simone Bello Kaminski Aires, Maria João Varanda Pereira, and Luís M. Alves. Active Methodologies in Incoming Programming Classes (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 8:1-8:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{aires_et_al:OASIcs.ICPEC.2021.8,
author = {Aires, Jo\~{a}o Paulo and Aires, Simone Bello Kaminski and Pereira, Maria Jo\~{a}o Varanda and Alves, Lu{\'\i}s M.},
title = {{Active Methodologies in Incoming Programming Classes}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {8:1--8:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.8},
URN = {urn:nbn:de:0030-drops-142241},
doi = {10.4230/OASIcs.ICPEC.2021.8},
annote = {Keywords: Teaching Programming, Active Methodologies, Learning Innovation}
}
Document
Moopec: A Tool for Creating Programming Problems
Abstract
This paper presents a tool called Mooshak ProblEm Creator (Moopec) for facilitating the creation of programming exercises for a web-based multi-site programming contest system called Mooshak [Leal and Silva, 2003]. Users only need to create a text file for specifying all the information concerning problems including their description, tests and user feedback. This tool provides ways of automating most tasks involved in creating problems in Mooshak and, consequently, increases teachers' productivity. Moopec allows instructors to quickly create problem sets by simply editing a text file. Moopec is implemented in Python and is available at https://github.com/rcm/mooshak_problem_creator.
Cite as
Rui C. Mendes. Moopec: A Tool for Creating Programming Problems. In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 9:1-9:7, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{mendes:OASIcs.ICPEC.2021.9,
author = {Mendes, Rui C.},
title = {{Moopec: A Tool for Creating Programming Problems}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {9:1--9:7},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.9},
URN = {urn:nbn:de:0030-drops-142253},
doi = {10.4230/OASIcs.ICPEC.2021.9},
annote = {Keywords: Automatic Program Assessment, Batch Generation, Testing}
}
Document
Automated Java Challenges' Security Assessment for Training in Industry - Preliminary Results
Abstract
Secure software development is a crucial topic that companies need to address to develop high-quality software. However, it has been shown that software developers lack secure coding awareness. In this work, we use a serious game approach that presents players with Java challenges to raise Java programmers' secure coding awareness. Towards this, we adapted an existing platform, embedded in a serious game, to assess Java secure coding exercises and performed an empirical study. Our preliminary results provide a positive indication of our solution’s viability as a means of secure software development training. Our contribution can be used by practitioners and researchers alike through an overview on the implementation of automatic security assessment of Java CyberSecurity Challenges and their evaluation in an industrial context.
Cite as
Luís Afonso Casqueiro, Tiago Espinha Gasiba, Maria Pinto-Albuquerque, and Ulrike Lechner. Automated Java Challenges' Security Assessment for Training in Industry - Preliminary Results. In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 10:1-10:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{casqueiro_et_al:OASIcs.ICPEC.2021.10,
author = {Casqueiro, Lu{\'\i}s Afonso and Gasiba, Tiago Espinha and Pinto-Albuquerque, Maria and Lechner, Ulrike},
title = {{Automated Java Challenges' Security Assessment for Training in Industry - Preliminary Results}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {10:1--10:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.10},
URN = {urn:nbn:de:0030-drops-142269},
doi = {10.4230/OASIcs.ICPEC.2021.10},
annote = {Keywords: Education, Teaching, Training, Awareness, Secure Coding, Industry, Programming, Cybersecurity, Capture-the-Flag, Intelligent Coach}
}
Document
Short Paper
Exploring a Board Game to Improve Cloud Security Training in Industry (Short Paper)
Abstract
Nowadays, companies are increasingly using cloud-based platform for its convenience and flexibility. However, companies still need to protect their assets when deploying their infrastructure in the cloud. Over the last years, the number of cloud-specific vulnerabilities has been increasing. In this work, we introduce a serious game to help participants to understand the inherent risks, understand the different roles, and to encourage proactive defensive thinking. Our game includes an automated evaluator as a novel element. The players are invited to build defense plans and attack plans, which will be checked by the evaluator. We design the game and organize a trial-run in an industrial setting. Our preliminary results bring insight into the design of such a game, and constitute the first step in a research using design science.
Cite as
Tiange Zhao, Tiago Espinha Gasiba, Ulrike Lechner, and Maria Pinto-Albuquerque. Exploring a Board Game to Improve Cloud Security Training in Industry (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 11:1-11:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{zhao_et_al:OASIcs.ICPEC.2021.11,
author = {Zhao, Tiange and Gasiba, Tiago Espinha and Lechner, Ulrike and Pinto-Albuquerque, Maria},
title = {{Exploring a Board Game to Improve Cloud Security Training in Industry}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {11:1--11:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.11},
URN = {urn:nbn:de:0030-drops-142276},
doi = {10.4230/OASIcs.ICPEC.2021.11},
annote = {Keywords: cloud security, cloud control matrix, shared-responsibility model, industry, training, gamification}
}
Document
Short Paper
A System Architecture to Detect and Block Unwanted Wireless Signals in a Classroom (Short Paper)
Abstract
The actual learning process in a school, college or university should take full advantage of the digital transformation. Computers, mobile phones, tablets or other electronic devices can be used in learning environments to improve learning experience and students performance. However, in a university campus, there are some activities where the use of connected devices, might be discouraged or even forbidden. Students should be discouraged to use their own devices in classes where they may become alienated or when their devices may cause any disturbance. Ultimately, their own devices should be forbidden in activities such as closed-book exams. This paper proposes a system architecture to detect or block unwanted wireless signals by students' mobile phones in a classroom. This architecture focuses on specific wireless signals from Wi-Fi and Bluetooth interfaces, and it is based on Software-Defined Radio (SDR) modules and a set of antennas with two configuration modes: detection mode and blocking mode. When in the detection mode, the architecture processes signals from the antennas, detects if there is any signal from Wi-Fi or Bluetooth interfaces and infers a position of the unwanted mobile device. In the blocking mode, the architecture generates noise in the same frequency range of Wi-Fi or Bluetooth interfaces, blocking any possible connection. The proposed architecture is designed to be used by professors to detect or block unwanted wireless signals from student devices when supervising closed-book exams, during specific periods of time.
Cite as
Daniel Barros, Paulo Barros, Emanuel Lomba, Vítor Ferreira, and Pedro Pinto. A System Architecture to Detect and Block Unwanted Wireless Signals in a Classroom (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 12:1-12:7, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{barros_et_al:OASIcs.ICPEC.2021.12,
author = {Barros, Daniel and Barros, Paulo and Lomba, Emanuel and Ferreira, V{\'\i}tor and Pinto, Pedro},
title = {{A System Architecture to Detect and Block Unwanted Wireless Signals in a Classroom}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {12:1--12:7},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.12},
URN = {urn:nbn:de:0030-drops-142287},
doi = {10.4230/OASIcs.ICPEC.2021.12},
annote = {Keywords: campus, classroom, closed-book exam, fraud, wireless, detection, blocking, Software-Defined Radio}
}
Document
Short Paper
A Teaching Assistant for the C Language (Short Paper)
Abstract
We introduce a C tutor that can help instructors manage classes with many students learning to program in C. Nowadays, it is easy to evaluate code but it is hard to provide good feedback. We introduce a tool to help instructors provide students with feedback concerning their implementation and documentation for honing their programming skills. This tool is implemented in Python and is available at https://github.com/rcm/C_teaching_assistant.
Cite as
Rui C. Mendes and José João Almeida. A Teaching Assistant for the C Language (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 13:1-13:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{mendes_et_al:OASIcs.ICPEC.2021.13,
author = {Mendes, Rui C. and Almeida, Jos\'{e} Jo\~{a}o},
title = {{A Teaching Assistant for the C Language}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {13:1--13:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.13},
URN = {urn:nbn:de:0030-drops-142296},
doi = {10.4230/OASIcs.ICPEC.2021.13},
annote = {Keywords: Software metrics, Documentation extractor, Domain specific language, Query language, Report generation}
}
Document
Short Paper
SHREWS: A Game with Augmented Reality for Training Computational Thinking (Short Paper)
Abstract
This paper proposes a game to help young students training Computational Thinking (CT) skills to aid in solving problems. CT is a problem-solving approach based on picking a complex problem, understand what the problem is, and develop solutions in a way that a computer or human could solve. To help in this task, Augmented Reality(AR) will provide a more engaging visual way of interaction to keep students motivated while they search for solving problems. This benefit is a consequence of the AR capability of providing a visual and dynamic representation of abstract concepts. This work investigates AR and CT concepts and the best way of combining them for training student’s skills to understand software and its effects. Thus, these concepts will be explored for the construction of learning activities to explain and create analogies to understand complex concepts related to computer programs. So the focus of the paper is the introduction of Shrews, the game created in this context. The principle and the proposed architecture are detailed. At the end, there is a description of how the game works and the current state of the prototype. We believe that the immersive experience using AR and CT concepts is one of the important aspects of the game to maintain a motivational approach to students. An exploratory prototype is created to explore the topic of teaching CT skills via playing a video game.
Cite as
Francisco Saraiva, Lázaro V. O. Lima, Cristiana Araújo, Luis Gonzaga Magalhães, and Pedro Rangel Henriques. SHREWS: A Game with Augmented Reality for Training Computational Thinking (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 14:1-14:10, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{saraiva_et_al:OASIcs.ICPEC.2021.14,
author = {Saraiva, Francisco and Lima, L\'{a}zaro V. O. and Ara\'{u}jo, Cristiana and Magalh\~{a}es, Luis Gonzaga and Henriques, Pedro Rangel},
title = {{SHREWS: A Game with Augmented Reality for Training Computational Thinking}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {14:1--14:10},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.14},
URN = {urn:nbn:de:0030-drops-142309},
doi = {10.4230/OASIcs.ICPEC.2021.14},
annote = {Keywords: Augmented Reality, Computational Thinking, Learning Activity, Game}
}
Document
Short Paper
Understanding Effects of the Algorithm Visualized with AR Techniques (Short Paper)
Abstract
We create analogies to understand and visualize complex concepts. Such approach, based on analogies are presentation of software, is also effective when it concerns software comprehension. Many visualization techniques for data structures have been developed in 2D and 3D to improve the visual representation of large structures. A common challenge faced by developers that want to implement these techniques is to increase the amount of information to be displayed in each node seeking a balance between quantity and visibility. To overcome these challenges, this article presents a visualization technique using Augmented Reality to display hierarchical structures and understand the effects of the algorithm in data structures. The visualization system based on AR, proposed and discussed along the paper, allows the user to interact and navigate through the structure, enabling him to explore information in depth.
Cite as
Lázaro V. O. Lima, Manuel Sousa, Luis Gonzaga Magalhães, and Pedro Rangel Henriques. Understanding Effects of the Algorithm Visualized with AR Techniques (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 15:1-15:10, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{lima_et_al:OASIcs.ICPEC.2021.15,
author = {Lima, L\'{a}zaro V. O. and Sousa, Manuel and Magalh\~{a}es, Luis Gonzaga and Henriques, Pedro Rangel},
title = {{Understanding Effects of the Algorithm Visualized with AR Techniques}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {15:1--15:10},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.15},
URN = {urn:nbn:de:0030-drops-142312},
doi = {10.4230/OASIcs.ICPEC.2021.15},
annote = {Keywords: Augmented Reality, Learning Resource, Data Visualization, Syntax Tree Visualization}
}
Document
Short Paper
Experiments on PR-Based Gamification (Short Paper)
Abstract
This article documents some experiments on teaching a class on a Master Degree Program using a different perspective on gamification. Instead of winning badges or getting achievements, students earn classification points. This allows them to work as hard as they are willing, having in mind their current classification and how far they can reach. In the specific experiment being reported, students can earn final grade points with pull requests to a shared class project. The article describes the details of the experiment, extrapolates on different ideas for implementing this in other classes, and concludes with the pros and cons of such approach for student evaluation.
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Alberto Simões and Ricardo Queirós. Experiments on PR-Based Gamification (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 16:1-16:10, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{simoes_et_al:OASIcs.ICPEC.2021.16,
author = {Sim\~{o}es, Alberto and Queir\'{o}s, Ricardo},
title = {{Experiments on PR-Based Gamification}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {16:1--16:10},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.16},
URN = {urn:nbn:de:0030-drops-142326},
doi = {10.4230/OASIcs.ICPEC.2021.16},
annote = {Keywords: computer education, gamification on class, GIT}
}
Document
Short Paper
User Experience Evaluation in a Code Playground (Short Paper)
Abstract
Learning computer programming is a complex activity and requires a lot of practice. The viral pandemic that we are facing has intensified these difficulties. In this context, programming learning platforms play a crucial role. Most of them are characterized by providing a wide range of exercises with progressive complexity, multi-language support, sophisticated interfaces and automatic evaluation and gamification services. Nevertheless, despite the various features provided, others features, which influence user experience, are not emphasized, such as performance and usability. This article presents an user experience evaluation of the LearnJS playground, a JavaScript learning platform which aims to foster the practice of coding. The evaluation highlights two facets of the code playground: performance and a usability. In the former, lab and field data were collected based on Google Lighthouse and PageSpeed Insights reports. In the later, an inquiry was distributed among students from a Web Technologies course with a set of questions based on flexibility, usability and consistency heuristics. Both evaluation studies have a twofold goal: to improve the learning environment in order to be officially used in the next school year and to foster the awareness of user experience in all phases of the software development life-cycle as a key facet in Web applications engagement and loyalty.
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Ricardo Queirós, Mário Pinto, and Teresa Terroso. User Experience Evaluation in a Code Playground (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 17:1-17:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{queiros_et_al:OASIcs.ICPEC.2021.17,
author = {Queir\'{o}s, Ricardo and Pinto, M\'{a}rio and Terroso, Teresa},
title = {{User Experience Evaluation in a Code Playground}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {17:1--17:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.17},
URN = {urn:nbn:de:0030-drops-142338},
doi = {10.4230/OASIcs.ICPEC.2021.17},
annote = {Keywords: programming learning, code playground, programming exercises, user experience}
}
Document
Short Paper
Can I Code? User Experience of an Assessment Platform for Programming Assignments (Short Paper)
Abstract
Learning a programming language is a difficult matter with numerous obstacles for university students - but also for their lecturers. Assessment tools for programming assignments can support both groups in this process. They shall be adapted to the needs of beginners and inexperienced students, but also be helpful in long-term use. We utilised an adapted version of the Artemis system as an assessment platform for first-year computer science students in the introductory programming course. To examine the students' user experience (UX) over the semester, we conducted a three-stage online questionnaire study (N=42). We found that UX evolves over the semester and that platform requirements and problems in its usage change over time. Our results show that newcomers need to be addressed with caution in the first weeks of the semester to overcome hurdles. Challenges shall be added as the semester progresses.
Cite as
Anne Münzner, Nadja Bruckmoser, and Alexander Meschtscherjakov. Can I Code? User Experience of an Assessment Platform for Programming Assignments (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 18:1-18:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)
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@InProceedings{munzner_et_al:OASIcs.ICPEC.2021.18,
author = {M\"{u}nzner, Anne and Bruckmoser, Nadja and Meschtscherjakov, Alexander},
title = {{Can I Code? User Experience of an Assessment Platform for Programming Assignments}},
booktitle = {Second International Computer Programming Education Conference (ICPEC 2021)},
pages = {18:1--18:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-194-8},
ISSN = {2190-6807},
year = {2021},
volume = {91},
editor = {Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo 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.2021.18},
URN = {urn:nbn:de:0030-drops-142349},
doi = {10.4230/OASIcs.ICPEC.2021.18},
annote = {Keywords: Programming tool, user experience, student evaluation, programming assignment}
}