A Web Framework to Improve Computer Programming Learning

Ortiz-Ortiz, Octavio; Jimenez-Murillo, Jose A.; Jiménez-Hernández, Eréndira M.

doi:10.1109/ropec.2018.8661409

Cited by 3 publications

(3 citation statements)

References 32 publications

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“…This tool should contain different programming tasks and should provide automated assessments of students’ solutions [79, 84]. Students, who participated in the study of Ortíz-Ortíz, Jiménez-Murillo [72], commented that the blended course was a success because of the use of an online programming tool. The tool enabled them to access and practice variety of programming exercises at any time and at their own pace.…”

Section: Discussionmentioning

confidence: 99%

“…Instructors need to evaluate which of the various blended learning components are helping students to achieve the desired learning outcomes [6]. Components that work well can be improved and the ones that do not must be changed or removed [72]. According to Sun, Kindy [78], continuously improving instructional videos, revising assessment methods, use of up-to-date technology will make the blended course accepted by more students and provide a more effective learning experience.…”

Section: Discussionmentioning

confidence: 99%

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Blended learning models for introductory programming courses: A systematic review

Alammary

2019

PLoS ONE

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Teaching introductory programming courses is not an easy task. Instructors of introductory programming courses are facing many challenges related to the nature of programming, the students’ characteristics and the traditional teaching methods that they are using. Blended learning seems to be a promising approach to address these challenges. Many studies concluded that blended learning can be more effective than traditional teaching and can improve students’ learning experience. However, the current state of knowledge and practice in applying blended learning to introductory programming courses is limited. In an attempt to begin remedying this gap, this review synthesizes the different blended learning approaches that have been applied in introductory programming courses. It classifies them into five models then discusses the impact of each of these models on the learning experience of novice programmers. It concludes by providing some recommendations for instructors who want to blend their courses as well as some implications for future research.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Blended learning models for introductory programming courses: A systematic review

Alammary

2019

PLoS ONE

View full text Add to dashboard Cite

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“…The gamification of learning makes it possible to increase motivation and engagement by capturing the students' interest and inspiring them to continue learning [60], thus improving their absorption and retention of knowledge [33], and providing immediate and meaningful feedback that will help them adjust their performance [28]. It has, therefore, been used in the teaching-learning process of several different contents, with positive results [14,26,59], and it is for this reason that we have included gamification in the design of MiniBool.…”

Section: Gamificationmentioning

confidence: 99%

Using web‐based gamified software to learn Boolean algebra simplification in a blended learning setting

Jiménez-Hernández

Oktaba

Díaz-Barriga

et al. 2020

Comp Applic In Engineering

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One of the fundamental topics in the education of students enrolled in computer-related degrees is that of Boolean algebra. This is because it allows the expression of several problems related to digital design, artificial intelligence, databases, compilers, and formal languages, among others, as a sequence of Boolean operations and variables, which can be dealt with by using Boolean algebra methods to optimize algorithms, minimize digital components, and so forth. This study presents a piece of web-based software, denominated as MiniBool, which has been developed with the objective of supporting the learning of Boolean algebra in a blended learning setting. This educational proposal gives students the opportunity to reinforce learning at any time and in any place. It additionally increases the learners' motivation by including gamification, through the use of a ranking that shows the students' level of participation. MiniBool was evaluated by means of a formal experiment, which was carried out with Discrete Mathematics students at a higher education institution in Mexico, where two groups were formed randomly: A control group, whose members attended classes and reinforced their knowledge in a traditional manner with a pencil and paper, and an experimental group, which learned in a blended learning context, receiving the same classes as the control group, but reinforcing what they had learned using MiniBool. The statistical results obtained indicate that the use of MiniBool has a positive and motivating effect on learning and that a greater academic performance is achieved than when the traditional teaching-learning method is applied.

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Dificuldades e desafios do processo de aprendizagem de algoritmos e programação no ensino superior: uma revisão sistemática de literatura

Morais

Neto

Osório

2020

RSD

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Aprender a programar geralmente é um desafio para os estudantes: cada aluno possui suas dificuldades individuais e os professores precisam identificá-las para dar o suporte necessário a seus alunos. Neste sentido, este artigo apresenta parte dos resultados obtidos em uma Revisão Sistemática de Literatura sobre o processo de aprendizagem de algoritmos e programação. O principal objetivo do trabalho aqui apresentado é apontar as principais dificuldades e desafios vividos pelos alunos do nível superior em disciplinas de Algoritmos e programação, bem como o que estas dificuldades podem acarretar aos alunos ao longo do seu percurso acadêmico. A escolha pelo método da pesquisa se deu pelo fato de que a Revisão Sistemática de Literatura apresenta um tipo de estudo cuja metodologia é bem definida, sendo capaz de avaliar a pesquisa de maneira criteriosa, confiável e objetiva. Para este estudo, a revisão foi realizada em quatro bases de dados: Web of Science, Scopus, IEEE Xplore e RCAAP. Para tanto, foi definida uma questão de revisão, as palavras-chave, a equação necessária ao estudo, bem como o protocolo de revisão. Inicialmente foram encontrados 350 artigos, dos quais 169 artigos foram pré-selecionados. Após a aplicação dos critérios de inclusão e exclusão, 33 artigos foram selecionados para a análise e desenvolvimento deste trabalho. Com a análise, pudemos verificar e categorizar as dificuldades e desafios enfrentados pelos estudantes durante o processo de aprendizagem de algoritmos e programação. Com os resultados apresentados, este artigo pode contribuir com uma visão geral capaz de servir de ponto de partida para outras pesquisas, bem como para auxiliar docentes e estudantes na percepção destas dificuldades.

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A Web Framework to Improve Computer Programming Learning

Cited by 3 publications

References 32 publications

Blended learning models for introductory programming courses: A systematic review

Blended learning models for introductory programming courses: A systematic review

Using web‐based gamified software to learn Boolean algebra simplification in a blended learning setting

Dificuldades e desafios do processo de aprendizagem de algoritmos e programação no ensino superior: uma revisão sistemática de literatura

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