An environment for learning interactive programming

Tang, Terry; Rixner, Scott; Warren, Joe

doi:10.1145/2538862.2538908

Cited by 21 publications

(10 citation statements)

References 11 publications

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“…In addition, a few publications listed separately some additional characteristics of the target group, such as cs minors/non-cs-majors [Burns 2005 [Tang et al 2014], industrial design students [Alers and Hu 2009] or complementary education in arts, design and architecture [Sadi and Maes 2007].…”

Section: Educational Levels and Participantsmentioning

confidence: 99%

Event-driven Programming in Programming Education

Lukkarinen

Malmi

Haaranen

2021

ACM Trans. Comput. Educ.

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During the past two decades, event-driven programming (EDP) has emerged as a central and almost ubiquitous concept in modern software development: Graphical user interfaces are self-evident in most mobile and web-based applications, as well as in many embedded systems, and they are most often based on reacting to events. To facilitate both teaching practice and research in programming education, this mapping review seeks to give an overview of the related knowledge that is already available in conference papers and journal articles. Starting from early works of the 1990s, we identified 105 papers that address teaching practices, present learning resources, software tools or libraries to support learning, and empirical studies related to EDP. We summarize the publications, their main content, and findings. While most studies focus on bachelor’s level education in universities, there has been substantial work in K-12 level, as well. Few courses address EDP as their main content—rather it is most often integrated with CS1, CS2, or computer graphics courses. The most common programming languages and environments addressed are Java, App Inventor, and Scratch. Moreover, very little of deliberate experimental scientific research has been carried out to explicitly address teaching and learning EDP. Consequently, while so-called experience reports, tool papers, and anecdotal evidence have been published, this theme offers a wide arena for empirical research in the future. At the end of the article, we suggest a number of directions for future research.

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Section: Educational Levels and Participantsmentioning

confidence: 99%

Event-driven Programming in Programming Education

Lukkarinen

Malmi

Haaranen

2021

ACM Trans. Comput. Educ.

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“…Different students have explained that they are not as motivated to online study and using new tools as traditional learning. For example, a student has explained that his university has transferred the lab session virtually and used the repl.it software which is a platform for creating and sharing code online [23]. The student has mentioned "Even though we were encouraged to share our codes with the instructor, a few numbers of us have done that".…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing Computing Students’ Readiness to Online Learning for Understanding Software Engineering Foundations in Saudi Arabia

Alhubaishy¹

2020

IJACSA

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“…There are many viable means of building a corpus of implementations; we chose to combine two. First, we extracted student solutions S from CodeSkulptor [33], an online interactive development environment (IDE) that automatically stores version history as stu- dents develop their code. This IDE has been used by many students across multiple MOOCs and physically co-located classes, and thus has amassed a large corpus of student solutions to the programming exercises posed by these courses.…”

Section: Corpus Constructormentioning

confidence: 99%

An Automated System for Interactively Learning Software Testing

Smith

Tang

Warren

et al. 2017

Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education

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Testing is an important, time-consuming, and often difficult part of the software development process. It is therefore critical to introduce testing early in the computer science curriculum, and to provide students with frequent opportunities for practice and feedback. This paper presents an automated system to help introductory students learn how to test software. Students submit test cases to the system, which uses a large corpus of buggy programs to evaluate these test cases. In addition to gauging the quality of the test cases, the system immediately presents students with feedback in the form of buggy programs that nonetheless pass their tests. This enables students to understand why their test cases are deficient and gives them a starting point for improvement. The system has proven effective in an introductory class: students that trained using the system were later able to write better test cases-even without any feedback-than those who were not. Further, students reported additional benefits such as improved ability to read code written by others and to understand multiple approaches to the same problem.

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An environment for learning interactive programming

Cited by 21 publications

References 11 publications

Event-driven Programming in Programming Education

Event-driven Programming in Programming Education

Factors Influencing Computing Students’ Readiness to Online Learning for Understanding Software Engineering Foundations in Saudi Arabia

An Automated System for Interactively Learning Software Testing

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