Attracting K-12 students to study computing

Maxim, Bruce R.; Elenbogen, Bruce S.

doi:10.1109/fie.2009.5350694

Cited by 8 publications

(7 citation statements)

References 8 publications

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“…While longitudinal studies have been called for [20], K-12 studies often report on short-term extra-curricular activities. The experiences reported of them are consistently positive [4,7,8,15].…”

Section: Related Workmentioning

confidence: 89%

High school students' perspective to university CS1

Lakanen

Isomöttönen

2013

Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education

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This paper presents a qualitative study of a school-university collaborative project where a game-themed CS1 course was offered as-is to high school students. Our specific interest was to explore the students' experiences with the university level course. Our analyses indicate that immediate and regular support was highly important for student performance, as support of this kind could mitigate issues related to students' orientation towards the high workload of the course. Students who showed academic interest were likely to pass, whereas students lacking self-direction or work efficiency were likely to drop out. Both passed and drop-outs found the course to be a good learning experience. The game theme of the course was in most cases found highly motivating and fun, while it was not a necessity for the majority of the students. This information can be utilized by higher education instructors who plan to carry out university courses in cooperation with high schools.

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Section: Related Workmentioning

confidence: 89%

High school students' perspective to university CS1

Lakanen

Isomöttönen

2013

Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education

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“…The aim within these (typically summer) events is to acquaint young students, ranging from 8 to 18 years, with computers and computing [2,10,11]. These events can be based, for example, on game programming (as in this study), electronics [8] and contests involving a wide range of computing activities [10].…”

Section: Background and Related Workmentioning

confidence: 99%

Five years of game programming outreach

Lakanen

Isomöttönen

Lappalainen

2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

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This paper presents lessons learned from five years of teaching a five-day game design and programming outreach course. The course was offered in summer time and targeted at middle and high school students. In total, 462 youngsters have taken part in 21 course instances. We describe our course concept, and discuss our successes and challenges. In particular, we focus on understanding our student populations by presenting descriptives and statistics of the events, and performing a statistical cluster analysis based on pre-and post-surveys. The cluster analysis was complemented with an analysis of the qualitative data, also originating from the surveys. Taken together, students could be classified into five groups with substantial differences: Enthusiasts, Newbies, Uncertains, Experimenters, and Unsatisfieds. Awareness of the clusters helps instructors of similar courses in developing course content, designing differentiated instruction, and planning follow-up or advanced courses.

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“…While the course described in this paper was given entirely at a distance; (ii) the CyberTechI used the Blackboard as virtual learning environment, whereas the course described in this article adopted a set of tools to help in the teaching-learning process. Other works with K-12 students were presented in [16][17]. These courses promoted computing and programming teaching projects that don't follow a regular classes planning.…”

Section: Related Workmentioning

confidence: 99%

Teaching programming for high school students: A distance education experience

Nascimento

Mendonça

Guerrero

et al. 2010

2010 IEEE Frontiers in Education Conference (FIE)

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Recently, in spite of the growing demand worldwide for professionals in computing, statistic data have revealed a decreasing number of students taking up this area. Given the importance of this field to economic growth and technological development, it is essential to support actions which will encourage students to consider computing as a career. In this article, we describe an experience with a distance programming course given to Brazilian high school students. The results showed that 94% of the students that completed the course were successful in the exams. The dropout rate in this course was high, mainly because students were young, and had difficulties in self-management of their activities. This work brings important contributions: it develops programming and problem solving skills in high school students, it presents the design of a distance programming course for high school students and it contributes to research and actions in distance education.

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Attracting K-12 students to study computing

Cited by 8 publications

References 8 publications

High school students' perspective to university CS1

High school students' perspective to university CS1

Five years of game programming outreach

Teaching programming for high school students: A distance education experience

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