Improving Student’s Learning and Cooperation Skills Using Coding Dojos (In the Wild!)

Oliveira, Caio; Canedo, Edna Dias; Faria, Henrique De; Amaral, Luis Henrique Vieira; Bonifácio, Rodrigo

doi:10.1109/fie.2018.8659056

Cited by 12 publications

(8 citation statements)

References 9 publications

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“…The duration of hackathons also varies greatly. Hackathons typically run continuously over 24–36 hours, but may also run for shorter periods of time over a span of weeks, months or even years (Truyen 2016; Taes & Colangelo 2017; Hölttä-Otto et al 2018; Rennick et al 2018; Taylor et al 2018; De Oliveira et al 2019; Richterich 2019).…”

Section: Introductionmentioning

confidence: 99%

Design at hackathons: new opportunities for design research

Flus

Hurst

2021

Des. Sci.

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Hackathons are short-term events at which participants work in small groups to ideate, develop and present a solution to a problem. Despite their popularity, and significant relevance to design research, they have only recently come into research focus. This study presents a review of the existing literature on the characteristics of designing at hackathons. Hackathon participants are found to follow typical divergence–convergence patterns in their design process throughout the hackathon. Unique features include the initial effort to form teams and the significant emphasis on preparing and delivering a solution demo at the final pitch. Therefore, hackathons present themselves as a unique setting in which design is conducted and learned, and by extension, can be studied. Overall, the review provides a foundation to inform future research on design at hackathons. Methodological limitations of current studies on hackathons are discussed and the feasibility of more systematic studies of design in these types of settings is assessed. Further, we explore how the unique nature of the hackathon format and the diverse profiles of hackathon participants with regards to subject matter knowledge, design expertise and prior hackathon experience may affect design cognition and behaviour at each stage of the design process in distinctive ways.

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Section: Introductionmentioning

confidence: 99%

Design at hackathons: new opportunities for design research

Flus

Hurst

2021

Des. Sci.

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“…Hsu et al [38] and Tsompanoudi et al [39] found that encouraging students to pair in a programming course was more effective for students engaging in high-level languages, leading to a higher percentage of students completing the course. Similarly, the distinctions between the learners who work "solo" and those working in pairs were made in a 2018 paper, contributing to the conclusion that programming knowledge, collaboration, and technical skills were further improved with a partnership [40]. According to Cheng and Lei [41] and Hughes et al [37], discussions between students allow them to gain more insights, play a role in communication with others, and increase their confidence.…”

Section: A Literature Reviewmentioning

confidence: 99%

“…According to Xinogalos et al [22], the main features of a programming environment that would improve the motivation to learn OOP are user-friendliness with a simple design, visualization of OOP concepts, easy understanding of error messages with a recommendation to solve the issue, puzzle-like statements (editor), and execution. Meanwhile, de Oliveira et al [40], and Brown and Wilson [12] suggested that pair programming as a "student-student" was the most powerful feature in increasing students' confidence and code solution quality. Laurel [42] suggested that learning programming should include group interaction (e.g., forums), modularity (e.g., variety of a puzzle piece), and expressiveness, which would motivate students to a complex programming process and enhance communication.…”

Section: A Literature Reviewmentioning

confidence: 99%

Adoption of Visual Programming Environments in Programming Learning

Batiha¹,

Sahari²,

Aini³

et al. 2022

Int. J. Adv. Sci. Eng. Inf. Technol.

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Programming education is gradually integrated into the school and university curricula. Accordingly, studies in the Computer Science education field have highlighted issues such as high failure rate, memorizing, bugs, the complexity of concepts, motivation, and uconfidence faced by students when learning a programming language, specifically object-oriented programming. These issues require specific learning environments to reach the target audience. Therefore, the objectives of this article are to identify the issues based on previous work and to verify those issues by interview feedback conducted with lecturers in the Department of Computer Science and Information Technology at the Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia. Following that, the theoretical principles underpinning environments were studied to explore the suitability of these environments for university education based on the identified issues. The investigated environments included Turtle Graphics, Alice, BlueJ, Greenfoot, Snap!, and NetsBlox, a co-located collaborative block-based programming, and OOPP were studied and used to teach and learn object-oriented programming. Based on the interviews with experts, we found that students still had issues when learning programming, which involved memorizing, bugs, the complexity of concepts, unconfidence, communicating with students during a calamity (distance learning), and a number of students in labs. We conclude that these environments focus on some issues and ignore others, and no single environment satisfies all these issues, which causes students to be demotivated. In a further study, all these issues will be addressed by developing a learning environment, and its effectiveness shall be tested.

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“…Hackathons have been used to encourage ideation, develop solutions to problems within a company, and teach skills (most notably, design) (Flores et al, 2018). Hackathons are very short events, usually spanning only 24-48 hours during which participants work continuously; however, sometimes the events are divided between days, weeks, months, or even years (De Oliveira et al, 2019;Hölttä-Otto et al, 2018;Richterich, 2019;Taylor et al, 2018;Truyen et al, 2016). Within the short time frame of the event, participants work quickly and continuously to "hack" together a solution, enlightening the origin of the name "hackathon" as a combination of "hack" and "marathon" (Briscoe and Mulligan, 2014).…”

Section: Overview Of the Hackathon Phenomenonmentioning

confidence: 99%

Experiences of Design at Hackathons: Initial Findings From an Interview Study

Flus

Hurst

2021

Proc. Des. Soc.

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Hackathons are short design events at which participants collaboratively progress through the entire design process. They pose opportunities for design research, but the existing research is limited, as is the understanding of design activity at hackathons. In our study, we summarize the hackathon design process of 10 interview participants from varying disciplines, levels of experience, and hackathon events. The summarized account reveals a decreased emphasis on the beginning phases of the design process, mainly problem definition, but an increased emphasis on the end, specifically the pitch portion of the event. These differences are mainly due to the limited time frame. We further assess the effect of time limitations at hackathons by comparing hackathons to other instances of design, emphasizing the impact of time constraints on iteration. We conclude our discussion with an exploration of the role expertise has on the design process by comparing the accounts of designers and developers.

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Improving Student’s Learning and Cooperation Skills Using Coding Dojos (In the Wild!)

Cited by 12 publications

References 9 publications

Design at hackathons: new opportunities for design research

Design at hackathons: new opportunities for design research

Adoption of Visual Programming Environments in Programming Learning

Experiences of Design at Hackathons: Initial Findings From an Interview Study

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