Weaving computing into all middle school disciplines

Rodger, Susan H.; Brown, Dwayne C.; Hoyle, Michael; MacDonald, Daniel; Marion, Michael; Onstwedder, Elizabeth; Onwumbiko, Bella; Ward, Edwin

doi:10.1145/2591708.2591754

Cited by 5 publications

(3 citation statements)

References 10 publications

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“…Rodger et al [38] The authors have developed curriculum materials for several disciplines both for student and teacher use. The curriculum materials include tutorials, sample projects, and challenges for teaching CS topics.…”

Section: Conflicts Of Interestmentioning

confidence: 99%

Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods

et al. 2021

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This study investigated the role of virtual reality (VR) in computer science (CS) education over the last 10 years by conducting a bibliometric and content analysis of articles related to the use of VR in CS education. A total of 971 articles published in peer-reviewed journals and conferences were collected from Web of Science and Scopus databases to conduct the bibliometric analysis. Furthermore, content analysis was conducted on 39 articles that met the inclusion criteria. This study demonstrates that VR research for CS education was faring well around 2011 but witnessed low production output between the years 2013 and 2016. However, scholars have increased their contribution in this field recently, starting from the year 2017. This study also revealed prolific scholars contributing to the field. It provides insightful information regarding research hotspots in VR that have emerged recently, which can be further explored to enhance CS education. In addition, the quantitative method remains the most preferred research method, while the questionnaire was the most used data collection technique. Moreover, descriptive analysis was primarily used in studies on VR in CS education. The study concludes that even though scholars are leveraging VR to advance CS education, more effort needs to be made by stakeholders across countries and institutions. In addition, a more rigorous methodological approach needs to be employed in future studies to provide more evidence-based research output. Our future study would investigate the pedagogy, content, and context of studies on VR in CS education.

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Section: Conflicts Of Interestmentioning

confidence: 99%

Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods

et al. 2021

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“…Después de realizar dicho proceso se obtuvieron los siguientes estudios que proporcionan respuestas a las preguntas de investigación ver Tabla 3. Bolivar et al, 2019;Bouali et al, 2019;Horst et al, 2019;Ortega et al, 2017;Parmar et al, 2016;Pellas y Vosinakis, 2018a;Rodger et al, 2014;Segura et al, 2020) (Pirker et al, 2020) 0 Estudios duplicados (Pellas et al, 2017) 0 Estudios duplicados (Radianti et al, 2020) 0…”

Section: Snowballingunclassified

Revisión sistemática de los entornos digitales inmersivos tridimensionales en la enseñanza de la programación

Solórzano

Rueda²

2023

Red

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Currently, three-dimensional immersive digital environments (TIDE) have been applied to the educational field, being Augmented Reality, Virtual Reality and Virtual Worlds the most representative technologies. Currently in the literature there are systematic reviews that address each technology separately, making evident the need for a study covering all technologies and more specifically applied to the teaching and learning of computer programming. In the present study, 64 research studies related to the teaching of computer programming at different educational levels were analyzed. Among the main results, 57 studies developed their own tool or application, which shows the little or no practical usefulness of the developments since they are only used for experiments. In addition, most of the works present the benefits of their tools and only 12 studies mention a problem when using the TIDE in the teaching of programming. Finally, the use of TIDE is highlighted mainly for teaching the topic of control structures in programming. This topic is essential since it allows students to modify the execution flow of program instructions. En la actualidad los entornos digitales inmersivos tridimensionales (EDIT) se han aplicado al ámbito educativo, siendo la Realidad Aumentada, Realidad Virtual y los Mundos Virtuales las tecnologías más representativas. Actualmente en la literatura existen revisiones sistemáticas que abordan cada tecnología por separado, haciendo evidente la necesidad de un estudio que abarque todas las tecnologías y más puntualmente que se aplique a la enseñanza aprendizaje de la programación de computadoras. En el presente estudio se analizaron 64 investigaciones que están relacionadas a la enseñanza de algún tema sobre la programación de computadoras en diversos niveles educativos. Entre los principales resultados se destaca que 57 estudios desarrollaron su propia herramienta o aplicación, lo cual pone de manifiesto la poca o nula utilidad práctica de los desarrollos puesto que solamente se utilizan para sus experimentos. Además, la mayoría de los trabajos presentan las bondades de sus herramientas y solamente 12 estudios mencionan algún problema al utilizar los EDIT en la enseñanza de la programación. Finalmente, se destaca el uso de los EDIT principalmente para la enseñanza del tema de estructuras de control en programación. Este tema es primordial ya que permite a los estudiantes modificar el flujo de ejecución de las instrucciones de un programa.

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“…Their goal is that "all children from 5-16 study some form of CS." Rogers et al [15] describe education of middle school teachers regarding how they could integrate computing into their discipline using Alice. Guzdial et al [5] describe a state-level successful effort for broadening the student participation in computing in Georgia, and in general emphasize the challenge related to decentralized education system.…”

Section: Related Workmentioning

confidence: 99%

What Does It Take to Do Computer Programming?

Lakanen

Isomöttönen

2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

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Phenomenographic studies in computing education research have previously focused on learning "programming thinking" [3], the act of learning to program [2], and conceptions of learning generally in an engineering context [10].In the present study we analyze and discuss "what it takes to do computer programming" using phenomenography as research approach. This study is based on a large survey dataset gathered in summer outreach courses for K-12 students. The analysis resulted in 12 qualitatively different categories belonging to five separate, emergent themes: Syntax and language features, nature of programming work generally, computational thinking and problem solving, prerequisites, and auxiliary skills. We additionally reviewed whether the students' previous experience explains the categories, and observed that a mechanistic view of programming was prevailing among the inexperienced users, while experienced students more often stressed algorithmic thinking and logical reasoning.This study resembles work done by Eckerdal et al.[3], but gives a K-12 perspective to the question, "what does it takes to do programming?"

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Weaving computing into all middle school disciplines

Cited by 5 publications

References 10 publications

Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods

Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods

Revisión sistemática de los entornos digitales inmersivos tridimensionales en la enseñanza de la programación

What Does It Take to Do Computer Programming?

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