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The purpose of this study is to develop an intelligent tutoring system (ITS) for programming learning based on information tutoring feedback (ITF) to provide real-time guidance and feedback to self-directed learners during programming problem-solving and to improve learners’ computational thinking.

By analyzing the mechanism of action of ITF on the development of computational thinking, an ITF strategy and corresponding ITS acting on the whole process of programming problem-solving were developed to realize the evaluation of programming problem-solving ideas based on program logic. On the one hand, a lexical and syntactic analysis of the programming problem solutions input by the learners is performed and presented with a tree-like structure. On the other hand, by comparing multiple algorithms, it is implemented to compare the programming problem solutions entered by the learners with the answers and analyze the gaps to give them back to the learners to promote the improvement of their computational thinking.

This study clarifies the mechanism of the role of ITF-based ITS in the computational thinking development process. Results indicated that the ITS designed in this study is effective in promoting students’ computational thinking, especially for low-level learners. It also helped to improve students’ learning motivation, and reducing cognitive load, while there’s no significant difference among learners of different levels.

This study developed an ITS based on ITF to address the problem of learners’ difficulty in obtaining real-time guidance in the current programming problem-solving-based computational thinking development, providing a good aid for college students’ independent programming learning.

The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods.

This study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation.

The results indicated that the self-regulated programming learning process can contribute positively to students’ academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation.

In this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines.

Advancements in technology require that everyone is skilled with computational thinking (CT), problem-solving and computer programming skills. This study aims to examine the development of CT in problem-solving skills (PSS) and programming learning attitude by integrating LEGO robotics kits in a project-based learning course.

This study examines the development of CT in PSS and programming learning attitude by integrating LEGO robotics kits in a project-based learning course. This study consists of a single group pre-post-test research design with 32 freshmen university students. Quantitative and qualitative data were collected by pre-post-tests and recording of classroom discussions, respectively.

Therefore, this finding implies that robotics can be used to develop CT in university students; however, there is a need for designing curricula with advanced robotic kits as artificial intelligence (AI) has become more prevalent. Hence, programming knowledge learned will help students to understand the application of robots in AI.

The study creates educators' awareness that CT skills might be developed in freshmen university students through robotics. However, many still consider them toys rather than learning aids.

Much remains unknown about how young children orient to computational objects and how we as learning scientists can orient to young children as computational thinkers. While some research exists on how children learn programming, very little has been written about how they learn the technical skills needed to operate technologies or to fix breakdowns that occur in the code or the machine. The purpose of this study is to explore how children perform technical knowledge in tangible programming environments.

The current study examines the organization of young children’s technical knowledge in the context of a design-based study of Kindergarteners learning to code using robot coding toys, where groups of children collaboratively debugged programs. The authors conducted iterative rounds of qualitative coding of video recordings in kindergarten classrooms and interaction analysis of children using coding robots.

The authors found that as children repaired bugs at the level of the program and at the level of the physical apparatus, they were performing essential technical knowledge; the authors focus on how demonstrating technical knowledge was organized pedagogically and collectively achieved.

Drawing broadly from studies of the social organization of technical work in professional settings, we argue that technical knowledge is easy to overlook but essential for learning to repair programs. The authors suggest how tangible programming environments represent pedagogically important contexts for dis-embedding young children’s essential technical knowledge from the more abstract knowledge of programming.

The purpose of this paper is to provide some references for teachers who use KidsProgram or other graphic programming tools platform for STEAM (science, technology, engineering, arts and mathematics) education at distance by game-based teaching. From the design of the STEAM class, teachers can know how to stimulate students’ interest in programming and cultivating their ability to innovate and solve practical problems more clearly with KidsProgram.

This paper will explain the teaching design from ten aspects and implement it in real class to see the result. The ten aspects are situations creation, knowledge popularization, raising problems, analyzing problems, concepts introduction, interface design, logic design, self-evaluation and mutual evaluation, teacher comments and extension and innovation. With the KidsProgram platform, this paper takes “The Missile Convey,” a sub-course of “Discovery Universe” as an example. Through the situation created by the teacher, students brainstorm the dangers that the earth may encounter in the universe and then learn relevant scientific knowledge. Next, students raise and analyze problems according to the situation under the guidance of the teacher. Through the interaction with teachers, students review the programming concepts and the usage of corresponding coding blocks needed for the project, like “random number.” They need to carry out interface design and logic design for the project, and complete the project. After that, the students use the self-evaluation form and the mutual evaluation form to modify and then show and share the projects to the in front of the class. After self-evaluation and peer evaluation, the teacher will make a final summary evaluation and make some suggestions for improvement. From the students’ programming productions and the interviews with them, the teaching result can be known.

With elaborate teaching design and appropriate teaching strategies, students can flexibly use multi-disciplinary knowledge of science, technology, engineering, art and mathematics to solve problems in the process of creation, which is conducive to the cultivation and improvement of students’ comprehensive quality on KidsProgram classroom, under the guidance of STEAM education. In other words, in this class, students need to use engineering thinking to plan the whole project based on the understanding of scientific principles, design interfaces with artistic ideas, use mathematical knowledge for logical operations, and gradually solve technical problems with the above knowledge or methods in a comprehensive way.

The KidsProgram is a leading graphical programming tool platform in China in recent years. It deeply reconstructs the concept of Scratch designed by MIT. Graphic programming, a method of programming by dragging and dropping blocks containing natural languages, is different from traditional code programming. In this paper, the visualized cases in the class will be demonstrated in the “interface design” and “logic design.” This paper designs a course in STEAM education at distance via KidsProgram, hoping to provide some reference for other research on teaching of graphical programming tools.

With rapid increase of Android devices and application systems, there is a strong demand for Android application programmers. A lot of schools are offering Android programming courses to meet this demand. However, Android programming can be different from the conventional one because it needs interactive functions through interfaces with users, which makes the study more difficult. This paper aims to propose an Android Programming Learning Assistance System, namely, APLAS, to assist the Java-based Android programming study and education.

By adopting the test-driven development method, APLAS is designed to achieve independent learning without the presence of teachers. Using JUnit and Robolectric, the answers from the students are automatically marked in APLAS. To cover extensive materials in Android programming, APLAS offers four stages where each stage involves several topics.

To evaluate the effectiveness of APLAS, we implemented the Unit Converter assignment that covers the first two topics, namely, Basic user interface in the first stage and basic activity in the second stage. Through solving the assignment, it is expected to learn basic application development. Forty novice students of an IT department in Indonesia were asked to solve both topics separately.

The results show that APLAS is useful and helpful for the self-study of Android programming, as they could complete codes with good execution performances.

This study aims to examine library programming for active older (“third age”) adults and give suggestions for future improvements. In addition to covering research specific to library programming for these adults, which is limited, this review will also survey the literature on lifelong learning for this population.

This paper includes a literature review on library programming geared specifically to active, older adults and a survey of literature on lifelong learning for the “third agers”.

Demographics show that older adults are a growing population, not only in the USA, but worldwide. Many baby boomers have already entered or soon will be entering the “third age”. Most libraries are not providing specific programming to support these older lifelong learners. In the USA, baby boomers have the highest net worth of any generation, and as such, are an important fundraising source. Research indicates that older adults participate in lifelong learning activities and will attend library programs of interest. Topics of interest include hobbies/leisure pursuits, humanities, social/international issues, religion/philosophy, arts, technology and nutrition/health/stress management.

Libraries are missing a prime opportunity to expand services, develop library advocates and fundraise by ignoring the growing population of active older adults. Suggestions are given for how both public and academic libraries can take advantage of these opportunities.

Older adults are a rapidly growing population. Providing library programming for this group benefits both older adults and libraries.

There are no known previous comprehensive literature reviews on library programming for older adults. Offering specific programming to this population has benefits for older adults, libraries and their communities.

This paper discusses methodology and technology to aid students learning programming. We have identified and integrated the problem solving and program development skills and knowledge students need to apply when programming with the cognitive activities required to accomplish these tasks. We then developed a composite methodological/software environment that supports the overall process of programming in a manner that gives appropriate weight to both language issues and problem solving. The results of a classroom evaluation of the method and the tool are then presented.

This study aims to present the value trace problem (VTP) for Python programming self-study, by extending the works for Java programming learning assistant system. In total, 130 VTP instances are generated using Python codes in textbooks and websites that cover basic/advanced grammar topics, fundamental data structures and algorithms and two common library usages. Besides, assisting references on Python programming topics related to the VTP instances are introduced to assist novice learners in solving them efficiently.

PyPLAS offers the VTP to study grammar topics and library usage through code reading. A VTP instance asks a learner to trace the actual values of important variables or output messages in the given source code. The correctness of any answer is checked through string matching.

The applications to 48 undergraduate students in Myanmar and Indonesia confirm the validity of the proposal in Python programming self-studies by novice learners.

The applications to 48 undergraduate students in Myanmar and Indonesia confirm the validity of the proposal in Python programming self-studies by novice learners.

An ideal learning analytics tool for programming exercises performs the role of a lecturer who monitors the code development, provides customized support and identifies students at risk to drop out. But a reliable prediction and prevention of drop-out is difficult, due to the huge problem space in programming tasks and variety of solutions and programming strategies. The purpose of this paper is to tackle this problem by, first, identifying activity patterns that indicate students at risk; and, second, finding reasons behind specific activity pattern, for identification of instructional interventions that prevent drop-out.

The authors combine two investigation strategies: first, learning analytic techniques (decision trees) are applied on features gathered from students, while completing programming exercises, in order to classify predictors for drop-outs. Second, the authors determine cognitive, motivational and demographic learner characteristics based on a questionnaire. Finally, both parts are related with a correlation analysis.

It was possible to identify generic variables that could predict early and later drop-outs. For students who drop out early, the most relevant variable is the delay time between availability of the assignment and the first login. The correlation analysis indicates a relation with prior programming experience in years and job occupation per week. For students who drop out later in the course, the number of errors within the first assignment is the most relevant predictor, which correlates with prior programming skills.

The findings indicate a relation between activity patterns and learner characteristics. Based on the results, the authors deduce instructional interventions to support students and to prevent drop-outs.