scholarly journals “I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

2021 ◽  
Vol 13 (1) ◽  
pp. 35-43
Author(s):  
Maria Sparf
Keyword(s):  
Learning Programming

Memory Transfer Language: an absolute learner-driven visualizer

2014 ◽  
Vol 13 (9) ◽  
pp. 5015-5019
Author(s):  
Leonard J. Mselle
Keyword(s):  
Teaching And Learning ◽  
Visualization Technique ◽  
Teaching Materials ◽  
Memory Transfer ◽  
Learning Programming ◽  
Teaching And Learning Programming

This article discusses visualization as a technique to enhance programming comprehension. It points out that current animation approach, being machine-based technique, is inadequate due to the fact that machine-based animation tools are difficult to integrate in the current teaching materials. In addition, machine-centered animators do not guarantee the learner with absolute engagement. In this paper, MTL, as a visualization technique which is absolutely learner-driven is demonstrated and discussed. It is shown that MTL can be integrated with current materials for teaching and learning programming and it can guarantee absolute authority to the learner.

Entering the Clubhouse

2010 ◽  
Vol 22 (2) ◽  
pp. 21-35 ◽  
Author(s):  
Yasmin B. Kafai ◽  
Deborah A Fields ◽  
William Q. Burke
Keyword(s):  
Online Communities ◽  
File Sharing ◽  
Cultural Factors ◽  
Ethnographic Study ◽  
After School ◽  
End User ◽  
Programming Software ◽  
Social And Cultural Factors ◽  
Learning Programming ◽  
School Club

Previous efforts in end-user development have focused on facilitating the mechanics of learning programming, leaving aside social and cultural factors equally important in getting youth engaged in programming. As part of a 4-month long ethnographic study, we followed two 12-year-old participants as they learned the programming software Scratch and its associated file-sharing site, scratch.mit.edu, in an after-school club and class. In our discussion, we focus on the role that agency, membership, and status played in their joining and participating in local and online communities of programmers.

scholarly journals Emotional deep learning programming controller for automatic voltage control of power systems

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
Linfei Yin ◽  
Chenwei Zhang ◽  
Yaoxiong Wang ◽  
Fang Gao ◽  
Jun Yu ◽  
...  
Keyword(s):  
Deep Learning ◽  
Power Systems ◽  
Voltage Control ◽  
Learning Programming

A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

2021 ◽  
pp. 073563312199595
Author(s):  
Te-Lien Chou ◽  
Kai-Yu Tang ◽  
Chin-Chung Tsai
Keyword(s):  
College Students ◽  
Computer Science ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
Digital Age ◽  
Conceptions Of Learning ◽  
Community Interactions ◽  
Learning Programming ◽  
Northern Taiwan ◽  
Rote Memory

Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students’ conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students’ conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers’ ideas and relieving pressure, 4. applying and understanding, 5. increasing one’s knowledge and improving one’s competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.

scholarly journals An integrated practice system for learning programming in Python: design and evaluation

2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Peter Brusilovsky ◽  
Lauri Malmi ◽  
Roya Hosseini ◽  
Julio Guerra ◽  
Teemu Sirkiä ◽  
...  
Keyword(s):  
Integrated Practice ◽  
Learning Programming
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