Computing Education

Permanent URI for this collectionhttps://hdl.handle.net/10125/107529

Browse

Now showing 1 - 7 of 7

Role-Play Case Studies to Teach Computing Ethics: Theoretical Foundations and Practical Guidelines
(2024-01-03) Hingle, Ashish; Johri, Aditya
The use of computing shapes all aspects of life and society. Consequently, the future computing workforce must be trained to design and implement computing technology ethically and responsibly. Specifically, the design and use of algorithms require closer attention given their increased use across applications and systems. In this paper, we report on the effectiveness of role-play case studies, an innovative pedagogical method, to teach the ethics of algorithms to technology and computing students. We present findings from a three-year design and implementation effort. Rooted in theoretical research on situated learning, role-play case studies provided students the capability to employ perspectival thinking, link micro, meso, and macro level concerns, and use an ethical mindset to examine a case. In practical lessons from our work, we discuss the importance of collaborative learning, designing interest-based situations, and role preparation. Finally, we outline different methods for assessing student learning.
Building Metaknowledge in AI Literacy – The Effect of Gamified vs. Text-based Learning on AI Literacy Metaknowledge
(2024-01-03) Pinski, Marc; Haas, Miguel-José; Benlian, Alexander
Artificial intelligence (AI) is increasingly integrated into human life, requiring individuals to acquire AI literacy, i.e., the skills necessary to collaborate with AI. However, recent research suggests that (first-level) AI literacy might not be sufficient for purposeful human-AI collaboration. Instead, humans also need metaknowledge (i.e., second-level knowledge of their knowledge). As AI increasingly possesses human-like capabilities, knowing what one knows is crucial to making optimal decisions. Therefore, this study investigates how to build metaknowledge of one’s AI literacy. Drawing on self-determination theory and gamification research, we developed a gamified learning experience to increase learners’ AI literacy metaknowledge. In a between-group experiment (n=101), we found that our gamified (vs. a text-based) learning experience increases AI literacy and AI literacy metaknowledge. We contribute to AI literacy literature by exposing the potential of gamification for AI education and by providing design knowledge for AI literacy learning experiences.
ArchiMate Modeling Mistakes: A Comparative Analysis of Student Assignments and Prior Research on EA Modeling Mistakes
(2024-01-03) Seppänen, Ville; Nurmi, Jarkko
Enterprise Architecture is one of the core competencies of higher education IS programs and is widely regarded as one the most common ways to produce valuable and usable information for decision-makers regarding business-IT alignment. Prior research notes the limited perceived usefulness of EA visualizations, which are often characterized by their complexity, lack of focus, and inappropriate level of abstraction, which inhibits their effective use for decision-making. Despite this, research on teaching enterprise architecture modeling is scarce, and understanding the problems students face and the solutions to overcome these are lacking. This study reports findings from the analysis of roughly 300 student assignments, collected from an undergraduate course on EA. Our findings indicate that the mistakes made by the students are in line with the prior research, as the student's modeling errors aligned with limitations commonly associated with EA models, such as poor readability, unfit level of abstraction, and either lack of or excessive information in the model.
Gamified scaffolding in formal education: A scoping review
(2024-01-03) Beukes, Bernice; Tome Klock, Ana Carolina; Legaki, Nikoletta-Zampeta; Hamari, Juho
Prior reviews that investigated scaffolding in games concluded that combining game-based learning with scaffolding can support learning. Less emphasis has been placed on determining which motivational affordances would specifically contribute to and support scaffolding in a gamified learning environment. This scoping review aims to determine which motivational affordances have been utilised to scaffold learning in a digital learning environment. Results show that effective implementation of all elements of scaffolding in gamified digital environments remains challenging, specifically the fading of support. Results also show that feedback as motivational affordance is utilised more often compared to the more commonly implemented affordances such as points, badges and leaderboards. More careful consideration in the design of the gamified scaffold to calibrate and fade the support is required and more longitudinal empirical studies with rigorous methodologies and larger sample sizes would offer greater insight into the intricate interweaving of gamification and scaffolding.
Unveiling Resilience: Exploring Key Components of Resilience Among Undergraduate Computer Science Students in Introductory Programming Courses
(2024-01-03) Muthupoltotage, Udayangi Perera
This study identifies the components contributing to resilience among undergraduate computer science students in introductory programming courses. It presents an interpretive qualitative study's initial findings through 20 student interviews. The study reveals the significance of self-efficacy, including self-talk, autonomy, self-management, self-regulation, and intrinsic motivation, as influential factors in understanding and fostering resilience among students in computer science contexts. These findings contribute to the existing literature on resilience and offer valuable insights for educators and researchers seeking to support student's academic success and well-being. This study's unique contributions include exploring self-talk and self-management components, which are yet to be extensively studied with resilience in previous research. Future research can build upon these findings to develop interventions and educational practices that foster resilience among undergraduate computer science students.
A Framework of Contextualized Social Regulation Strategies in Introductory Programming
(2024-01-03) Ferreira, Deller; Campos, Dirson; Gonçalves, Anderson
An important aspect in programming learning is the social regulation of learning, in which students momentarily regulate their cognition, behavior, and emotions in situations of temporary coordination of regulation with peers or teachers. Student social regulation can help them improve their programming skills, as it provides students with a set of collaborative resources and promotes group work skills, as well as preparing them for the challenges of later professional practice. However, the creation of regulated learning scenarios requires a holistic perspective of different strategies in different dimensions, which are not common and well established in programming, such as socio-cognitive, socio-emotional, socio-behavioral and socio-contextual strategies, which can be highly complex to the teachers. Thus, in this work, an exploratory method is used to elaborate a taxonomy of regulatory strategies, in order to guide teachers' pedagogical actions, supporting introductory programming teachers in the production of learning scenarios to promote students' social regulation.
Introduction to the Minitrack on Computing Education
(2024-01-03) Oliveira, Wilk; Dantas, Pasqueline

Browse

Recent Submissions