Assessment of Self-Identified Learning Struggles in CS2 Programming Assignments
Assessment of Self-Identified Learning Struggles in CS2 Programming Assignments
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CS2 编程作业中自我识别学习困难的评估
DOI：
10.1145/3587102.3588786
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Battestilli, Lina
中科院分区：
文献类型：
--
作者：
Zahn, Matthew;Gransbury, Isabella;Heckman, Sarah;Battestilli, Lina
学生在从事CS2编码项目时可能会有各种各样的经验。重复的经历会导致完成这些任务的动力降低和成功率降低。在本文中，我们确定了CS2学生在课程项目中面临的共同斗争，并研究是否有证据表明这些领域的项目之间的斗争有所改善。虽然以前的工作已经进行了了解自我调节学习的重要性，以学生的成功，它还没有得到充分的调查，在CS2课程的范围。我们分享我们的观察调查学生的斗争，同时通过他们的自我报告的项目反映形式的响应编码项目。我们应用紧急编码来识别学生在课程中的三个点上的挣扎，并将它们与课程中的学生行为进行比较，例如项目开始时间和办公时间的参与，以确定学生是否克服了这些挣扎。通过我们的编码和分析，我们发现，虽然大多数学生遇到的时间管理和调试失败的测试的斗争，学生往往强调希望提高他们的时间管理技能，在未来的编码作业。
Students can have widely varying experiences while working on CS2 coding projects. Challenging experiences can lead to lower motivation and less success in completing these assignments. In this paper, we identify the common struggles CS2 students face while working on course projects and examine whether or not there is evidence of improvement in these areas of struggle between projects. While previous work has been conducted on understanding the importance of self-regulated learning to student success, it has not been fully investigated in the scope of CS2 coursework. We share our observations on investigating student struggles while working on coding projects through their self-reported response to a project reflection form. We apply emergent coding to identify student struggles at three points during the course and compare them against student actions in the course, such as project start times and office hours participation, to identify if students were overcoming these struggles. Through our coding and analysis we have found that while a majority of students encounter struggles with time management and debugging of failing tests, students tend to emphasize wanting to improve their time management skills in future coding assignments.
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学生在编程作业中自我调节学习困难的现场识别
DOI：
10.1145/3408877.3432357
发表时间：
2021
期刊：
Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
影响因子：
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作者：
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10.1145/3564721.3564728
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2022
期刊：
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影响因子：
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DOI：
10.1145/1953163.1953307
发表时间：
2011
期刊：
Proceedings of the 42nd ACM technical symposium on Computer science education
影响因子：
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作者：
T. VanDeGrift;T. Caruso;N. Hill;B. Simon
通讯作者：
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将反思性写作融入 CS/IS
DOI：
10.1145/1272848.1272881
发表时间：
2007
期刊：
ACM SIGCSE Bull.
影响因子：
--
作者：
J. Stone;Elinor M. Madigan
通讯作者：
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