Using Music to Engage Students in an Introductory Undergraduate Programming Course for Non-Majors
Using Music to Engage Students in an Introductory Undergraduate Programming Course for Non-Majors
复制标题
使用音乐让学生参与非专业本科入门编程课程
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Brian Magerko
中科院分区：
文献类型：
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作者：
S. Siva;Tacksoo Im;Tom Mcklin;Jason Freeman;Brian Magerko
EarSketch是一个课程和学习环境，旨在通过一种将编码和计算思维与流行音乐的创作、制作和混音联系起来的方法，让不同的学生群体参与入门计算课程。以前的高中水平研究表明，对学生的参与度和坚持使用计算机的意向有重大影响，特别是对女学生。本文描述了EarSketch的改编，用于一所开放访问的四年制大学非专业本科生编程入门课程。本文描述了一项准实验研究，比较了使用EarSketch和非EarSketch课程风格的学生的参与度、内容知识和坚持意向，并进行了路径分析，探索与学生参与度和坚持意向相关的因素。研究结果表明，像EarSketch这样的STEAM学习干预措施可以显著影响学生内容知识、参与度和在不同本科生群体中坚持的意向。
EarSketch is a curriculum and learning environment designed to engage diverse student populations in introductory computing courses through an approach that connects coding and computational thinking with the composition, production, and remixing of popular music. Prior studies at the high school level have shown significant impacts on student engagement and intention to persist in computing, especially for female students. This paper describes an adaptation of EarSketch for use in an introductory undergraduate-level programming course for non-majors at an open-access four-year college. The paper describes a quasi-experimental study comparing student engagement, content knowledge, and intention to persist between course sections using EarSketch and non-EarSketch flavors of the curriculum, along with a path analysis exploring factors related to student engagement and intention to persist. The findings suggest that STEAM learning interventions such as EarSketch can significantly impact gains in student content knowledge, engagement, and intention to persist across diverse undergraduate student populations.