Pencil Puzzles as a Context for Introductory Computing Assignments in Diverse Settings
Pencil Puzzles as a Context for Introductory Computing Assignments in Diverse Settings
复制标题
铅笔谜题作为不同环境中介绍性计算作业的背景
DOI：
10.1145/3478432.3499089
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Fluet, Kimberly
中科院分区：
文献类型：
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作者：
Butler, Zack;Bezáková, Ivona;Brilliantova, Angelina;Miller, Hannah;Fluet, Kimberly
基于有意义的现实世界背景的作业已被证明在计算机入门教育中是有价值的。然而，可能很难区分广泛上下文的价值和该上下文的特定实例化的价值。在这项正在进行的工作中，我们报告了我们从部署不同的基于铅笔的拼图作业中收集的初步结果。具体地说，我们调查了铅笔谜题作为背景领域的使用情况，与八个机构的教师合作，根据他们的情况和现有材料布置作业。然后，我们使用学生成绩和关于学生对作业的看法的调查回应来评估作业，其中包括自我评估的学习，给出了广泛的人口统计变量。我们的初步结果表明，虽然学生的反应对他们以前的编程经验有一定的依赖性，而且女学生对某一方面的反馈更积极，但总的来说，这些类型的作业似乎并没有让特定的学生群体处于(不利)优势。
Assignments based on meaningful real-world contexts have been shown to be valuable in introductory computing education. However, it can be difficult to distinguish the value of a broad context from the value of a particular instantiation of that context. In this work in progress, we report on our initial findings gathered from deployments of different pencil-puzzle-based assignments. Specifically, we have investigated the use of pencil puzzles as a contextual domain, working with instructors at eight institutions to deliver assignments appropriate to their situation and aligning with their existing materials. We then evaluate the assignments using student grades and survey responses regarding student perceptions of the assignments including self-assessed learning, given a wide array of demographic variables. Our initial results show that while there was some dependency of student responses on their prior programming experience, and female students' feedback were more positive about one aspect, overall these types of assignments do not appear to put particular groups of students at a strong (dis)advantage.
计算机科学入门铅笔谜题：经验和性别中立的背景
DOI：
10.1145/3017680.3017765
发表时间：
2017
期刊：
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education
影响因子：
--
作者：
Z. Butler;Ivona Bezáková;Kimberly Fluet
通讯作者：
Kimberly Fluet