The Impact of a Remote Live-Coding Pedagogy on Student Programming Processes, Grades, and Lecture Questions Asked
The Impact of a Remote Live-Coding Pedagogy on Student Programming Processes, Grades, and Lecture Questions Asked
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远程实时编码教学法对学生编程过程、成绩和课堂提问的影响
DOI：
10.1145/3587102.3588846
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Soosai Raj, Adalbert Gerald
中科院分区：
文献类型：
--
作者：
Shah, Anshul;Agarwal, Vardhan;Granado, Michael;Driscoll, John;Hogan, Emma;Porter, Leo;Griswold, William;Soosai Raj, Adalbert Gerald
现场编码--一种教学技术，教师在课堂上计划、编写和执行代码--通常被认为是编程教学的最佳实践。然而，只有少数研究在对照实验中评估了实时编码对学生学习的影响，大多数与实时编码相关的文献都确定了学生对实时编码示例的感知益处。为了从经验上评估实时编码的影响，我们在一所大型公立大学用Python教授的CS 1课程中设计了一个对照实验。在本课程的两个远程讲座部分中，一个使用实时编码示例进行教学，另一个使用静态代码示例进行教学。在整个学期中，我们从学生的编程作业、学生的成绩以及他们在远程讲座中提出的问题中收集了代码快照。然后，我们将一组面向过程的编程指标应用于学生的编程数据，以比较两个学习组中学生对有效编程过程的坚持程度，并按照开放编码方法对讲座中提出的每个问题进行分类。我们的研究结果显示，两组在编程过程、成绩和课堂提问方面普遍缺乏差异。然而，我们的实验发现了有利于实时编码组的最小影响，这表明改进了编程过程，但在作业和成绩上的表现较低。我们的研究结果表明，总体上的影响微不足道的风格，提出代码的例子，虽然我们反映的威胁，有效性在我们的研究中，应该在未来的工作中解决。
Live coding---a pedagogical technique in which an instructor plans, writes, and executes code in front of a class---is generally considered a best practice when teaching programming. However, only a few studies have evaluated the effect of live coding on student learning in a controlled experiment and most of the literature relating to live coding identifies students' perceived benefits of live-coding examples. In order to empirically evaluate the impact of live coding, we designed a controlled experiment in a CS1 course taught in Python at a large public university. In the two remote lecture sections for the course, one was taught using live-coding examples and the other was taught using static-code examples. Throughout the term, we collected code snapshots from students' programming assignments, students' grades, and the questions that they asked during the remote lectures. We then applied a set of process-oriented programming metrics to students' programming data to compare students' adherence to effective programming processes in the two learning groups and categorized each question asked in lectures following an open-coding approach. Our results revealed a general lack of difference between the two groups across programming processes, grades, and lecture questions asked. However, our experiment uncovered minimal effects in favor of the live-coding group indicating improved programming processes but lower performance on assignments and grades. Our results suggest an overall insignificant impact of the style of presenting code examples, though we reflect on the threats to validity in our study that should be addressed in future work.
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影响因子：
1.6
作者：
Pearson, Karl
通讯作者：
Pearson, Karl
了解和衡量 CS1 中的增量开发
DOI：
--
发表时间：
2023
期刊：
ACM Technical Symposium on Computer Science Education (SIGCSE
影响因子：
--
作者：
Shah, Anshul;Granado, Michael;Sharma, Mrinal;Driscoll, John;Porter, Leo;Griswold, William G.;Soosai Raj, Adalbert Gerald
通讯作者：
Soosai Raj, Adalbert Gerald
实时编码：文献综述
DOI：
10.1145/3430665.3456382
发表时间：
2021
期刊：
26th ACM Conference on Innovation and Technology in Computer Science Education
影响因子：
--
作者：
Selvaraj, Ana;Zhang, Eda;Porter, Leo;Soosai Raj, Adalbert Gerald
通讯作者：
Soosai Raj, Adalbert Gerald
影响因子：
5.8
作者：
le Cessie, Saskia;Goeman, Jelle J.;Dekkers, Olaf M.
通讯作者：
Dekkers, Olaf M.
DOI：
10.1145/1047344.1047413
发表时间：
2005
期刊：
2018 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)
影响因子：
--
作者：
J. Bennedsen;M. Caspersen
通讯作者：
M. Caspersen