CSI with games and an emphasis on TDD and unit testing: piling a trend upon a trend
CSI with games and an emphasis on TDD and unit testing: piling a trend upon a trend
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CSI 与游戏并强调 TDD 和单元测试：将趋势叠加到趋势上
DOI：
10.1145/2339055.2339073
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
V. Lappalainen
中科院分区：
文献类型：
--
作者：
Ville Isomöttönen;V. Lappalainen
他的文章研究了CS1学生如何应对编程教育中的两个最新趋势：TDD类测试，我们将其应用于过程性编程任务，以及游戏情境化。我们的主要结论是：(1)为了让学生认识到测试写作的重要性，我们需要设计更多与TDD类测试相关的编程任务。(2)仅仅使用简单的游戏编程库可能会抑制基本编程概念的学习。(3)虽然游戏开发(课程部分)激发了学生的积极性，但他们也表示，教师的支持和良好的课程安排非常重要。好好学习。相反，学生需要能够复习现成的测试，最好是编写他们自己的测试，以便在解决问题时从TDD中受益。他们还指出，首先设计测试对于实力较弱的学生来说是一个特别合适的策略，因为与期望的功能相比，测试往往更容易开始。总体而言，在CS1环境中对TDD和单元测试的教育益处提出的主张似乎等同于学生对程序行为的更好理解。当前CS1的一个趋势，也许是比TDD和单元测试更具时代性的趋势，就是游戏的情境化。游戏在CS1中扮演一个或另一个角色的研究一直都报告了积极的体验。游戏可以吸引男性和女性[12，15]，学生通过游戏对自己的学习能力变得自信[12]。游戏似乎与面向对象编程有很好的契合性，导致了在面向对象方法下的自然分析[11]。图形游戏倾向于与建构主义的学习观点很好地匹配，因为视觉实验(也就是涉及的)可能有助于开发编程概念的内部模型[15]。游戏提供了有意义的学习内容，因为学生可以在自己的社交网络中分享他们的游戏[19]。一些经验表明，游戏的使用明显提高了留存人数，而不会牺牲编程的任何技术深度[12]。留存的改善并不总是出现[1]，而学生表现的改善是经常被报道的。Rajaja-Vivarma的论文[19]提出了这种性能提高的一些原因。也就是说，通过游戏，学生们在学习努力中培养了坚韧不拔的精神，因此可以克服许多已知的初学者挑战。例如，学生们不做作地专注于设计问题，并不断测试他们的产品，直到它们正常工作。在入门编程课程…中，实现吸引人的游戏的复杂性被视为游戏开发的关键挑战
T his article studies how CS1 students responded to two recent trends in programming education: TDD-like testing, which we applied to procedural programming tasks, and game contextualization. Our main conclusions are: (1) to make students realize the importance of test writing, we need to design more programming tasks where TDD-like tests are relevant. (2) Merely working with a simple game programming library can inhibit the learning of basic programming concepts. (3) While the game development (course component) motivated students, they also reported that teacher support and well-functioning course arrangements are very important. learning properly. Rather, the students need to be able to review ready-made tests, preferably writing their own tests, to benefit from TDD in problem solving. They also point out that designing tests first was a particularly suitable strategy for weaker students, as tests tend to be simpler to start when compared to the desired functionalities. Overall, the claims advanced for the educational benefits of TDD and unit testing in the CS1 context appear to amount to students' improved understanding of program behavior. A current CS1 trend, perhaps a more topical one than TDD and unit testing, is game contextualization. Studies where games have had one role or another in CS1 have consistently reported positive experiences. Games can attract both males and females [12, 15], and students become confident in their own learning abilities with games [12]. Games appear to have a good fit with object-oriented programming, leading to a natural analysis under the OO approach [11]. Graphical games tend to match well with the constructivist view of learning, as the visual experimentation (that is involved) is likely to help in developing internal models of programming concepts [15]. Games provide meaningful study content as students can share their games within their own social network [19]. Some experiences indicate that the use of games has clearly improved retention numbers without sacrificing any technical depth of programming [12]. Improved retention does not always emerge [1], while improved student performance is quite often reported. The paper by Rajaja-vivarma [19] suggests some reasons for this improved performance. That is, with games students develop tenacity in their learning efforts , and consequently can overcome many known beginner challenges. For example, students unaffectedly focus on design questions and keep testing their products until they work properly. The complexity of implementing attractive games is regarded as the key challenge of game development in introductory programming courses …