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BCIT Citations Collection

Motivating high school girls to study computer science
This research study aims to identify design strategies, instructional models and technological tools (e.g., educational games) that can be used to motivate high school girls to pursue computer science (CS) education. Part of this study, an educational game CodeBlock intended to teach basic programming, was designed and implemented for HoloLens devices. This study evaluates to what extent participating in a coding workshop consisting of a set of coding exercises and the CodeBlock game play could increase the interest of high school girls in CS. The workshop is conducted by undergraduate students who were involved in the design and implementation of the game, which has an additional benefit of exposing young girls to technologies implemented by post-secondary students, thus increasing the chances they will pursue post-secondary education in CS related fields., Not peer reviewed, Conference proceedings
Program Comprehension: Identifying Learning Trajectories for Novice Programmers
This working group asserts that Program Comprehension (PC) plays a critical part in the writing process. For example, this abstract is written from a basic draft that we have edited and revised until it clearly presents our idea. Similarly, a program is written in an incremental manner, with each step being tested, debugged and extended until the program achieves its goal. Novice programmers should develop their program comprehension as they learn to code, so that they are able to read and reason about code while they are writing it. To foster such competencies our group has identified two main goals: (1) to collect and define learning activities that explicitly cover key components of program comprehension and (2) to define possible learning trajectories that will guide teachers using those learning activities in their CS0/CS1 or K-12 courses. We plan to achieve these goals as follows: Step 1 Review the current state of research and development by analyzing literature on classroom activities that improve program comprehension. Step 2 Concurrently, survey lecturers at various institutions on their use of workshop activities to foster PC. Step 3 Use the outputs from both activities to define and conceptualize what is meant by PC in the context of novice programmers. Step 4 Catalog learning activities with regard to their prerequisites, intended learning outcomes and additional special characteristics. Step 5 Catalog learning activities with regard to their prerequisites, intended learning outcomes and additional special characteristics. Step 6 Develop a map of learning activities and thereby also models of probable learning trajectories., Not peer reviewed, Conference proceedings
Program comprehension: identifying learning trajectories for novice programmers
This working group asserts that Program Comprehension (PC) plays a critical part in the writing process. For example, this abstract is written from a basic draft that we have edited and revised until it clearly presents our idea. Similarly, a program is written in an incremental manner, with each step being tested, debugged and extended until the program achieves its goal. Novice programmers should develop their program comprehension as they learn to code, so that they are able to read and reason about code while they are writing it. To foster such competencies our group has identified two main goals: (1) to collect and define learning activities that explicitly cover key components of program comprehension and (2) to define possible learning trajectories that will guide teachers using those learning activities in their CS0/CS1 or K-12 courses. We plan to achieve these goals as follows: Step 1 Review the current state of research and development by analyzing literature on classroom activities that improve program comprehension. Step 2 Concurrently, survey lecturers at various institutions on their use of workshop activities to foster PC. Step 3 Use the outputs from both activities to define and conceptualize what is meant by PC in the context of novice programmers. Step 4 Catalog learning activities with regard to their prerequisites, intended learning outcomes and additional special characteristics. Step 5 Catalog learning activities with regard to their prerequisites, intended learning outcomes and additional special characteristics. Step 6 Develop a map of learning activities and thereby also models of probable learning trajectories., Not peer reviewed, Conference proceedings