Presentation 1: Computational Thinking in Augmented Reality: An Investigation of Collaborative Debugging Practices (Full Paper #46)
Authors: Cheng Yu Chung and Sharon Hsiao
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The uniqueness of Augmented Reality (AR) is its affordance to support learning abstract concepts by rich information, visualization and the integration of user-content interaction. Research has shown that abstract idea and invisible phenomena can be learned better with the support of AR. However, high complexity and conceptual Computational Thinking (CT), such as algorithm design and related programming concepts, are rarely studied empirically in the intersection with immersive technology. This study is aimed at addressing this issue and providing a piece of quantitative and empirical evidence to AR-supported Computer Science discipline-based learning. We designed a mobile AR-enabled application based on a CT framework and related AR affordances in the literature. This app can contextualize a programming debugging task and support program editing & CT learning. A controlled laboratory study was designed and conducted. The result of statistical analyses shows that participants with the AR support made better quality of programs with lower errors and less amount of code edits, compared to those without the AR support.
Presentation 2: Challenges implementing the SimProgramming approach in online software engineering education for promoting self and co-regulation of learning (Short Paper #77)
Authors: Daniela Pedrosa, Leonel Morgado, José Cravino, Mário Madureira Fontes, Maria Castelhano, Claudia Machado and Eliana Curado
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Faced with high academic failure in learning computer programming, particularly in the transition from initial to advanced programming in higher education, and also the challenges are even greater given the need for students to develop greater self-regulation and learning co-regulation skills, in the context of e-learning due to the autonomy required of them. We are implementing the SCReLProg project (Self and Co-regulation in e-Learning of Computer Programming) which aims: 1) adapt to e-learning the didactic model call the SimProgramming approach (“e-SimProgramming”); 2) identify and understand self-regulation and co-regulation strategies of programming learning in the context of e-learning. In this paper, we describe the delivered, participation, interaction and whether or not the deadline of tasks is fulfilled by students, and the preliminary results of the first iteration of the research and implementation of the e-SimProgramming approach that took place in the course of “Software Development Laboratory” (LDS), in the 2nd semester of the 2nd year of the Informatics Engineering Degree of the Universidade Aberta (Portugal), academic year 2018/2019. We identified some pedagogical and technical problems and challenges that be need to reformulate in the next methodological prototype of the e-SimProgramming approach, to improve teaching-learning, namely: development of strategies more adapted to the target audience and teaching context; promotion of self and co-regulation learning strategies by improving pedagogical design; inclusion of tools and technological solutions.
