Programming Languages and Compilers Commons^™

Generation Of Elaborated, Targeted And Effective Feedback For Novice Programmers Using Llm, Hua Leong Fwa

Research Collection School Of Computing and Information Systems

Programming errors and misconceptions are pervasive in novice programmers which causes difficulty in the learning of computer programming. Large Language Models (LLMs), with their ability to comprehend and generate programming codes have shown promising results in the automatic identification of errors. This can potentially benefit student programmers by providing them with timely formative feedback at efficiencies and scale that were not attainable previously. In this study, we leveraged an LLM - OpenAI o4-mini for the generation of elaborated, targeted feedback for novice programmers across PHP and JavaScript exercises. We contend that the feedback needs to be effective and targeted other …

A Virtual-Reality-Based Dental Simulator For Endodontics With Automated Formative Feedback, Yousef Salah Abo El Ela

Theses and Dissertations

Advancements in virtual reality (VR) and haptic technology are transforming the landscape of medical and dental education, offering new avenues for safe, immersive, and repeatable training experiences. Within dentistry, endodontics presents unique challenges for preclinical education due to anatomical complexity, limited access to extracted teeth, ethical concerns, and the shortcomings of conventional plastic models. Despite endodontics specific plastic teeth being available, they fall short of replicating the hardness of real extracted teeth, are relatively costly compared to generic plastic teeth, and are ultimately a disposable item which makes them inadequate as a sustainable long-term solution. Extracted teeth do a much …

The Impact Of Artificial Intelligence As An Intervening Variable Between The Digital Government Strategy And Competency Development "An Applied Study At Sharjah Police Sciences Academy ", Elsayed Kamal Risha, Abd Al-Rahman Al-Naqbi

Journal of Police and Legal Sciences

The study aimed to determine the impact of the digital government strategy on competencies development, through artificial intelligence as an intervening variable, and to achieve the objectives, the study relied on the quantitative approach and the questionnaire was used as the main tool for collecting data. The study community represented officers, non-commissioned officers and individuals at the Sharjah Academy for Police Sciences, and the study sample amounted to 30 affiliates, i.e. the total number of employees in the Competency Development Department at the Academy. The study reached a set of results, the most prominent of which are:

- The existence …

Rattler Python, Samer Jabor

Systems Manuals - 2026

The Rattler Python project is an interactive game-based learning system that intends to teach the basic concepts of Python programming through guided instruction, gameplay challenges, and review-based assessments. The document contains a proposal for this system consisting of problem definition, background research, existing solutions, and the proposed product, together with the system scope, assumptions, and the organization of the remainder of this document.

Learning Educational Technology Prototyping With Generative Ai, Justin Olmanson, Azadeh Hassani, Gretchen K. Larsen

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this study, we use ethnographic methods, grounded theory, and an iterative analytical approach to explore participant experiences and strategies for engaging generative AI in support of both learning how to prototype educational technologies and learning to code. We examine how ChatGPT and Giuseppe (a scaffolded co-coding interface of our own design) influence students’ approaches to prototyping and programming. This study contributes to the field by: identifying specific challenges and affordances of generative AI in prototyping and educational technology development contexts; and offering insights into how educators, students, and learning technology developers can integrate generative AI in formative educational technology …

Coding An Assignment Calculator Exclusively With Chatgpt, Andy Tincknell, Heather P. Vandyne, Lisa K. Bell

SACAD: Scholarly Activities

Large Language Models like ChatGPT are influencing higher education and society in broader ways, including the coding and programming of applications and websites (Silva et al., 2024). This poster will profile how Forsyth Library, with no coders on staff, used ChatGPT to program an Assignment Calculator LibGuide without human coding. It details the process, challenges, and outcomes while highlighting AI’s potential to enhance resources for academic success and considers its efficacy and ethical implications.

Addressing Equity Issues In Elementary Computer Science Education: Knowns, Unknowns, And Implications For Future Work, Mike Karlin, Yin-Chan Janet Liao, Swati Mehta, Afreen Iqbal, Mahya Minaiy, Minhye Son, Jessica Pandya

Journal of Computer Science Integration

In 2016, a national coalition of stakeholders released the K-12 computer science (CS) framework. In the time since, there has been an increased push at the local, state, and national level to integrate CS knowledge and skills into K-12 education. Despite this push, significant equity issues exist within the field. While growing research has been done on CS equity issues at the high school level, we know these equity gaps often begin to emerge in elementary school where less is known. Therefore, we conducted a systematic literature review to better understand and explore the elementary CS equity research landscape from …

Computing In The Commonwealth: Specialized Education In Computer Science And Information Technology For High School Students In Virginia – An Environmental Scan, Amy Corning, Jonathan D. Becker, Jon Graham, James Carrigan, Keisha Tennessee

ICRE Publications

Over the past two decades, Virginia has invested substantially in STEM education, in part through specialized programs focused on computer science and information technology (CS/IT). This study represents the first effort to identify Virginia’s specialized secondary CS/IT programs and examine them collectively. Findings from the statewide environmental scan indicate that the programs are delivered through a wide variety of institutional structures, including Governor’s STEM Academies, Governor’s Schools, specialty centers, and academies, but most often through Career and Technical Education (CTE) centers. Programs tend to be concentrated in metropolitan areas, and some rural divisions may not be served. The programs provide …

Ultrasonic Sensor-Based Sound Synthesis Using Raspberry Pi Pico W, Niraj Jaishwal

Williams Honors College, Honors Research Projects

At the intersection of Human Computer Interaction and digital art, this project transforms simple motion into musical expression. It explores an interactive real-time sound synthesis system using ultrasonic sensors to generate continuous audio. The objective is to design a system that maps physical distances into musical parameters such as pitch and amplitude, which will create a responsive audio environment. Two ultrasonic sensors are used in combination with the Raspberry Pi Pico W microcontroller running CircuitPython and Adafruit Audio Hat for real-time sound output. One sensor controls the pitch of the generated tone, while the other controls volume. This enables expressive …

How Do Preservice Teachers Learn To Teach Integrated Computational Thinking?: Evidence From Planning, Enactment, And Reflection, Rachael Dektor, Samuel Severance, Kip Téllez

Journal of Computer Science Integration

This study examines pre-service teachers’ (PSTs) beliefs and understandings about computational thinking (CT) integration and lesson implementation over time. Utilizing a design-based research approach, 3 PSTs led the co-design of integrated CT lessons with support from researchers and enacted these CT integrated lessons with K-5 students. All PSTs participated in a whole-group CT workshop and engaged in one-on-one lesson design sessions with a researcher. We utilized a grounded theory approach to qualitatively analyze pre-surveys, semi-structured interviews, and video data of three PSTs enacting their lessons. We found that PSTs’ initial beliefs about CT instruction – including the importance of it …

Improving Educational Delivery And Content In Juvenile Detention Centers, Yomna Elmousalami

Undergraduate Research Symposium

Students in juvenile detention centers have the greatest need to receive improvements in educational delivery and content; however, they are one of the “truly disadvantaged” populations in terms of receiving those improvements. This work presents a qualitative data analysis based on a focus group meeting with stakeholders at a local Juvenile Detention Center. The current educational system in juvenile detention centers is based on paper worksheets, single-room style teaching methods, outdated technology, and a shortage of textbooks and teachers. In addition, detained students typically have behavioral challenges that are deemed "undesired" in society. As a result, many students miss classes …

Broadening Participation Of Teachers In Computing: Examining Postsecondary Educational Experiences And Prospective Educators’ Cs Teaching Interests, Robert Schwarzhaupt, Alexsandra Galanis, Joanna Goode, Kate Blanchard, Jill Bowdon, Joseph P. Wilson

Journal of Computer Science Integration

Teacher shortages in K–12 computer science (CS) education negatively impact students’ access to CS courses, exposure to CS concepts, and interest in CS-related careers. To address CS teacher shortages, this study seeks to understand factors related to expressing a preference to teach CS among prospective teachers. The study team analyzed data from 27,700 prospective teacher applications accepted into the 2016–2020 Teach For America (TFA) corps (cohorts). The TFA corps is an alternative teacher development program that recruits and prepares participants to obtain their teaching certification while they work for at least two years in underserved communities on a temporary teaching …

A Critical Computing Curriculum Design Case: Exploring Tribal Sovereignty For Middle School Students, Kristin A. Searle, Aubrey Rogowski, Colby Tofel-Grehl, Mengying Jiang

Journal of Computer Science Integration

We report on our efforts to design an integrated computing curriculum for middle school students in Montana that is in line with the Kapor Center’s focus on culturally sustaining-revitalizing pedagogies. Montana provides a unique context for doing this work because a state constitutional mandate requires all K-12 students to learn about tribal histories and cultures through Indian Education For All (IEFA). IEFA centers around seven essential understandings about Indigenous peoples in Montana that are integrated across content areas. In addition, implementation of Montana’s CS standards began in the 2021–2022 school year. In the curricular design, we sought to bring together …

Employing An Abolitionist, Critical Race Pedagogy In Cs: Centering The Voices, Experiences And Technological Innovations Of Black Youth, Tiera Tanksley

Journal of Computer Science Integration

This paper proposes a pedagogical extension of culturally responsive praxis called abolitionist, critical race pedagogy in CS. To showcase the power and potentiality of this pedagogy, this paper examines the experiences of 2 cohorts of Black high school students (n = 30) who participated in a critical race technology course that was taught during the dual pandemic of COVID-19 and anti-Black racism. The goal of this summer course was to employ an abolitionist, critical race pedagogy in CS to foster Black students’ ability to critically examine the ubiquity of anti-Black racism within the socio-technical architectures (e.g. code, data, algorithms and …

Culturally Responsive-Sustaining Computational Thinking: Enactment In Elementary Classrooms, Victoria Macann, Aman Yadav

Journal of Computer Science Integration

Technology has increasingly permeated many aspects of everyday life and this evolution raises the need for individuals to understand how the digital world works and what opportunities and risks it brings (Nouri, Zhang, Mannila & Norén, 2019). For this to be an experience for everyone, we need to rethink how we integrate computational thinking (CT) and provide teachers with tools to center their students’ identities, experiences, and cultures in the classroom. In this paper, we present two case studies of primary (elementary) teachers from a full primary (student ages 5–13) semi-rural school in the North Island of New Zealand that …

Teacher Candidates’ Conceptions And Practices Of Computational Thinking For Equity, Heather F. Clark, Symone A. Gyles, Imelda Nava-Landeros

Journal of Computer Science Integration

This study documents novice science and math teachers’ developing pedagogical approaches to integrating computational thinking (CT) and data into their courses to support educational equity and social justice. The 10 novice teacher candidates (TCs) studied were part of an urban teacher residency program that empowered them with an asset-based pedagogy we describe as “CT for Equity.” Drawing on coursework and interviews as data, we asked three questions: What are teachers’ conceptions of CT? What are their CT instructional practices? And how did their students respond to those practices? To explore conceptions of CT, we used Kafai et al.’s (2020) articulation …

Asset-Based Approaches To Multilingual Students’ Computer Science Identity Development, Sharin Rawhiya Jacob, Mark Warschauer

Journal of Computer Science Integration

While computer science identity development has been examined in several studies, there is much to learn about the development of multilingual students’ computer science (CS) identities. To develop strong CS identities, multilingual students must engage in culturally and linguistically sustaining curriculum, pedagogy, and interaction that draws from their rich and varied resources. This theoretical paper is grounded in a justice-centered, asset-based framework that views the traditions and practices in students’ cultures and communities as strong contributors to knowledge construction in STEM. We draw on multiple studies exploring multilingual student CS identity development to better understand how their personal, familial, community-based, …

Wind River Elementary Computer Science Collaborative: Connecting Computer Science And Indigenous Identities And Knowledges On The Wind River Reservation, Joseph P. Wilson, Kathryn M. Rich, Jared O'Leary, Veronica Miller

Journal of Computer Science Integration

Three Northern Arapaho and Eastern Shoshone–serving districts formed a researcher–practitioner partnership with the Wyoming Department of Education, the American Institutes for Research®, and BootUp Professional Development to advance the computer science (CS) education of their elementary students in ways that strengthen their Indigenous identities and knowledges. In this paper, we share experiences from 2019 to 2022 with our curriculum development, professional development (PD), and classroom implementation. The researcher–practitioner partnership developed student and teacher materials to support elementary CS lessons aligned to Wyoming’s CS standards and “Indian Education for All” social studies standards. Indigenous community members served as experts to codesign …

Near Peer Pedagogies For Culturally Sustaining Computer Science And Mathematics, Cliff Freeman, Eli Tucker-Raymond, Juan Gutierrez

Journal of Computer Science Integration

In this study, College STEM Literacy Workers act as co-teachers in 9th and 10th grade classrooms alongside mathematics teachers as they both learn to integrate a 30-hour integrated computer science/mathematics curriculum. As part of the curriculum for educator learning, we adapted the Algebra Project’s “Model of Excellence” for culturally relevant-sustaining pedagogies. We used the framework to explore how teachers understand College STEM Literacy Workers’ contributions in the model as well as College STEM Literacy Workers’ own experiences in the classroom. We found that while teachers and College STEM Literacy Workers did not individually instantiate the model of excellence, they were …

Designing An Equity-Centered Framework And Crosswalk For Integrated Elementary Computer Science Curriculum And Instruction, Carla Strickland, Andrea Ramírez-Salgado, Lauren Weisberg, Latoya Chandler, Jeanne Di Domenico, Elizabeth M. Lehman, Maya Israel

Journal of Computer Science Integration

As computer science (CS) education becomes more prevalent in K-12 instruction, it is critical for educators, researchers, and curriculum developers to identify culturally responsive and pedagogically inclusive approaches that can increase participation, access, and feelings of belonging for students from historically marginalized communities. In response, we developed an equity-centered curricular framework and illustrative crosswalk that synchronizes three distinct pedagogical approaches: culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), and project-based learning (PBL). We describe the framework’s theoretical underpinnings and explain how this framework informed the development of an integrated elementary science+CS curricular unit and provide examples of its implementation. …

Comparing Boys’ And Girls’ Attitudes Toward Computer Science, Danielle Scott, Amiee Zou, Sharin Rawhiya Jacob, Debra Richardson, Mark Warschauer

Journal of Computer Science Integration

Women are severely underrepresented in computer science (CS) degrees and careers. While student interest is a key predictor of success, little is known about how elementary students from underserved groups, such as girls, develop their interest in CS. To address this issue, we examined the differences in attitudes between upper elementary girls and boys towards CS after participating in a yearlong, inquiry-based CS curriculum designed for diverse learners. Pre-and-post surveys on students’ attitudes towards CS (n = 108) were delivered before and after student participation in the curriculum. Results from the survey showed only two demonstrated significant differences between boys …

Examining Early Elementary Computer Science Identity Repertoires Within A Curriculum: Implications For Epistemologically Pluralistic Identities, Eleanor Richard, Shakhnoza Kayumova

Journal of Computer Science Integration

As computer science (CS) enters an increasing number of elementary classrooms, researchers must investigate the representations of what kinds of people are presented as doing computer science within CS curricula. In this paper, we explore a widely used, freely accessible, web-based, early elementary CS curriculum to examine the kinds of identity repertoires (behaviors, actions, skills, and socioemotional norms) that are promoted as representative of being/becoming a CS person. More specifically, we draw on identity studies and employ critical discourse analysis to examine how the kinds of norms and repertoires of CS practice made available in the curricular materials might construct …

The Effectiveness Of Using Python Programming Approach In Teaching Financial Analytics, Clarence Goh, Yuanto Kusnadi, Gary Pan

Research Collection School Of Accountancy

This study presents a learning method and challenges regarding implementing a Python programming approach in teaching financial analytics to graduate accounting students. The advent of Big Data, as well as related applications and technologies, has significantly changed the process and practice of accounting. This has led to essential changes in the construction and teaching content of accounting education. While there have been several studies examining how data analytics is embedded in the accounting curriculum, the majority of the teaching cases in accounting focus on analysis and communication with Excel as the principal tool, with very few covering the necessary steps …

Integrating Computing Into Preservice Teacher Preparation Programs Across The Core: Language, Mathematics, And Science, Lauren E. Margulieux, Patrick Enderle, Pier Junor Clarke, Natalie King, Caroline Sullivan, Michelle Zoss, Joyce Many

Journal of Computer Science Integration

This paper describes the beginning of a design-based research project for integrating computing activities in preservice teacher programs throughout a middle and secondary education department. Computing integration activities use computing tools, like programming, to support learning in non-computing disciplines. The paper begins with the motivation for integrating computing that encouraged widespread buy-in, design goals, and design parameters. The primary motivating factor for this work was preparing teachers to use technology to support learning in their classrooms. Involving computing education faculty in the preparation enabled the activities to include computer science and spread computational literacy. The paper also describes the process …

Investigating Bloom's Cognitive Skills In Foundation And Advanced Programming Courses From Students' Discussions, Joel Jer Wei Lim, Gottipati Swapna, Kyong Jin Shim

Research Collection School Of Computing and Information Systems

Programming courses provide students with the skills to develop complex business applications. Teaching and learning programming is challenging, and collaborative learning is proposed to help with this challenge. Online discussion forums promote networking with other learners such that they can build knowledge collaboratively. It aids students open their horizons of thought processes to acquire cognitive skills. Cognitive analysis of discussion is critical to understand students' learning process. In this paper, we propose Bloom's taxonomy based cognitive model for programming discussion forums. We present machine learning (ML) based solution to extract students' cognitive skills. Our evaluations on compupting courses show that …

Designing Flipped Learning Activities For Beginner Programming Course, Benjamin Gan, Eng Lieh Ouh

Research Collection School Of Computing and Information Systems

This study focuses on designing flipped classroom learning activities across pre-class problem-based exercises; with in-class active discussions and practical problem-solving sessions; and follow up with postclass problem-based labs and assessments. We evaluate the effectiveness of our learning activities based on student surveys, course feedback, grades, and teacher feedback for a beginner programming course with non-IS students. We describe detail programming learning activities with comparisons to existing practices based on related work. Our findings are that majority of students (86%) agreed with flipped classroom, but teachers should be aware of the 14% who disagreed and cater for them. Teachers should avoid …

Itss: Interactive Web-Based Authoring And Playback Integrated Environment For Programming Tutorials, Eng Lieh Ouh, Benjamin Gan, David Lo

Research Collection School Of Computing and Information Systems

Video-based programming tutorials are a popular form of tutorial used by authors to guide learners to code. Still, the interactivity of these videos is limited primarily to control video flow. There are existing works with increased interactivity that are shown to improve the learning experience. Still, these solutions require setting up a custom recording environment and are not well-integrated with the playback environment. This paper describes our integrated ITSS environment and evaluates the ease of authoring and playback of our interactive programming tutorials. Our environment is designed to run within the browser sandbox and is less intrusive to record interactivity …

The Effect Of Using The Gamification Strategy On Academic Achievement And Motivation Towards Learning Problem-Solving Skills In Computer And Information Technology Course Among Tenth Grade Female Students, Mazyunah Almutairi, Prof. Ahmad Almassaad

International Journal for Research in Education

Abstract

This study aimed to identify the effect of using the gamification strategy on academic achievement and motivation towards learning problem-solving skills in computer and information technology course. A quasi-experimental method was adopted. The study population included tenth-grade female students in Al-Badi’ah schools in Riyadh. The sample consisted of 54 students divided into two equal groups: control group and experimental group. The study tools comprised an achievement test and the motivation scale. The results showed that there were statistically significant differences between the two groups in the academic achievement test in favor of the experimental group, with a large effect …

Evaluating A Peer Assisted Learning Programme For Mature Access Foundation Students Undertaking Computer Programming At An Irish University, Nevan Bermingham, Frances Boylan, Barry J. Ryan

Articles

Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among under-represented groups. This includes socioeconomic and educational disadvantage. Mature students in particular enrolled on these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with lower pass rates and progression rates typically than other subjects.

This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled on a computer …

The 4c’S Of Pal – An Evidence-Based Model For Implementing Peer Assisted Learning For Mature Students, Nevan Bermingham, Frances Boylan, Barry J. Ryan

Articles

Peer Assisted Leaning (PAL) programmes have been shown to enhance learner confidence and have an overall positive effect on learner comprehension, particularly in subjects traditionally perceived as difficult. This research describes the findings of a three-cycle Action Research study into the perceived benefits of implementing such a programme for mature students enrolled on a computer science programming module on an Access Foundation Programme in an Irish University. The findings from this study suggest that peer learning programmes offer students a valued support structure that aids transition and acculturation into tertiary education whilst simultaneously improving their subject-matter comprehension and confidence. An …