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Contribution: This article features a systematic literature review with the objective of presenting a study that reflects the current scenario of research on the cognitive load theory (CLT) in the domain of teaching and learning computer programming. Background: Computer programming is a highly cognitive skill, requiring mastering multiple competencies, and recognized as being difficult to learn, for this reason, the cognitive load (CL) in the learner’s working memory emerged as an influential concept, making CLT one of the most common theories in computing education research. Research Questions: What are the approaches that relate CLT to teaching and learning computer programming? What CLT-related concepts are covered? What evidence is reported with respect to this context? Methodology: Following a formal protocol, a survey was performed for papers linking CLT to teaching and learning programming published between 2010 and 2020. The selection of papers was based on a set of criteria established to drive the selection process, including alignment with the research questions and paper quality assessment. Findings: The approaches applied in the papers are based on measuring the CL; through instructional design based on the development or use of resources or tools, a range of different pedagogy strategies and the CLT concepts. With respect to the concepts, the subjective measurement technique and worked example effect are the most commonly deployed. As far as the evidence reported, the better part is related to the worked example effect and measuring CLs. [ABSTRACT FROM AUTHOR]

Contribution: This paper presents a model for educational robotics tools and a corresponding set of heuristics for their development and evaluation specifically adapted to the needs and expectations in formal education settings. Background: The increased use of educational robots in classrooms, and the steadily growing number of alternatives from which to choose, bring the requirement for appropriate methods to develop and evaluate these tools. Yet the current body of literature does not provide comprehensive frameworks that allow this question to be adequately addressed. Although previous research has studied the use of educational robotics in classrooms, there is still a lack of methods to support their development and evaluation. Intended Outcomes: An evaluation framework to support researchers, engineers, educators, and decision makers in taking informed decisions about educational robotics systems. Application Design: This paper proposes to consider activities involving educational robotics tools as a kind of “educational augmented tabletop game.” Within this framework, a set of fourteen heuristics was devised, based on literature on games and learning tools. The validity of these heuristics was examined with a heterogenous group of twelve school teachers, who tested five different educational robotics systems. Findings: The participating teachers had a high level of approval for the heuristics devised. A heuristic evaluation based on the framework proposed here appeared to more appropriately reflecting the teachers’ needs than did conventional methods, namely the isolated comparison of system characteristics. [ABSTRACT FROM AUTHOR]

This article is an extension of a work in progress paper originally presented at the conference FiE 2020, Frontiers in Education by (Schirichian et al., 2020), as a result of Schirichian’s master’s in science dissertation. It studies the relations between academic performance, protection factors, life at university, and personal characteristics to understand how they influence students’ academic success in undergraduate engineering programs in Brazil. In this challenging environment, several students overcome these issues and graduate, which indicates that some protection structures allow students to face challenging situations and be successful in their studies. Current research studied the relationships between academic performance, self-efficacy, causal attributions, personal characteristics, and life at university, with a group of 30 students. Models were studied by combining the different variables and aspects evaluated in the research, and the findings show relationship between academic performance and: 1) self-efficacy, causal attributions, and personal characteristics (such as leisure activities, living with their parents, or college accommodations) and those who attended private schools during basic education; 2 protection factors self-efficacy and causal attributions with advancing in the program and the time of enrolment in the university; and 3) the dimensions initiation and persistence, success/internality and failure/internality, indicating that those who perceive themselves as playing a major role in their academic journey tend to have better outcomes. Further results show the influence of social inequalities, particularly for those students who declared themselves brown and who conducted their basic education in public schools (which are generally of lower quality than private ones in Brazil). [ABSTRACT FROM AUTHOR]

Contribution: This paper adds to existing literature on teaching basic concepts of electricity using computer-based instruction; findings suggest that students can develop an accurate understanding of electric circuits when they generate multiple and complementary representations that build toward computational models. Background: Several studies have explored the efficacy of computer-based, multi-representational teaching of electric circuits for novice learners. Existing research has found that instructional use of computational models that move from abstract to concrete representations can foster students’ comprehension of electric circuit concepts, but other features of effective instruction using computational models need further investigation. Research Questions: 1) Is there a correlation between students’ representational fluency and their ability to reason qualitatively on electric circuits? and 2) Is the quality of student-generated computational representations correlated to their conceptual understanding of electric circuits? Methodology: The study comprised two cases in which 51 sophomore-engineering students completed a voluntary assignment designed to assess their representational fluency and conceptual understanding of electric circuits. Qualitative insights from the first case informed the design of a scoring rubric that served as both the assessment and the data collection instrument. Findings: The results suggest that a multi-representational approach aimed at the construction of computational models can foster conceptual understanding of electric circuits. The number and quality of students’ representations showed a positive correlation with their conceptual understanding. In particular, the quality of the computational representations was found to be highly, and significantly, correlated with the correctness of students’ answers to qualitative reasoning questions. [ABSTRACT FROM AUTHOR]

Contribution: Student engagement and interest in engineering is compared between virtual and physical laboratory projects, designed to be realistic and replicate engineering practice. Reported motivation and engagement was greater in the virtual project than the physical projects. Results are interpreted in terms of the different affordances for instructional design using physical and virtual laboratories. Background: Interest is increasing in incorporating virtual laboratories in engineering curricula. Numerous studies report equal or greater gains in students’ conceptual understanding in a virtual laboratory than a corresponding physical laboratory, but many researchers question if virtual laboratories can stimulate the same level of excitement for engineering as physical laboratories. Research Questions: Do students’ self-reports of interest in engineering depend on the instructional design afforded by the laboratory mode? How do instructional designs of virtual and physical laboratory projects relate to students’ perceptions of engagement, their contribution to the team, and the transfer of prior coursework to meet project objectives? Method: In a within-subjects design, 118 students’ interest and engagement in two physical laboratory projects and one of two virtual laboratory projects in a senior-year capstone course is investigated. Separate principal components analyses were used to develop reliable scales for interest and for engagement. Findings: Students reported greater engagement, perceptions of contribution to their group’s learning, opportunities to transfer prior learning from coursework, and end-of-course interest in engineering problem solving in the virtual laboratory project rather than the physical laboratory projects. The positive outcomes are connected to instructional design through the affordances of the virtual laboratory. [ABSTRACT FROM AUTHOR]

Contribution: This article presents a study that adds evidence to the field of computer education by focusing on the interaction between shapes of tables, group size, and gender, and their effects on on-task collaborative learning actions. By studying the collaborative learning environment in the context of computer education, the aim is to understand how different on-task actions are affected by the mentioned factors. Background: Previous research on collaborative learning space in the collaborative computer education context with the focus on the group formation, gender aspect, and analysis of on-task actions. Research Questions: Do different table shapes have different effects on open-ended computer education on-task actions for different groups sizes (two and three participants) and for different genders? Methodology: In order to study a collaborative problem-solving activity that is based on creating a prototype of a responsive toy, two main conditions were examined: table shape (round or rectangular) and how this interacts with group size (two or three participants) and gender. University students were engaged in design tasks conducted in small groups following the Jigsaw pattern. Findings: Results show that students engage more in interaction with physical artifacts when collaboration is conducted in dyads. In terms of gender, the analysis shows a tendency of female students to engage more when the activity is conducted in dyads. Furthermore, the combination of a dyad structure and a round table resulted in more discussion and nonverbal interaction. [ABSTRACT FROM AUTHOR]

Contributions: This article presents a large-scale study which investigates students’ reaction to game-based learning as part of programming courses. The study focuses on knowledge acquisition, learner experience, and game usability. Background: Despite the rapid growth of the information and communication technologies (ICTs) sector, the lack of engagement with science, technology, engineering, and mathematics (STEM) subjects and high dropout rates in computer science and engineering majors is linked directly to the large number of unfilled vacancies in the ICT employment market. To tackle one of the underlying causes for this crisis, (i.e., traditional teaching paradigms struggle to attract students to rather abstract and difficult STEM subjects such as programming), innovative technology-enhanced learning solutions are sought. Intended Outcomes: A set of serious games were proposed and designed to promote students’ understanding of programming concepts, improve their confidence, stimulate their interest in STEM and increase engagement with the courses through vivid and appealing scenarios. Application Design: Targeting undergraduate and postgraduate students, the games focused on several key programming topics. They were designed to visualize the programming concepts in illustrative and entertaining scenarios. A comprehensive assessment methodology which includes surveys, observations, and interviews was employed to investigate the impact of the games. Findings: The results show that by using the games in the teaching and learning process all the students have benefited, although differently based on their location, educational backgrounds, and game played. The impact of detailed demographic aspects, such as participants’ use of technology, their initial attitude toward school, and learning STEM on the results needs further study. [ABSTRACT FROM AUTHOR]

Contribution: Demonstrates how to use experiential learning (EL) to improve argumentative writing. Presents the design and development of a natural language processing (NLP) application for aiding instructors in providing feedback on student essays. Discusses how EL combined with automated support provides an analytical approach to improving written-communication skills. Background: High-quality, timely, feedback is an effective way to improve students’ writing. However, large class sizes and limited instructor backgrounds often make formative feedback impossible. Recent trends, including lowering entry requirements, have added to these challenges. Assistive technologies for implementing inclusive education provide viable solutions. Research Questions: 1) How and why can EL be used to develop argumentative writing skills in university STEM students? 2) How can technologies be developed to support using EL in teaching writing? and 3) How might the holistic impact of using such analytic techniques be evaluated? Methodology: Participants in an EL project were assigned two essays in sequence. They were given instructions on making good arguments and shown how to use an analytic rubric to maximize their scores. The essays were hand scored by tutors who provided scores for each dimension of the rubric. Subsequently, the content and argumentation of the essays were analyzed using NLP techniques to obtain independent scores. Qualitative data were also collected. Findings: The project produced transformative writing experiences for the participants. It showed how analytical techniques help improve writing skills and how relevant automated instructor assistance can be developed using NLP technologies. [ABSTRACT FROM AUTHOR]

Contribution: In this study, an alternative educational approach for introducing quantum computing to a wider audience is highlighted. The proposed methodology considers quantum computing as a generalized probability theory rather than a field emanating from physics and utilizes quantum programming as an educational tool to reinforce the learning process. Background: Quantum computing is a topic mainly rooted in physics, and it has been gaining rapid popularity in recent years. A need for extending the educational reach to groups outside of physics has also been becoming a necessity. Intended Outcomes: This study aims to inform academics and organizations interested in introducing quantum computing to a diverse group of participants on an educational approach. It is intended that the proposed methodology would facilitate people from diverse backgrounds to enter the field. Application Design: The introductory quantum physics content is bypassed and the quantum computing concepts are introduced through linear algebra instead. Quantum programming tasks are prepared in line with the content. Pre/post-test design method and Likert scale satisfaction surveys are utilized to measure knowledge acquisition and to evaluate the perception of the learning process by the participants. Findings: Conducted pre/post-test design survey shows that there is a statistically significant increase in the basic knowledge levels of the participants on quantum computing concepts. Furthermore, no significant difference in the gain scores is observed between the participants from different STEM-related educational backgrounds. The majority of the participants were satisfied and provided positive feedback. [ABSTRACT FROM AUTHOR]

Contribution: This article explores the impact of the combination of various pedagogical approaches to deliver high-quality learning experiences for online-based engineering students. Though existing research extensively studied online education approaches, limited research has investigated how to bridge the gap between online cloud-based and campus-based students more effectively for obtaining hands-on engineering skills. Background: Given that engineers aim to solve real-world problems, engineering graduates need to obtain relevant experiences for employability. However, it is challenging to deliver such experiences in online education, which motivates innovative ways to integrate practical experiments in Web-based resources. Intended Outcomes: Practical and industry-relevant skills with flexibility in terms of time and pace of learning are intended to be achieved in the teaching framework which is expected to improve learning experiences for online students. Application Design: The adopted mixed pedagogical approach revolves around real-life problem-based learning delivered in the online mode using recorded experiments on energy-efficient design for three cohorts of the fourth-year engineering students, two of which are completely cloud-based students and the other one has a mix of on-campus and cloud-based students. Findings: The effectiveness of the adopted approach is measured through quantitative and qualitative evaluation tools. The evaluation demonstrated that cloud student engagement and motivation improved substantially by integrating explicit, analytical, as well as embodied learnings while enabling them to perform equally well as compared to the campus-based students. [ABSTRACT FROM AUTHOR]

Contribution: This article presents agile software engineers stick together (ASEST+), an improved version of a framework called ASEST that aims to develop team cohesion, leading to better team learning and software engineering student teams. Background: Effective teamwork is crucial for agile software development’s success and is, therefore, a key topic of current software engineering education. In the previous work, a preliminary proposal for ASEST+ was presented. Here, an improved version, more suitable for agile practice education and considering cohesion antecedents, is described. Intended Outcome: A teaching-learning framework to support teamwork in agile software education. Application Design: ASEST+ is built around Scrum teams and combines learning strategies to train students in collaborative and technical agile practices. ASEST+ establishes policies for role allocation and team rule agreements to regulate communication and address conflict management agile practices. ASEST+ addresses personality traits, conflict resolution, and task interdependence as the antecedents identified as the most important. Findings: A quasiexperiment showed that the use of ASEST+ significantly increases the students’ positive perceptions on team cohesion, team performance, and team learning compared with the control group. [ABSTRACT FROM AUTHOR]

Contribution: This article presents a synthesis of the findings and implications from the IC2Think program of research in undergraduate computer science (CS) courses examining student motivation and self-regulated learning (SRL). These studies illuminate both the difficulty and potential for motivating CS students, as well as the uniqueness of CS as a context for studying undergraduate motivation. Background: Computing disciplines are increasingly important in preparing the future workforce. It is imperative that CS educators understand how to motivate students and enhance student outcomes. Synthesizing findings across multiple studies allows for the emergence of new insights into student motivation and SRL. Research Questions: Which aspects of students’ motivation and SRL are predictive of achievement and retention in CS and how can findings inform CS education? Methodology: The primary methodology is a comprehensive review of seven years of research on undergraduate CS education. Studies use a variety of analysis techniques, examine a range of constructs, and include multiple introductory and advanced CS courses. Studies of relationships between variables and change over time were conducted. Findings: The present synthesis of studies on motivation and SRL highlights the complex, counter-intuitive, and positive aspects of student motivation in CS. [ABSTRACT FROM AUTHOR]

Contribution: A technical course in a multidisciplinary university program has to provide high-level skills, with limited lecturing hours and student background. This article investigates the principles for its design and reports about a study case. Background: The overall course organization needs to address specific learning targets and teaching techniques, different from those used in traditional courses on the topic. Research Question: A stepwise strategy assists a principled design that allows dynamic, long-term improvements. Methodology: The evaluation of its applicability requires a years-long record of historical data. The article studies the evolution of a course over six years using simple monitoring techniques: surveys and rubric-based examinations. Findings: Monitoring emerges as an essential feature for course evolution: a focused examination provides the best results, while institutional, wide-spectrum surveys appear to be of little help. [ABSTRACT FROM AUTHOR]

Contribution: This research presents a case study of an online peer assessment (PA) implementation in a random processes course. Students were required to submit simulation assignments, and then to evaluate their peers’ submissions. The research explored the students’ perception of the activity throughout the course using surveys, and their behavior and academic performance using data obtained in the course. Background: With decreased resources and larger class sizes, the obligatory theoretical random processes course in the electrical engineering program presents a challenge with regard to students’ motivation and assimilation of the academic material. Intended Outcomes: In preceding research, PA was found to provide benefits for students’ learning, without significantly burdening teaching staff resources. The implementation was directed at achieving these benefits. Application Design: Simulation exercises were designed to provide illustrations of relatively abstract material, and PA was instituted to facilitate better learning of the material without imposing greater resource requirements on the teaching staff. Findings: Results indicated that PA, although executed in accordance with the best practices presented in the literature, failed to achieve the benefits expected, and might even have contributed to lower grades in the course. [ABSTRACT FROM AUTHOR]

Contribution: This article shows that today’s learning technologies have the potential to make lectures unnecessary by supporting student’s active learning in the classroom. Background: Despite worries about their pedagogical effectiveness, lectures remain the main instructional method in university classrooms. Introducing active learning into the classroom can be difficult due to class sizes and the challenge of providing appropriate scaffolding to individual students. This article shows that a thoughtful deployment of today’s learning technology can help in structuring a whole course as a set of activities, which can improve students’ engagement in the classroom. Intended Outcomes: With this full engagement in the classroom, students’ affective and learning attitudes as well as their learning performance are expected to improve. Application Design: Moodle was used to design learning activities for second-year students taking a digital logic design course in an electrical and computer engineering program. Throughout the semester, the students used the class time entirely to complete these activities and reflect on them. The instructor’s role in the classroom was limited to interaction with individual students or teams to clarify any questions. He did not give any lectures during the term. Findings: A total of 103 students took this course in Fall 2018 and Spring 2019. The students showed a strong acceptance of the presented instructional design. Their evaluation of individual learning activities was consistently positive and their performance in the final exam has improved considerably compared to the previous offerings of the course. [ABSTRACT FROM AUTHOR]

Contribution: A modular three-credit undergraduate course that enables students to sharpen their teaming skills is introduced. The course addresses the professional skill gap between recent undergraduate students and what the work environment expects. Background: The trend of teaming in the industrial world continues to grow as the demand for team-based projects and problem-solving skills is becoming the norm in any workflow with recruiters now listing teaming as a fundamental requirement for most positions. This drives the educational system to adapt and integrate a new skillset into its various curricula with a view to equipping students with these sought-after skills. Intended Outcomes: Adoption of a new three-credit nontraditional undergraduate course targeting team-building education and teaming skills acquisition. Application Design: The design of the course includes project-based learning as well as student-centered learning where team members work on a variety of nontechnical controversial projects, and frequently undergo team/self-assessment on multidisciplinary criteria. Findings: Based on F1-scores of multiple conceptual and situational examination questions, the assessment survey demonstrates a stark change in students’ understanding of professional skills before and after taking the course, confirming this course’s ability in developing and enhancing the students teaming skills. [ABSTRACT FROM AUTHOR]

Contribution: The design of an operating system (OS) experiment course with a gentle learning curve is proposed and a scalable OS experiment platform supporting learning behavior analysis is presented. Background: In the teaching practice of the OS experiment course, several problems were faced. First, the learning curve for the students is too steep. Second, the OS experiment is hard to scale to a large number of students. Finally, it is difficult to track the learning behaviors of the students and to provide feedback to the teaching plan. Intended Outcomes: By smoothing the learning curve and providing targeted and rapid feedback, students using the system can more effectively master the knowledge of the OS by completing experimental tasks. Application Design: A large number of students can log in to the experiment system and complete multiple labs online. In addition to using automated testing to provide fast feedback, the lab system also collects learning behavior data of the students, enabling the teachers to analyze the data and adjust their teaching plan accordingly. Findings: The performance and learning-behavior data of the students from 2015 to 2018 showed that the OS experiment is effective to scale to a large number of students with satisfiable teaching effectiveness. [ABSTRACT FROM AUTHOR]

Contribution: Results and conclusions on the use of transactive memory system (TMS) in software engineering (SE) education in student project teams that consist of undergraduate and postgraduate students are documented. This can be valuable for the adoption of this learning approach and team formation by other universities and institutes. Background: Preparing students for the SE industry requires bringing them in close collaboration to real-world tasks. This is usually performed via students carrying out software projects, working in teams. In such environments, the knowledge sharing and the interactions within the team are worth investigating, as they can affect the outcome of the student collaboration and can provide insight on how the collaboration is valued by the team members. Research Questions: 1) What is the effect of TMS on students in SE education? 2) Do parameters, such as gender, affect TMS development? 3) Does the inclusion of a project manager with more expertise affect TMS? Methodology: Students were divided into teams working on SE projects. Teams consist of both undergraduate and postgraduate students. Data from students on TMS for consecutive academic years were gathered. Findings: TMS is present in student teams and some of its scale items are affected by parameters, such as the team composition and the project type. TMS also affects performance. [ABSTRACT FROM AUTHOR]

Contribution: A model of tiered in-lab, compulsory lab programming sessions suitable for use in flipped learning environments. This article also addresses the scarcity of research that explores the effects of in-class activity organization. Background: When facing a subject they perceive as dry or difficult, some students may feel discouraged from making an effort to learn. Previous research has shown that students have a positive attitude toward assignment tiering, as a form of scaffolding, in voluntary, take-home assignments. Related models either are designed for different settings or have obvious problems with applicability in flipped learning environments. Intended Outcomes: A lab environment that motivates students to learn and consequently to perform better on in-class evaluations and on exams. The approach should be positively received by students. Application Design: Drawing upon the previous teaching experience, the proposed approach is a modification of an assignment tiering model found in the academic literature. With two gated tiered assignments per class, the steepness of the learning curve is alleviated for struggling students, while the injection of deliberate errors, reflexive questions, and ad hoc modification requests keep experienced students engaged with challenging tasks. Findings: The results of the six-year study, performed on an assembly language programming subject, are encouraging: Test groups were better in terms of motivation and performance, and the great majority of students expressed a positive attitude toward the new model. [ABSTRACT FROM AUTHOR]