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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]

Computational thinking and creative thinking are valuable tools both within and outside of computer science (CS). The goal of the project discussed here is to increase students’ achievement in CS courses through a series of computational creativity exercises (CCEs). In this paper, the framework of CCEs is described, and the results of two separate studies on their impact on student achievement are presented. Students in introductory CS courses completed CCEs as part of those courses. Students in Study 1 came from a variety of programs, and students in Study 2 were engineering majors. A profiling approach was used to test whether the impact of the CCEs could be accounted for by differences in students’ motivated and self-regulated engagement. Overall, CCEs had positive impacts on students’ grades and knowledge test scores, and although there were differences in achievement across the profiles, the impact of the CCEs was generally consistent across profiles. The CCEs appear to be a promising way to increase student achievement in introductory CS courses. Implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Background Technical, nonengineering required courses taken at the onset of an engineering degree provide students a foundation for engineering coursework. Students who perform poorly in these foundational courses, even in those tailored to engineering, typically have limited success in engineering. A profile approach may explain why these courses are obstacles for engineering students. This approach examines the interaction among motivation and self-regulation constructs. Purpose (Hypothesis) This project sought to determine what motivational and self-regulated learning profiles engineering students adopt in foundational courses. We hypothesized that engineering students would adopt profiles associated with maladaptive motivational beliefs and self-regulated learning behaviors. The effects of profile adoption on learning and differences associated with student major, minor, and gender were analyzed. Design/Method Five hundred and thirty-eight students, 332 of them engineering majors, were surveyed on motivation and self-regulation variables. Data were analyzed from a learner-centered profile approach using cluster analysis. Results We obtained a five-cluster learning profile solution. Approximately 83% of engineering students enrolled in an engineering-tailored foundational computer science course adopted maladaptive profiles. These students learned less than those who adopted adaptive learning profiles. Profile adoption depended on whether a student was considering a major or minor in computer science or not. Conclusions Findings indicate the motivational and self-regulated learning profiles that engineering students adopt in foundational courses, why they do so, and what profile adoption means for learning. Our findings can guide instructors in providing motivational beliefs and self-regulated learning scaffolds in the classroom. [ABSTRACT FROM AUTHOR]

We consider the problem of distributed collaboration among multiple agents in an ad hoc setting. We have analyzed this problem within a multiagent task execution scenario, in which every task requires collaboration among multiple agents to get completed. Tasks are also ad hoc in the sense that they appear dynamically and require different sets of expertise or capabilities from agents for completion. We model collaboration within this framework as a decision-making problem in which agents have to determine what capabilities to learn and from which agents to learn them so that they can form teams that have the capabilities required to perform the current tasks satisfactorily. Our proposed technique refers to principles from human learning theory to enable an agent to strategically select appropriate capabilities to learn from other agents. We also use two openness parameters to model the dynamic nature of tasks and agents in the environment. Experimental results within the Repast agent simulator show that by using the appropriate learning strategy, the overall utility of the agents improves considerably. The performance of the agents and their utilities are also dependent on the repetitiveness of tasks and reencounter with agents within the environment. Our results also show that the agents that are able to learn more capabilities from another expert agent outperform the agents who learn only one capability at a time from many agents, and agents who use an intelligent utility maximizing strategy to choose which capabilities to learn outperform the agents who randomly make the learning decision. [ABSTRACT FROM AUTHOR]

In many real-world applications of multi-agent systems, agent reasoning suffers from bounded rationality caused by both limited resources and limited knowledge. When agent sensing to overcome its knowledge limitations also requires resource use, the agent's knowledge refinement is affected due to its inability to always sense when and as accurately as needed, further leading to poor decision making. In this paper, we consider what happens when sensing actions require the use of stateful resources, which we define as resources whose state-dependent behavior changes over time based on usage. Current literature addressing agent sensing with limited resources primarily investigates stateless resources, such as avoiding the use of too much time or energy during sensing. However, sensing itself can change the state of a resource, and thus its behavior, which affects both the information gathered and the resulting knowledge refinement. This produces a phenomenon where the sensing action can and will distort its own outcome (and potentially future outcomes), termed the Observer Effect (OE) after the similar phenomenon in the physical sciences. Under this effect, when deliberating about when and how to perform sensing that requires use of stateful resources, an agent faces a strategic tradeoff between satisfying the need for (1) knowledge refinement to support its reasoning, and (2) avoiding knowledge corruption due to distorted sensing outcomes. To address this tradeoff, we model sensing action selection as a partially observable Markov decision process where an agent optimizes knowledge refinement while considering the (possibly hidden) state of the resources used during sensing. In this model, the agent uses reinforcement learning to learn a controller for action selection, as well as how to predict expected knowledge refinement based on resource use during sensing. Our approach is unique from other bounded rationality and sensing research as we consider how to make decisions about sensing with stateful resources that produce side effects such as the OE, as opposed to simply using stateless resources with no such side effect. We evaluate our approach in a fully and partially observable agent mining simulation. The results demonstrate that considering resource state and the OE during sensing action selection through our approach (1) yielded better knowledge refinement, (2) appropriately balanced current and future refinement to avoid knowledge corruption, and (3) exploited the relationship (i.e., high, positive correlation) between sensing and task performance to boost task performance through improved sensing. Further, our methodology also achieved good knowledge refinement even when the OE is not present, indicating that it can improve sensing performance in a wide variety of environments. Finally, our results also provide insights into the types and configurations of learning algorithms useful for learning within our methodology. [ABSTRACT FROM AUTHOR]

Learning objects (LOs) are digital or non-digital entities used for learning, education or training commonly stored in repositories searchable by their associated metadata. Unfortunately, based on the current standards, such metadata is often missing or incorrectly entered making search difficult or impossible. In this paper, we investigate automating metadata generation for SCORM-complaint LOs based on user interactions with the LO and static information about LOs and users. Our framework, called the Intelligent Learning Object Guide (iLOG), involves real-time tracking of each user sessions (an LO Wrapper), offline data mining to identify key attributes or patterns on how the LOs have been used as well as characteristics of the users (MetaGen), and the selection of these findings as metadata. Mechanisms used in the data mining include data imputation via clustering, association rule mining, and feature selection ensemble. This paper describes the methodology of automatic annotation, presents the results on the evaluation and validation of the algorithms, and discusses the resulting metadata. We have deployed our iLOG implementation for five LOs in introductory computer science topics and collected data for over 1400 sessions. We demonstrate that iLOG successfully tracks user interactions that can be used to automate the generation of meaningful empirical usage metadata for different stakeholder groups including learners and instructors, LO developers, and researchers. [ABSTRACT FROM AUTHOR]

Affinity Learning is a system that allows the user to build a lesson on a subject matter by breaking it down into concepts, misconceptions, assessments, and remediation steps. Examples and questions can also used in these components. Affinity Learning has been found to be effective and can offer critical insights to student learning strategies. Authoring Affinity Learning lesson plans or hierarchies, however, is non-trivial. We have developed two authoring tools: the first tool provides an overall view of the hierarchy with a graphical display of the nodes and links; but the second tool does not. This article reports on a study conducted to test whether the graphical authoring tool can help produce better-quality hierarchies and also help the users learn about the subject matter better than the non-graphical authoring tool. Results show that while the graphical authoring tool can result in better-quality hierarchies, it does not result in better learning. [ABSTRACT FROM AUTHOR]

An introductory CS1 course presents problems for educators and students due to students' diverse background in programming knowledge and exposure. Students who enroll in CS1 also have different expectations and motivations. Prompted by the curricular guidelines for undergraduate programmes in computer science released in 2001 by the ACM/IEEE, and driven by a departmental project to reinvent the undergraduate computer science and computer engineering curricula at the University of Nebraska-Lincoln, we are currently implementing a series of changes which will improve our introductory courses. One key component of our project is an online placement examination tied to the cognitive domain that assesses student knowledge and intellectual skills. Our placement test is also integrated into a comprehensive educational research design containing a pre- and posttest framework for assessing student learning and providing valuable feedback for needed instructional revisions. In this paper, we focus on the design and implementation of our placement exam and present an analysis of the data collected to date. [ABSTRACT FROM AUTHOR]