Read the abstract, see who wrote it and who cites it, and get the citation in APA, MLA, Chicago or Harvard.
About 350 papers for “Reflection (computer programming)”
荒木, 貴之, 458, Araki, Takayuki et al. · Musashino University Academic Institutional Repository (Musashino University) · 2018
特集 : プログラミング・情報技術教育に関する実践・支援システム
Cited by 0
Masoud Naghedolfeizi, Xiangyan Zeng, Chunhua Dong · 2020
Abstract College level computer programming is known to be challenging and difficult to learn, even after reviewing the subject several times. Research has indicated that learning through application and reflection could enhance student learning of the subject particularly in computer programming. To this end, programmable robots could be utilized to supplement programming activities that encourage and motivate students to apply their creative thinking and programming skills to devise solutions for real-world problems. Since developing a computer program to instruct a robot provides an immediate feedback as whether the program has accomplished its job, it engages students in both learning and reflection processes. This paper presents the application of an affordable programmable robot in three computer programming classes; namely, Computer Science and Information Systems: An Overview (CS0), Programming I (CS1), and Programming II (CS2). Also, the survey results of student feedback regarding the level of their interest in programming before and after robotic activities, the challenges of programming a robot, and their overall rating of integrating robotic activities in programming classes are presented and discussed.
Cited by 0
Ubaidah Ubaidah, Minaldi Loeis · Journal of Educational Research and Practice · 2022
The objective of this research is to describe the implementation of project-based learning (PJBL) in improving computer programming competency in a higher education setting. The method applied in this study is action research with a one-cycle framework with four phases of development: a) planning, b) action, c) observing, and d) reflection phases. This research tries to answer two questions: how to implement PJBL in a programming course to improve programming competency and how to ensure students’ satisfaction in the learning process. The PJBL applied in this research consists of seven steps, including a) a challenging problem or question; b) sustained inquiry; c) authenticity; d) student voice & choice; e) reflection; f) critique and revision; and g) public product. We found that the PJBL implementation for the course, Introduction to Programming, supports the attainment of programming competence. We found that PJBL helps students retain programming knowledge and transfer the programming skills into real-life projects. The research also found that with the implementation of PJBL in Introduction to Programming, students’ satisfaction with the learning experience increases. The result shows that PJBL is not only effective in improving computer programming competency, but also in increasing the student’s engagement and passion for lifelong learning.
Cited by 4Open access
Aloys Iyamuremye, Ezechiel Nsabayezu · International Journal of Education Training and Learning · 2022
The current study investigates teachers' conception and reflection of computer programming from scratch in terms of technological and pedagogical standpoint. Mixed research approaches typically achievement tests and interviews were used to collect quantitative and qualitative data respectively. A total of twenty-one Mathematics and Science teachers were randomly selected to participate in the study. A paired t-test was used to analyze quantitative data from pre and post-test, while descriptive and interpretive analyses were used to analyze qualitative data from the interview. The results of the study showed that Mathematic and Sciences teachers have a great conception of scratch programming after attending scratch programming. There was a significant difference in mean between pre and post-test (p ˂ 0.05). It was also found that scratch is an effective pedagogical tool for teaching and learning Mathematics and Sciences. In addition, teachers expressed positive views of using scratch in teaching and learning Mathematics and Sciences as it helps them to visualize abstract content, motivate students, increase students' interest, critical thinking, and problem-solving skills, act as an assessment tool and increase student's academic performance.
Cited by 4Open access
Aloys Iyamuremye · Research Square · 2022
Abstract The current study investigates teachers' conception and reflection of computer programming from scratch in terms of technological and pedagogical standpoint. Mixed research approaches typically achievement tests and interviews were used to collect quantitative and qualitative data respectively. A total of twenty-one Mathematics and Science teachers were randomly selected to participate in the study. A paired t-test was used to analyze quantitative data from pre and post-test, while descriptive and interpretive analyses were used to analyze qualitative data from the interview. The results of the study showed that Mathematic and Sciences teachers have a great conception of scratch programming after attending scratch programming. There was a significant difference in mean between pre and post-test (p ˂ 0.05). It was also found that scratch is an effective pedagogical tool for teaching and learning Mathematics and Sciences. In addition, teachers express positive views of using scratch in teaching and learning Mathematics and Sciences as it helps them to visualize abstract content, motivate students, increase students' interest, critical thinking, and problem-solving skills, act as an assessment tool and increase student's academic performance.
Cited by 0Open access
Daniela Pedrosa, José Cravino, Leonel Morgado et al. · Communications in computer and information science · 2019
Cited by 11
Alejandra Martínez, Marcelo Jenkins · 2020
and 1992, respectively. Since 1986, he has been teaching computer science at the University of Costa Rica. From 1993 until 1998, he coordinated the Graduate Committee, and from 1998 through 2001, he was the Chairman of the Department of Computer and Information Sciences. His research interests are in software engineering, software quality assurance, project management, and object-oriented programming. He has authored more than 40 technical papers on these subjects. As an independent consultant, he has worked with some of the largest software companies in the Central America region in establishing software quality management systems. In the last 15 years, he has taught several seminars on software quality assurance and software project management in seven different countries.
Cited by 2Open access
Álvaro Santos, Anabela Gomes · AHFE international · 2024
This paper presents a project-based learning approach based on the combination of Human-Computer Interaction (HCI) and Mobile Programming. This approach aims to develop and implement a graphical user interface and respective interaction of an application. The project was implemented in the HCI and Mobile Programming courses located in the 2nd and 3rd years of an Informatics Engineering Degree at a Portuguese Higher Institution. The objectives of this project were to specify, prototype, and implement an interactive system containing the following topics: (i) user and task analysis, (ii) problem-solving, and (iii) Gamified activity in a Problem-Solving Scenario where students must identify user needs and design tasks to address those needs were done. This proposal could be embodied in the form of a theoretical study or practical implementation on a form of connection with hardware that allows an alternative or innovative form of communication/interaction. In the presented study, the students went through four distinct phases: Ideation, User and Task Analysis, Prototyping, and Exploring New Forms of Interaction. In summary, the teacher expressed dissatisfaction with the students' work. Many tasks were completed last minute, and collaboration within groups was lacking. The students showed irresponsibility in their work distribution. The proposals lacked reflection and research on technical aspects, which is expected in engineering. Students demonstrated low curiosity about new technologies and proposed uncreative solutions. Students were also disappointed with their grades, and they preferred more closed and focused problems over open-ended ones.
Cited by 0
Oyku Eren Ozsoy, Luis Felipe Zapata-Rivera · 2025
Cited by 0
Sonntag, Hartig, Kowalski et al. · 1994
Adaptability, i.e. the ability of a system to adapt dynamically to changes in its execution environment, is considered as an important property of computer systems. Scaling directory replication in name servers and load balancing are well known examples. However, adaptability in today's systems, if present at all, generally is burnt in and dedicated to singular properties of the execution environment. The authors discuss a more universal approach to adaptability. The approach is based on the/spl minus/in some cases artificial/spl minus/separation of nonfunctional properties from the functionality of application systems. The scheme provides full control over nonfunctional properties while preserving transparency for the application programs. To study that approach, reflection has been incorporated into the BirliX object model and its implementation. It has been used to experiment with some nonfunctional properties such as migration and protection. The authors motivate the need for a universal adaptability scheme, revisit reflection as used in programming language systems and discuss design decisions for reflective systems, describe the resulting reflective BirliX model and its implementation and finally describe applications.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>
Cited by 6
Luke Church, Alan Blackwell · 2012
We are interested in creating novel representations of computation, so that people who are often excluded by traditional software development tools can access the power of computing. For example we work with artists who wish to use computational behaviours as an inspiration for dancers, or for sculpture, but lack the time or interest to engage with traditional programming languages. We also engage with social concerns such as online political activism, economic divides, cultural heritage, the ‘e-sciences/e-humanities ’ and gendered conceptions of technology. Rather than using our technical expertise to craft solutions one at a time for these audiences, we use particular engagements to inform the creation of tools that our collaborators can take forward and use by themselves, creating new products for their own audiences. In this way we reach a much wider constituency than would otherwise be possible. The dominant discourse in computer science as to how to achieve this, is the advocacy and implantation of ‘computational thinking ’ [Wing 2006], training others to think like computer scientists. We have chosen to reject this route [Blackwell et al 2008], starting instead from a critical reflection on metaphysics of computation [Smith 1996] and the politics of information
Cited by 0
Evorell Fridge, Sikha Bagui · International Journal of Information and Communication Technology Education · 2016
The goal of this research was to investigate the effects of automated testing software on levels of student reflection and student performance. This was a self-selecting, between subjects design that examined the performance of students in introductory computer programming classes. Participants were given the option of using the Web-CAT software-testing tool to evaluate their computer code. Student self-reported levels of reflection were measured using reflective thinking survey.
Cited by 5
2006
Reflection is the ability of some entity to describe itself. In a logical context, it is the ability of a logic to reason about itself. Reflection is, therefore, placed at the core of meta-mathematics, making it an important part of formal reasoning; where it revolves mainly around syntax and semantics — the main challenge is in making the syntax of the logic become part of its semantic domain. Given its importance, it is surprising that logical computer systems tend to avoid the subject, or provide poor tools for reflective work. This is in sharp contrast to the area of programming languages, where reflection is well researched and used in a variety of ways where it plays an central role. One factor in making reflection inaccessible in logical systems is the relative difficulty that is immediately encountered when formalizing syntax: dealing with formal syntax means dealing with structures that involve bindings, and in a logical context it seems natural to use the same formal tools to describe syntax — often limiting the usability of such formalizations to specific theories and toy examples. Gödel numbers are an example for a reflective formalism that serves its purpose, yet is impractical as a
Cited by 0
J. E. Gómez-Correa, A. L. Padilla-Ortíz, S. Chávez-Cerda · arXiv (Cornell University) · 2025
In this work, we present a detailed procedure of computer implementation of the laws of refraction and reflection on an arbitrary surface with rotational symmetry with respect to the propagation axis. The goal is to facilitate the understanding and application of these physical principles in a computational context. This enables students and instructors alike to develop simulations and interactive applications that faithfully replicate the behavior of light and sound propagating in a diversity of media separated by arbitrary surfaces. In particular it can help to explore freeform optics. Additionally, we include a practical example demonstrating these implementations using either Matlab or open-source Octave programming language.
Cited by 0Open access
Francisco Ortín, José Manuel Redondo, José Baltasar García Pérez-Schofield · Science of Computer Programming · 2009
Cited by 34Open access
2008
Abstract ⎯ A suite of programs that performs the automatic grading of Java programming assignments is described. This suite has been used in the Introduction to Computer Science course at Rutgers University since the Spring 2000 semester where it grades some 400-600 weekly assignments. The time to grade the submissions is a matter of minutes on a 500MHZ PC. The development process for a typical
Cited by 0
Yumiko Murai, Editorial Office, Hiroyuki Muramatsu et al. · Journal of Robotics and Mechatronics · 2026
Many schools worldwide have started to adopt computer programming as part of their formal curriculum. However, critics contend that integrating computer programming into schools tends to be technocentric. Teacher professional development is crucial to integrate computer programming as a tool for learning in classrooms through constructionist pedagogy. This study employed a grounded theory approach to develop a deeper understanding of teacher learning experiences during teacher professional development in constructionist computer programming education. An analysis of surveys and interviews with 14 public elementary and middle school teachers in Japan highlighted that teachers who undergo professional development for constructionist computer programming education tend to include three major learning elements: learning design strategies, pedagogical reflection, and professional development strategies. The analysis also demonstrated how those three elements are interconnected and continuous in the teachers’ learning experiences, implying the importance of supporting all the three elements during teacher professional development. The study indicated that leadership experiences during professional development helped teachers become more intentional regarding their learning experiences. This indicates the strength of such program designs for future constructionist computing professional development. Based on our observations, the current paper proposes a new teacher professional development model: the Creative Teacher Learning Spiral. We discuss the implications and recommendations for its application.
Cited by 0Open access
Jaroslav Švelch · Digital Repository (National Repository of Grey Literature) · 2013
This dissertation aims to be a social history of 8-bit computer gaming culture in Czechoslovakia. It focuses mostly on the 1982-1989 period, i.e. from the beginnings of organized computer hobby scene until the end of the so-called "normalization" era. It draws from archival texts, mainly computer club newsletters, and oral history interviews. The resulting corpus is used both to reconstruct the social context surrounding computer game play at the time, and to identify social practices, norms and values connected with computer game playing. Theoretically, the dissertation draws from the social history of media, audience research in the vein of the British cultural studies, and game studies. The dissertation claims that in the earliest days of Czechoslovak computer hobby, the hobbyists were a prime example of active audience. As there was virtually no hardware and software market behind the Iron Curtain, hobbyists had to improvise ways of importing hardware and distributing software, often forming computer clubs to facilitate this. Computer game programming and play were integral parts of hobbyist experimentation. Around 1985, Western commercial games started to enter Czechoslovakia via efficient unauthorized distribution. Computer games have, however, become a hobby of its own a started to spread...
Cited by 0
Camille Akmut · 2019
The following is understood as a contribution toward a field of com-puter science education : a reflection of 5 months of learning the functionalprogramming language Haskell; out of which has emerged for us that pro-gramming languages are ‘just other programs’. This lesson, so important,is never felt more than in a functional language like Haskell, we defend. Ithas for principal benefit to bring down the barriers between creators andusers of programming languages, i.e. “programmers”, both are the same;a psychological-sociological fact not without revolutionary characteristics.
Cited by 0Open access
Jun Peng, Stylianos Sergis, Minhong Wang et al. · 2017
Project-based learning (PjBL) is a promising approach for supporting learning of computer programming by addressing the gap between the attainment of abstract knowledge and the application of this knowledge to authentic programming tasks. The World Wide Web has considerable potential to expand and improve PjBL environments. However, making implicit aspects of a programming task accessible to learners and instructors to support reflection and improvement can be challenging. This paper discusses the challenge of PjBL in programming education and outlines a set of key aspects and an analysis framework to inform design and analysis of PjBL programming in web-based environments, by exploiting the emerging field of Teaching and Learning Analytics. Based on the proposed analysis framework, the design of an empirical study is outlined, capitalizing on a novel web-based PjBL environment that makes complex cognitive processes accessible and affords the analysis of its effects on learning programming in multiple aspects.
Cited by 5Open access