Journal articles on the topic 'Visual programming languages (Computer science) – Study and teaching'

The global Covid-19 lockdown had shifted traditional learning in universities toward the full implementation of eLearning. This new way of learning had overcome many challenges and showed many potentials as well. During Covid-19; Information Technology students in Hashemite University had experienced learning programming languages labs using different platforms. Six labs are available: Introduction to C++, Object oriented programming 1, Object oriented programming 2, Visual basic programming, Web programming and introduction to Database. In this paper, the transition of learning programming labs is highlighted based upon students’ perception. New teaching methodology is proposed and applied for teaching programming labs courses completely remotely, the proposed methodology has been assessed out of web structured survey and direct assessment of students. The results showed that the suggested teaching model for teaching online programming labs successes preliminary in creating online practical programming environment similar to that available during face-to-face teaching at university, however the methodology must be revised to modify the adopted online programming evaluation system to become more reliable and fair.

mperative languages like Java, C++, and Python are mostly used for the implementation of Genetic algorithms (GA). Other programming paradigms are far from being an object of study. The paper explores the advantages of a new non-mainstream programming paradigm, with declarative and nondeterministic features, in the implementation of GA. Control Network Programming (CNP) is a visual declarative style of programming in which the program is a set of recursive graphs, that are graphically visualized and developed. The paper demonstrates how the GA can be implemented in an automatic, i.e. non-procedural (declarative) way, using the built-in CNP inference mechanism and tools for its control. The CNP programs are easy to develop and comprehend, thus, CNP can be considered a convenient programming paradigm for efficient teaching and learning of nondeterministic, heuristic, and stochastic algorithms, and in particular GA. The outcomes of using CNP in delivering a course on Advanced Algorithm Design are shown and analyzed, and they strongly support the positive results in teaching when CNP is applied.

The paper analyzes the methods of teaching HTML, CSS, JavaScript. The expediency of learning these technologies by students of pedagogical universities is substantiated. The essence of the new method of teaching HTML and CSS is that the emphasis in the content component is shifted to the study of: 1 - visual objects of a hypertext document; 2 - rules of their unique identification; 3 - setting the basic properties and styling properties of these objects; 4 - modeling of hypertext page design based on instances of block objects; 5 - consolidation of knowledge of HTML, CSS languages through the use of these technologies in the formation of reporting sites for laboratory work; 6 - formation of the basis for mastering the technologies of dynamic adjustment of styles by means of JavaScript language. The new methodology involves the use of visual objects of a hypertext document to generate reports to the thematic sections of the course Computer Science such as Office Software, Mathematical Packages, Computer Graphics, etc. Internet hosting is a learning tool for new methods. It is recommended to use this tool to highlight the results of students’ laboratory work. The technique was experimentally implemented using distance learning tools. Analysis of the results of the pedagogical experiment confirmed the feasibility of introducing the new methodology. The conclusions of the work are that the introduction of this technique increases the effectiveness of training. The basis for the positive result is: 1) providing an individualized approach to teaching Computer Science; 2) creating conditions for mastering the concept of modeling through practical application; 3) the formation of understanding of the object-oriented essence of the language of HTML and CSS styles; 4) assistance in mastering modern network technologies; 5) increasing the importance of programming in mastering Informatics. This technique forms the basis for mastering the technologies of object-oriented programming in JavaScript and becomes the basis for further mastering of technologies for the development of Web-oriented information systems. The prospects of this study are seen in the formation of a holistic perception of computer science as a science through the study of Web-programming.

Today, it can be said that coding has become a key competence for students and people working in many different fields in the business world. It is assumed that those who seek and develop new ways to learn-teach coding will be one step ahead. The educational use of coding started with the use of the Logo programming language in the 60s.This concept has started to revive in recent years with visual programming languages such as “Alice, its code, code.org and Scratch”. These visual programming structures enable young learners to write applications without having to learn the complex code structures of traditional programming languages. In this study to develop an experimental study to determine the basic robotic coding skills of preschool students with intellectual disabilities. The sample of the study consists of a total of 20 students with studying in pre-school education institutions in a city in Türkiye. The ages of the students are between 5 years old. Semi-experimental design, one of the experimental research designs, was used in the research. In this context, 1 experimental and 1 control group was formed with the random assignment method. The materials used in both the experimental and control groups were determined as the pre-school robotic coding set U-bot starter package.5 weeks were determined as the teaching process and a total of 12 activities that served the purpose were applied to the students. During the applications, the data of the students were collected with the help of the observation form, coding skill test and after the application, they were collected through focus group interviews. As a result, at the end of the 5-week period, it was observed that there were positive significant changes in the two dependent variables (academic achievement andlearning rate) that were used as a basis for measuring the learning skills of both the experimental group and the control group students.

There are rare opportunities when solving an easily-understood problem can bring together application of skills taught in diverse courses in a Computer Science (CS) or Management Information Systems (MIS) program. This paper presents such an opportunity in the typical database management systems course taught at the junior or senior level. Specifically, we describe the case study of solving the classical Hospitals/Residents problem in Microsoft Access. The solution, based on classical Gale-Shapely algorithm for the Stable Marriage problem, offers pedagogical opportunities in data modeling, algorithm and data structure considerations for program development, Visual Basic for Applications (VBA) and embedded SQL (Structured Query Language) programming, and empirical analysis of running time complexity of algorithms that work remarkably well in teaching students the value of each tool in the toolset they take away from required courses as a part of their undergraduate education in CS or MIS.

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarına devam eden çocukların kişilerarası problem çözme becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakülte Dergis. Aranda, G., & Ferguson, J. P. (2018). Unplugged Programming: The future of teaching computational thinking? Pedagogika, 68(3). https://doi.org/10.14712/23362189.2018.859 Arinchaya Threekunprapa. (2020). Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self_Directed Learning. European Journal of Educational Research, 9(3), 1025–1045. Arı, M. (2003). Türkiye’de erken çocukluk eğitimi ve kalitenin önemiNo Title. Erken Çocuklukta Gelişim ve Eğitimde Yeni Yaklaşımlar. Armoni, M. (2012). Teaching CS in kindergarten: How early can the pipeline begin? ACM Inroads, 3(4), 18–19. https://doi.org/10.1145/2381083.2381091 Aydoğan, Y. (2004). 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It is evident that learning and teaching computer programming are considered as one of the striking challenges in academic environments. Meanwhile, selecting the correct and appropriate materials can leave an enormous impact in learning computer programming languages. However, recently this argument has been put under scrutiny as to which types of materials motivate learners to learn computer programming languages as well as enhance learning outcomes. Therefore, the main objective of this study is to investigate the current teaching and learning materials of computer programming languages in Kurdistan region of Iraq universities. Additionally, another aim is to give a rigorous analysis of how materials help students to learn computer programming language. A further focus is to identify the difficulties of learning computer programming languages at undergraduate level which constitutes technical Diploma and Bachelor. The last but not the least, this paper examines new approaches to teaching programming languages as a cognitive model for programming education.

Teaching programming is a complex task. The task is even more challenging for introductory modules. There is an ongoing debate in the teaching community over the best approach to teaching introductory programming. Visual block-based programming environments allow school students to create their own programs in ways that are more accessible than in textual programming environments. These environments designed for education allow students to program without the obstacle of syntax errors (errors in typing commands) found in traditional text-based languages. In this paper, the authors focus on the use of App Inventor and Scratch as blocks-based programming environments designed explicitly with novices in mind. In the authors' analysis, both Novice Programming Environments (NPEs) seemed to be attractive platforms for introducing fundamental concepts in computer programming and both look appealing for both majors and non-majors.

In this paper, we introduce an original, classroom-based approach for teaching Scratch programming to 6th grade elementary school students. Scratch is a programming language that involves assembling icon-based command blocks. It was designed to avoid the complex syntax errors seen in other programming languages, making it especially accessible for younger learners. While Scratch does provide a visual programming environment in which potentially just about anyone can learn to read and write programming code, there can still be a reduced overall interest in learning programming, because younger learners in particular can find it difficult to intuitively understand or be stimulated by abstract concepts of programming such as sequences, conditions, and repetition, which are present in Scratch. Our research involves the development of a tangible, electronic block system that allows students to manipulate physical objects with their hands to perform programming tasks. The system consists of a Scratch simulator and physical, Scratch electronic blocks embodying Scratch user interface shapes. We devised and delivered a programming course to 6th grade Korean elementary school students using our block system. The results are encouraging.

The study of cultural evolutionary patterns, particularly when dealing with artifacts, is constrained by a lack of powerful quantitative methods. In this work, the project team shows that a simple network approach can reconstruct phylogenetic trees from existing databases of recorded artifact influences. They created novel network tools to visualize the large-scale evolution of programming languages. The simple idea of trees of influence can be extended to many other fields beyond the study of programming languages, offering a new theoretical framework to rigorously quantify cultural and technological evolution.

The purpose of the study is actualized by the fact that progress in the field of computer technology and robotics allows radically changing the idea of teaching computer science to schoolchildren, or rather programming in a modern secondary school, realizing one of the most important tasks facing the education system today. The scientific novelty of the study lies in the fact that these achievements allow updating traditional teaching methods, making them much more useful and modern. Nowadays, students have the opportunity to study various programming languages at school and at the same time, using the developed resources, observe the process of their execution by specially created robots, which can develop the student's desire to study further and give motivation to study the academic discipline. The practical significance of the work lies in the fact that one of such projects containing educational resources and allowing a different look at modern computer science lessons is LEGO and ROBBO. The advantages and disadvantages of traditional methods of teaching programming languages in high school are analyzed in the study. Also, the advantages of learning programming with LEGO and ROBBO are revealed, methodological recommendations for using the LEGO and ROBBO programming environment are presented, the capabilities of the LEGO project and ROBBO are described, and their main elements are characterized.

Maker education that incorporates computational thinking streamlines learning and helps familiarize learners with recent advances in science and technology. Computational thinking (CT) is a vital core capability that anyone can learn. CT can be learned through programming, in particular, via visual programming languages. The conclusions of most studies were based on quantitative or system-based results, whereas we automatically assessed CT learning progress using the Scratch visual programming language as a CT teaching tool and an integrated learning tracking system. The study shows that Scratch helped teachers to diagnose students’ individual weaknesses and provide timely intervention. Our results demonstrate that learners could complete tasks and solve problems using the core CT steps. After accomplishing numerous tasks, learners became familiar with the core CT concepts. The study also shows that despite increased learning anxiety when solving problems, all learners were confident and interested in learning, and completed each task step by step.

Online education has positively influences student performance during universities lockdown nowadays due to COVID-19, in fact both educators and students have proven their ability to develop their teaching skills by emerging several technological tools. This article analyses the performance of two cohorts of students, the first cohort was taught traditionally while the other was taught online, the scope of this study is the students enrolled in programming languages at the Faculty of Computer Science and Information Technology at Jerash University, the study was carried out between the years 2017 - 2020. 1210 students have participated in the study. This study investigates a comparative study between different methods of delivering programming-languages courses over the 3-year period, the study also aims to shed light on the impact of traditional methods on delivering computer-programming courses and how it could be improved by emerging a SCORM learning multimedia and other learning modules, activities and resources. Result shows that online delivering of courses with the use of SCORM and other tools improves students’ scores and performance slightly, the article concludes that emerging technology to learning can improve the students' creativity, understanding and performance overall.

Learning programming can be challenging, particularly object-oriented programming (OOP). However, using visualization could be useful in enhancing students' learning OOP concepts. In this study, the impact of using a 3D visual programming tool – Alice 2 – on student performance and attitude was explored in an introductory computer programming course using Java. Research participants were undergraduate computing students at Arab Open University – Jordan branch. Quasi-experimental design was adopted in this research, where two groups of students were chosen. The findings of this research showed that using Alice has positively impacted on students' performance and attitude towards computer programming and learning OOP concepts. The study suggests the incorporation of Alice in teaching introductory programming courses.

Learning technologies are gradually becoming an integral part of teaching in both face-to-face and online learning. Among them, screencasts (i.e. desktop video recordings of presentations normally accompanied by the presenter?s video and narration), constitute a pedagogical tool used to create visual material to be distributed to students. Learners can then watch the videos in their own convenience and pace. The plethora of tools available makes it easier for the teachers to produce high-quality, low-cost screencasts for a number of courses. In the current paper we investigate how students perceive the impact of screencasts on their understanding and motivation in learning Logic Programming. We take the opportunity to present some tips and techniques that can be applied in any screencast production. We discuss in detail how screencasts can be used in programming courses, irrespectively of whether the latter use Imperative, Object-Oriented, or Declarative languages, and we present a number of examples to demonstrate how screencasts can facilitate learning. Furthermore, we focus particularly on Logic Programming, which lends itself to technology enhanced learning, since it requires a non-linear, out-of-the-box way of thinking towards developing programs. Finally, we evaluate our approach by presenting the opinion of students.

We will conduct a practical and theoretical analysis of the virtual learning environment in computer science. Consider the goals and objectives of the study and analyze the effectiveness of training programs. We also discuss topical issues of "virtual technologies”," virtual interactive learning environment” and "online learning platform", etc. The scientific relevance of the work is due to the fact that modern technologies and virtual life affect children. Under the influence of globalization and informatization, new interactive approaches to teaching computer science have emerged. And virtual technologies are one of these ways. Virtual teaching in the country is not outdated. It is obvious that in the future, specialists working in this direction will need methodological guidance. After analyzing the results of the research work, I propose a manual for teachers. That is, to determine the practical significance of the research work and formulate rules for organizing and implementing a virtual interactive environment. In this project, we will look at ways to use and organize interactive computer technologies. Keywords: computer science, learning platform, educational process, IT technologies, virtual environment, programming languages, interactive learning.

In most respects, there are implicit drawbacks concerning representation and interaction with data in relational-database applications. On the one hand, there is a lack of expressiveness and ease of use in the user interfaces that handle such data. On the other hand, there is an implicit need for interactive end-user visual tools to query data and avoid dependency on programming languages. The main aim of this work is to study the problem of database interaction and usability, comparing existing solutions and providing a new approach that overcomes existing problems. We propose a web-based tool that manipulates Data Warehouse schemas by using a visual language to represent the database structure and providing several visualization techniques that facilitate the interaction and creation of queries involving different levels of complexity. We based our research on an End-User Development approach that has been evaluated to obtain some initial usability indicators.

Aim/Purpose: Currently, Information Systems (IS) departments in business schools are moving towards integrating learning to program or code in their undergraduate core courses. Many factors affecting IS student success in learning to program have been identified, but there is still a dearth of knowledge about student perceptions on their own competence. The purpose of this study was to investigate factors that may affect the success of IS students in learning to program. Background: Students’ perceptions about the value and difficulties to learn programming can affect their skills acquisition. IS educators need to understand the student perception related to difficulties of learning to program in order to offer more effective support during their teaching process and interactions with students. To address this need, this study examines two critical elements to improve teaching IS programming courses: (a) Programming Self-Efficacy—students’ beliefs on their own programming competence, combined with (b) levels of programming skills which IS students initially thought to learn for their future profession. Methodology: This study uses quantitative data drawn from undergraduate students in a Computer Information Systems classes at Colorado State University in U.S.A. and supported by qualitative data. Contribution: Quantitative data measures the correlation between students’ programming self-efficacy, their perceived value of programming, their own practice time, and the frequency of teaching assistant (TA) consultations. The qualitative data was utilized to understand students’ thoughts of the programming skills they need in their future profession that may influence their programming self-efficacy during the learning process. The importance of this study lies in the potential that the findings of this study are critical to investigate the most influential factors that are likely to be a vehicle through which educators can either improve self-efficacy of their students and/or understand it more fully. Furthermore, these findings may influence pedagogical practices for teaching programming languages in higher education contexts more successfully. For instance, applying a contextual learning approach may assist in identifying the most effective approach to teach programming courses, and in turn, will lead to increased learning outcomes as encountered and narrated by IS students. Findings: The correlation analysis indicated a significant positive correlation between IS students’ programming self-efficacy and their perceived value of learning programming. However, the practice time and frequency of TA consultations had no significant relationship with programming self-efficacy. In addition, the qualitative data revealed a clear placement of IS students’ vision of their future coding level into five categorical programming skills: novice, communicator, end-user, and professional, with a new category of “competent” emerging. Recommendations for Practitioners: The study suggests that IS Educators need to embed interventions for increasing IS students’ perceived value of learning programming and practice time. It is also very effective to associate the class activities with real life projects. Furthermore, we suggest to educators to apply the contextual learning approach that would support higher levels of value for programming and programming self-efficacy among IS students. Also, coordination between educators and employers can aid in developing effective programming classes, improving IS students’ job marketability. Recommendation for Researchers: Investigating other factors that potentially contribute to IS students’ programming self-efficacy, such as previous computer programming and math exposure, motivation, and economic status. Impact on Society: Realizing the importance of the programming self-efficacy could help IS educators to teach effective and efficient programming courses that ultimately result in students learning programming with high acquisition and less distress. Highlighting the importance of linking what the market needs with the course content would increase students’ programming self-efficacy and their chances of obtaining jobs. Future Research: An interactive programming tool is a suggested supplement for IS educators to increase student enthusiasm about practice time that would support students work on their own and enjoy the class, and educators would be capable to accurately track and assess students’ participations.

ResumoA crescente demanda de profissionais de Tecnologia da Informação em empresas, universidades e outras instituições é notória e, para tal, é necessária a formação de programadores para darem suporte à criação e manutenção de sistemas computacionais. O algoritmo, base para a criação dos softwares, pode ser ensinado de forma a facilitar o aprendizado dos estudantes, utilizando-se o Português Estruturado. Nesse sentido, foi realizada uma prática pedagógica, na qual se utilizou o Software VisuAlg como ferramenta auxiliar no ensino de algoritmos. O objetivo foi analisar as potencialidades do VisuAlg como recurso didático nas aulas de Algoritmos. A pesquisa, que é de cunho qualitativo, tem aproximações com estudo de caso. Os dados coletados foram analisados tendo como base a Análise Textual Discursiva. Os resultados encontrados apontam que: a) a utilização de diferentes técnicas e ferramentas auxiliou no ensino da lógica de programação, pois instigou os estudantes a experimentar e testar os algoritmos; b) a criação de algoritmos na Língua Portuguesa ajudou os estudantes a pensarem em sua lógica, não sendo necessário compreender comandos em inglês; c) a motivação dos estudantes aumentou, pois pode-se comprovar que os códigos criados estavam funcionando; d) o VisuAlg permitiu encontrar os erros nos códigos facilmente. Portanto, o Software VisuAlg pode ser considerado uma ferramenta que auxiliou no ensino da lógica de programação e estimulou o interesse dos estudantes da área de programação. Palavras-chave: Recuso Didático. Algoritmos. Português Estruturado. AbstractThe growing demand for professionals of Information Technology (IT) in companies, universities and other institutions is notorious, and for that, it is necessary the programmers formation to creation support and computer systems maintenance. The algorithm, the basis for the software creation, can be taught in a way that facilitates the student’s learning, using Structured Portuguese. In this sense, a pedagogical practice was performed, in which VisuAlg Software was used as an auxiliary tool in the algorithms teaching. The objective was to analyze the VisuAlg potential as a didactic resource in the Algorithms classes. The research, which is qualitative, has approximations with case study. The collected data were analyzed based on the Discursive Textual Analysis. The results show that: a) the use of different techniques and tools helped in the teaching of programming logic, as it instigates students to experiment and test the algorithms; b) the algorithms creation in Portuguese Language helped students to think in their logic, not being necessary to understand commands in English; c) the students’ motivation increase, because it is possible to verify that the codes created are working, as well as the facility of being able to find the errors. Therefore, the use of tools that help teaching the programming logic, and stimulate the students’ interest in this area, is increasingly used by different teachers. Keywords: Didactic Resource. Algorithms. Structured Portuguese.

In recent years, the advent of the latest-generation technologies and methods have made it possible to survey, digitise and represent complex scenarios such as archaeological sites and historic buildings. Thanks to computer languages based on Visual Programming Language (VPL) and advanced real-time 3D creation platform, this study shows the results obtained in eXtended Reality (XR) oriented to archaeological sites and heritage buildings. In particular, the scan-to-BIM process, digital photogrammetry (terrestrial and aerial) were oriented towards a digitisation process able to tell and share tangible and intangible values through the latest generation techniques, methods and devices. The paradigm of the geometric complexity of the built heritage and new levels of interactivity between users and digital worlds were investigated and developed to favour the transmissibility of information at different levels of virtual experience and digital sharing with the aim to archive, tell and implement historical and cultural baggage that over the years risks being lost and not told to future generations.

Aim/Purpose: The purpose of this study was to examine whether the authoring of computer games in a mainstream primary school setting can support the learning of game design and programming concepts. Background: Despite the benefits for students when they learn how to program and the significant body of research regarding this matter, these benefits are still under debate, and the teaching of programming has a relatively undeveloped pedagogy. With this in mind, a project was designed and implemented, having constructionism as its theoretical framework. Also, Microsoft’s Kodu Game Lab was used for the development of students’ games. Methodology: The project lasted for almost a school year (fifty two-hour sessions) and the target group was fifth-grade students (ages 10-11). A total of 138 students participated, coming from five schools in Athens, Greece. Students were divided into three groups. While all groups worked in pairs, to the first there was no teachers’ guidance, to the second there was limited teachers’ guidance, and to the third, a combination of teacher-led and pair work was used. Each group developed three games of escalating complexity and a total of 207 games were analyzed. Data were collected by analyzing students’ games and with a short questionnaire. Contribution: The study contributes to the debate surrounding the pedagogy of computer game authoring as a tool for teaching programming. That is because few studies have examined the above in mainstream settings, having as a target group primary school students. Furthermore, the present study is in contrast to most studies which involved intensive research projects, since it lasted for almost a school year. Findings: It was found that the most commonly used programming concept was conditions, followed by variables and loops, while Boolean logic and functions were the least used ones. The most problematic concepts proved to be Boolean logic and loops, closely followed by functions. The least problematic concepts were conditions and variables. Also, the number of programming concepts that were used was increasing in each game, while the errors were decreasing. All in all, students’ final games fall into the relational level according to a modified version of the SOLO taxonomy. While the findings indicated that, as well as learning some basic programming concepts, students enjoyed the activity and demonstrated positive attitudes to learning programming by developing games; it was also found that the teaching method did not have any effect on the learning outcomes nor in their views for game authoring. Recommendations for Practitioners: Extended projects can be considered for teaching programming to primary school students, using visual programming tools that allow the development of games. The classes’ teachers can undertake the task to teach programming if they are properly trained. The SOLO taxonomy can be used for assessing students’ games. Future Research: Future studies can examine a variety of game-like programming environments and the target group can be older or younger students. The assessment of students’ games is also an interesting topic. Finally, research can be conducted by using other devices and compare the results.

The majority of studies in psychology are nowadays performed using computers. In the past, access to good quality software was limited, but in the last two decades things have changed and today we have an array of good and easily accessible open-source software to choose from. However, experiment builders are either GUI-centric or based on general-purpose programming languages which require programming skills. In this paper, we investigate an approach based on domain-specific languages which enables a text-based experiment development using domain-specific concepts, enabling practitioners with limited or no programming skills to develop psychology tests. To investigate our approach, we created PyFlies, a domain-specific language for designing experiments in psychology, which we present in this paper. The language is tailored for the domain of psychological studies. The aim is to capture the essence of the experiment design in a concise and highly readable textual form. The editor for the language is built as an extension for Visual Studio Code, one of the most popular programming editors today. From the experiment description, various targets can be automatically produced. In this version, we provide a code generator for the PsychoPy library while generators for other target platforms are planned. We discuss the language, its concepts, syntax, some current limitations, and development directions. We investigate the language using a case study of the implementation of the Eriksen flanker task.

This article presents a double evaluation carried out in the subject Complements for disciplinary training II: Computing, corresponding to the Master's degree teacher training in secondary education, baccalaureate, vocational training and languages taught by the Universidad Rey Juan Carlos. The students of the subject had to learn how to prepare simple web pages, using HTML, CSS and JavaScript programming languages. To this end, the flipped classroom technique was used to present the necessary contents, combined with the adaptation of Aronson's cooperative learning puzzle technique, used to carry out a group practice that reflected the knowledge acquired. It is worth mentioning, as a complement to the two techniques used, the use of an adapted assessment rubric, which was provided to the students at the beginning of the teaching block. The evaluation was carried out during two consecutive academic years, 2018/2019 and 2019/2020. There were important differences between the two studies: in the first study, the students' previous self-assigned level was much higher (2.8 points as opposed to 1.4 points on a scale of 1 to 5). The other difference, even more relevant, was that in the second year all teaching was done at home, in a non-attendance format, on a mandatory basis, due to the period of confinement decreed by the state of alarm at that moment, because of the pandemic caused by the SARS-CoV-2 virus, popularly known as coronavirus. At the end of the experience, the students expressed their satisfaction with the learning acquired and with the tasks performed, in both cases. The techniques used were well-appreciated, in the first year more than in the second, and especially flipped classroom. The scores obtained were, in addition, always very relevant.

Background. Learning programming is a cognitively demanding field of study accompanied with various difficulties. Although there is a high demand in the market for programmers, software analysts and engineers, a high dropout rate is recorded in relevant fields of study. Serious games are a promising means of engaging students in learning programming by giving them more incentives and making the process of learning programming concepts and languages more entertaining. Aim. This article introduces a new serious game called PY-RATE ADVENTURES, which aims to assist young students in their introduction to the basic programming concepts using Python. The game does not have any prerequisites and is suitable for players with no previous knowledge of programming. This article aims to present important information regarding the analysis, design and pilot evaluation of PY-RATE ADVENTURES. Method. The game was evaluated by 31 people that had recently graduated or were students of an Interdepartmental Programme of Postgraduate Studies in Information Systems. The participants voluntarily played the game and answered a questionnaire based on the MEEGA+ model, after their hands on experience with the game. This questionnaire’s purpose was to evaluate PY-RATE ADVENTURES in terms of perceived player experience and short-term learning. Results. The participants positively evaluated the game almost in all the elements of player experience. Furthermore, the majority of the users consider that the game helped them to learn basic programming concepts in Python and stated that they would prefer to learn programming with this game rather than other teaching methods. Conclusion. The positive results of the pilot evaluation give us the motivation to proceed and evaluate the game with students in secondary education, in order to extract stronger and generalisable conclusions regarding the impact of the game as an educational tool for learning programming concepts.

The article presents the finding of the dispersion of intrinsic noise distributed according to Rayleigh's law to find a signal with an unknown initial phase according to the Neumann- Pearson criterion. This algorithm is used for primary signal processing. The practical significance of the work is the study of the basics of programming in C and Python, comparison and identification of the advantages of this algorithm in comparison with the evaluation by the average value method. It also shows the finding of the threshold at which a decision is made to detect a useful signal. In this work, the integrated programming environment Visual studio was used – a popular environment for writing, debugging and compiling code. It also contains most of the libraries used, which simplify the writing of code. And Anaconda is a distribution for the Python programming language, which includes a set of free libraries, which is also freely available. Using the C language, the task of calculating data and filling it into an array was performed, Python was used for modeling, constructing histograms and comparing the results obtained with theoretical ones. This work can be used for teaching students of higher educational institutions for the purpose of familiarization. The optimal method is considered. Familiarization and study of these programming languages are conducted within the walls of one of the leading engineering universities of the Russian Federation, the Bauman Moscow State Technical University.

The article is devoted to the didactic potential on the use of the visualizer of algorithms as software, which graphically demonstrates the work of algorithms for processing input data. There are described the difficulties arising during the study of the fundamentals of algorithmization and programming. The author proposed to use the algorithm visualizer, as an auxiliary visual means of teaching algorithmization, for more successful mastering the mechanism of the algorithms at lectures. The article discusses the functional requirements for the visualizer of algorithms, describes its main elements and guidelines for the use of visualizers of algorithms in the educational process. In order to increase the effectiveness of the educational process, it is proposed to use the visualizer of algorithms for teaching algorithms and programming for students of the “Applied Informatics” direction as future specialists in the information technologies.The purpose of the study is to increase the efficiency of the development of algorithmic thinking among students of the specialty “Computer Science”, due to the support and active use of the algorithm visualizer as an additional visual tool for learning when studying the course “Fundamentals of Programming”.Materials and research methods include the analysis of scientific and methodological literature on the subject under study, the analysis of the problem of developing algorithmic thinking by students, the practical implementation of the learning process of the basics of algorithmization and programming using the developed algorithms visualizer, the analysis of students’ survey results.Results. The research conducted by the author allowed the creation of an instrumental environment an algorithm visualizer that supports the formation of problem solving skills, enhancing the effectiveness of the learning process in the fundamentals of algorithmization and programming and the development of algorithmic thinking. Have been implemented visualizers, that allowing online demonstration of the work of algorithms for processing static data structures (arrays), which contributes to the comprehension and consolidation of theoretical material. Visualizers are introduced into the educational process at Balti State University A. Russo and are used in studying the course “Fundamentals of Programming”.Conclusion. The author comes to the conclusions about the expediency of the visual description of the algorithm, proposes methods for using the algorithms visualizer in the educational process, and highlights positive factors that affect the understanding the mechanism of algorithm execution when organizing training using visualizers.

Background. Higher education on simulation & gaming has a long history with several master degrees offered by Universities worldwide. Currently, the popularity of Serious Games (SGs) has resulted in an increased interest on relevant master degrees. Despite the large number of master degrees on games in general, the literature on designing and evaluating relevant courses in higher education is rather limited. Aim. This article aims at contributing on the field of SGs higher education by reporting on the design and evaluation of a graduate course on ‘SGs Programming’. The course aims at providing students a holistic overview of SGs design, development and evaluation in a single course offered at a master degree that is not dedicated to simulation & gaming. The main goal of the pilot study presented was to investigate whether the proposed course can fulfill its objectives, as well as to draw conclusions on the design and deployment of the course that would be of interest to educators in the field of SGs. Method. In order to evaluate the course in terms of students’ satisfaction and outcomes a specially designed questionnaire was filled in and analyzed, along with students’ performance in their artifacts and final exams. Results. The results of the questionnaire combined with students’ performance show that the course fulfilled its goals in a high degree. Conclusions. Teaching SGs design and programming in a single master course is feasible by applying an iterative, project-based and microworld approach, utilizing both educational and professional tools and programming languages.

The paper mostly focuses on the methodological and programming aspects of developing a versatile desktop framework to provide the available basis for the high-performance simulation of dynamical models of different kinds and for diverse applications. So the paper gives some basic structure for creating a dynamical simulation model in C++ which is built on the Win32 platform with an interactive multiwindow interface and uses the lightweight Visual C++ Express as a free integrated development environment. The resultant simulation framework could be a more acceptable alternative to other solutions developed on the basis of commercial tools like Borland C++ or Visual C++ Professional, not to mention the domain specific languages and more specialized ready-made software such as Matlab, Simulink, and Modelica. This approach seems to be justified in the case of complex research object-oriented dynamical models having nonstandard structure, relationships, algorithms, and solvers, as it allows developing solutions of high flexibility. The essence of the model framework is shown using a case study of simulation of moving charged particles in the electrostatic field. The simulation model possesses the necessary visualization and control features such as an interactive input, real time graphical and text output, start, stop, and rate control.

The need for specialists with high-performance computing skills is growing day by day. This is due to the fact that the high-performance process of processing big data is one of the most pressing problems today. This is especially important in science, economics, physical modeling, medicine, bioinformatics, weather forecasting, etc. This article analyzes the conditions for teaching high-performance computing, the experience of leading universities in the world, and it is established that teaching high-performance computing requires study. High performance computing training was carried out on 3 different hardware equipment (a personal computer, a supercomputer “Param-Bilim” India – Kazakhstan Centre of Excellence in ICT [IKCOEICT] at L.N. Gumilyov Eurasian National University and a quantum computer in the cloud IBM Quantum Experience) using different algorithms in the C ++ and Phyton programming languages. The effectiveness of the calculation results in the educational process was determined as a result of the completed questionnaire.

This study aims to investigate the extent to which computational thinking can be developed through constructionism-based accounting spreadsheets activities. This study design used a mixed-method approach, namely a participatory qualitative approach and a quantitative descriptive approach. Data were collected through documentation (college students’ artefacts) and classroom observations. The results showed that constructionism-based accounting spreadsheets design can build and facilitate computational thinking development. The college students’ emotional and social engagement when executing a design plan can foster curiosity and high enthusiasm to complete the design together. This engagement can reduce the cognitive load that students feel in understanding programming languages when utilising visual basic for application excel. This study contributes and suggests to learning practitioners to improve the students’ quality so that they can compete in this digital era. This research can be used as a basis for conducting further research where researchers empirically investigate the impact of computational thinking development. Keywords: Computational thinking, cognitive load, emotional engagement, accounting education;

ABSTRAKBerpikir komputasi dianggap sebagai kompetensi penting yang diperlukan untuk beradaptasi dengan teknologi masa depan. Oleh karena itu, berbagai penelitian tentang berpikir komputasi dilakukan oleh para peneliti. Namun, sedikit sekali penelitian yang mengulas tentang bagaimana strategi pembelajaran yang sesuai untuk diterapkan di mata kuliah pemrograman dasar guna meningkatkan pengetahuan dan berpikir komputasi. Pada artikel ini, dilakukan meta-review dari berbagai penelitian sebelumnya yang telah dipublikasikan di jurnal akademik pada tahun 2006-2019 tentang cara belajar-mengajar, media pembelajaran, dan bahasa pemrograman. Dari hasil studi literatur ditemukan bahwa berpikir komputasi telah diaplikasikan pada ilmu komputer dan bidang ilmu lain. Sebagian besar penelitian menggunakan Project-Based Learning, Problem-Based Learning, Cooperative Learning, dan Game-based Learning. Sebagian besar penelitan berfokus pada pelatihan keterampilan pemrograman dan komputasi matematis, sementara beberapa mengadopsi mode pengajaran lintas domain untuk memungkinkan siswa mengelola dan menganalisis materi berbagai domain dengan komputasi. Kata Kunci: Berpikir komputasi, keterampilan pemrograman, dan strategi pembelajaran ABSTRACTComputational thinking is considered an important competency needed to adapt to future technology. Therefore, various studies on computational thinking are carried out by researchers. However, very few studies have reviewed how appropriate learning strategies are applied in basic programming courses to increase knowledge and computational thinking. In this article, a meta-review of various previous studies that have been published in academic journals in 2006-2019 is conducted on teaching and learning methods, learning media, and programming languages. From the results of the literature study it was found that computational thinking has been applied to computer science and other fields of science. Most of the research uses Project-Based Learning, Problem-Based Learning, Cooperative Learning, and Game-based Learning. Most of the research focuses on training mathematical programming and computational skills, while some adopt a cross-domain teaching mode to enable students to compute and analyze material across multiple domains. Keywords: Computational thinking, learning strategy, and programming skills

The rise of information and communication technologies has increased people’s access to educational resources and stormed the process of E-learners in the past decades. Recently, the COVID-19 pandemic forced more people to stay at home to do things via online. Of course, education is no exception. While numerous distance Chinese learning tools or websites are booming, not all these tools or websites are suitable because of E-learners’ variations in Chinese language proficiency, computer literacy, or the complexity of the tools. Hence, being able to choose effective Chinese E-learning tools for Chinese learners is crucial for Teachers of Chinese to Speakers for Other Languages (TCSOL) as it affects not only learners’motivation and overall success as well as teachers’ teaching pedagogy and performance. The present study analyzed a series of user-friendly, freeWeb2.0 digital toolsfor distance Chinese learners to study along with a textbook, Practical Audio-Visual Chinese 2, designed and carried out experimental teaching courses for Japanese participants with elementary Chinese proficiency. Lastly, it concluded with ST2D implications for TCSOL based the feedback from users.

Students’ performance is a key point to get a better first impression during a job interview with an employer. However, there are several factors, which affect students’ performances during their study. One of them is their learning style, which is under Neurolinguistic Programming (NLP) approach. Learning style is divided into a few behavioral categories, Visual, Auditory and Kinesthetics (VAK). This paper addresses the evaluation of clustering methods for the identification of learning style based on system preferences. It starts with the distribution of questionnaires to acquire the information on the VAK for each student. About 167 respondents in the Faculty of Computer and Mathematical Science are collected. It is then pre- processed to prepare the data for clustering method evaluations. Three clustering methods; Simple K-Mean, Hierarchical and Density-Based Spatial Clustering of Applications with Noise are evaluated. The findings show that Simple K-Mean offers the most accurate prediction. Upon completion, by using the dataset, Simple K-Means technique estimated four clusters that yield the highest accuracy of 74.85 % compared to Hierarchical Clustering, which estimated four clusters and Density- Based Spatial Clustering of Applications with Noise which estimated three clusters with 52.69% and 61.68 % respectively. The clustering method demonstrates the capability of categorizing the learning style of students based on three categories; visual, auditory and kinesthetic. This outcome would be beneficial to lecturers or teachers in university and school with an automatically clustering the students’ learning style and would assist them in teaching and learning, respectively.

Like much of the world, the United States is rapidly implementing the teaching of computer science into both primary and secondary school curricula. Uncovering what challenges U.S. schools in general—and rural U.S. schools in the unique environment of more mountainous regions of the U.S. in particular—face in implementing new curricula is not well established in the scholarly literature base. If reform advocates are able to anticipate implementation challenges, they might be more effective in facilitating needed changes. In response, the overarching research question is addressed: What are the challenges of delivering multi-age computer science in the rural, mountain regions of the western U.S.? This two-phase research project first identifies the anticipated challenges to implementing the curriculum by curriculum designers (Phase 1), and then goes on to compare those anticipated challenges to those identified by classroom teachers after completing a teacher training program (Phase 2). Thirteen teachers completed the training program in May and July of 2021, and five were selected to be interviewed. Transcripts of the interviews were analyzed in open, axial, and selective coding to identify recurrent and dominant themes. First, a qualitative methodology through the lens of the constructivist theory was used. Then, conventional narrative inquiry methods were employed to investigate the narratives using thematic analysis. The Phase 1 concerns of adhering to curriculum standards and using appropriate programming languages were contrasted to the Phase 2 themes of the future importance of coding for all students, confidence in pedagogy, the difficulty of coding, and issues of approval and safety. The results of this study serve as a bridge between the mandates created by education leaders and the actual experiences of the participating teachers tasked with delivering the curriculum. Keywords: computer science education, teacher education, fidelity of implementation, STEM, professional development

The aim of this paper is to prove the hypothesis that the application of project methods in foreign language lessons shows that students achieve good results in learning a foreign language, have a practical opportunity to apply the skills acquired in computer science lessons. The main advantages of the project method are: increasing the motivation of students in learning English, visual integration of knowledge in different subjects, space for creative activity. A project is an opportunity for students to express their own ideas in a creative form that is convenient for them: making collages, announcements, conducting interviews and research etc. The most important thing is that the child, not the teacher, determines what the project will contain, in what form and how it will be presented. Achieving the goal of the project is subject to all actions developed by students and teachers: the study of the necessary lexical and grammatical units, search for sources of information, selection of the necessary information, design and presentation of results. In teaching foreign languages, the project method allows students to use the language in real-life situations, which contributes to better learning and consolidation of foreign language skills. Methods used in the study: general scientific (analysis and synthesis, induction and deduction), methods of theoretical research (from abstract to concrete), historical method.

This article discusses a very well-known and frequently used technique for an implementation of a variety of artistic projects - a collage created by means of information technology. The article tells about using collage in higher education for teaching graphics, in particular, raster editors. Graphics editors such as Adobe Photoshop or GIMP are included in the Computer Science and Information Technology program. Students get the opportunity to create graphic images regardless of their prior art education. The introduction of the topic "Creating a collage by means of a raster editor" introduces a creative element into IT disciplines and develops the student's associative thinking at the level of brain functioning. As a rule, raster editors are used to edit an image, not to create it. Therefore, preparation for these classes encourages students to search for the necessary visual material on the Internet. In order to obtain more personal images, a deep study of photography techniques is required. It is also useful to study the history of photo and film collages, their texture and structure. The scope of the collage use is various. This is psychology, teaching foreign languages and, of course, fine arts. Advertising posters that we see in large numbers in the media and transport are also collages. The article traces the history of collage creation from ancient Egyptian history to modern advertising products. It is especially interesting to study the time when collage became a conscious technique. This is a great layer of avant-garde art.

Progress in hardware and software development is impressively fast. The main reason of computer graphics fast improvement is a full experience that can be reached though visual representation of our world. Therefore, the most interesting problem of it is a realistic image with high quality and resolution, which often requires procedural graphics generation. The article analyzes simplicity of a fractal and mathematics abstraction. Mathematics describes not only accuracy and logic but also beauty of the Universe. Mountains, clouds, trees, cells do not fit into the world of Euclidean geometry. They cannot be described by its methods. But fractals and fractal geometry solve that problem. Fractals are fairly simple equations on a sheet of paper with bright, unusual images, and, above all, they explain things. Fractal is a figure in the space, which consists of statistical character as the whole. It is self-similar, and therefore looks ‘roughly’ same and does not depend on its scale. So, any complex object can be called a fractal, if it has the same shape, as the parts it consists of. Fractal is abstract, and it helps to translate any algebraic problem into geometric, where solution is always obvious. A lot of researches in the field of fractal graphics has been carried out, but there are still issues that deserve considerable attention and more perfect solutions. The main purpose of the work is codes development with object-oriented programming languages for fractal graphics rendering. The article analyzes simplicity of a fractal and mathematics abstraction. Procedural generation was described as a method of algorithmic data generation for 3D models and textures creation. Code was written with general-purpose programming language Python, which renders step by step creation of fractal composition and variations of fractal images. Fractal generation used for modeling is part of realism in computer graphics In summary, procedural generation is very important for video games, as it can be used to automatically create large amount of game content. The random generation of natural looking landscapes is based on geometric computer generated images Created compositions can be used in computer science for image compression, in medicine for the study of the cellular level of organs, etc.

Artificial intelligence (AI) has the potential to speed up the exponential growth of cutting-edge technology, much way the Internet did. Due to intense competition from the private sector, governments, and businesspeople around the world, the Internet has already reached its peak as an exponential technology. In contrast, artificial intelligence is still in its infancy, and people all over the world are unsure of how it will impact their lives in the future. Artificial intelligence, is a field of technology that enables robots and computer programmes to mimic human intellect by teaching a predetermined set of software rules to learn by repetitive learning from experience and slowly moving toward maximum performance. Although this intelligence is still developing, it has already demonstrated five different levels of independence. Utilized initially to resolve issues. Next, think about solutions. Third, respond to inquiries. Fourth, use data analytics to generate forecasts. Fifth, make tactical recommendations. Massive data sets and "iterative algorithms," which use lookup tables and other data structures like stacks and queues to solve issues, make all of this possible. Iteration is a strategy where software rules are regularly adjusted to patterns in the data for a certain number of iterations. The artificial intelligence continuously makes small, incremental improvements that result in exponential growth, which enables the computer to become incredibly proficient at whatever it is trained to do. For each round of data processing, the artificial intelligence tests and measures its performance to develop new expertise. In order to address complicated problems, artificial intelligence aims to create computer systems that can mimic human behavior and exhibit human-like thought processes [1]. Artificial intelligence technology is being developed to give individualized medication in the field of healthcare. By 2030, six different artificial intelligence sectors will have considerably improved healthcare delivery through the utilization of larger, more accessible data sets. The first is machine learning. This area of artificial intelligence learns automatically and produces improved results based on identifying patterns in the data, gaining new insights, and enhancing the outcomes of whatever activity the system is intended to accomplish. It does this without being trained to learn a particular topic. Here are several instances of machine learning in the healthcare industry. The first is the IBM Watson Genomics, which aids in rapid disease diagnosis and identification by fusing cognitive computing with genome-based tumour sequencing. Second, a project called Nave Bayes allows for the prediction of diabetes years before an official diagnosis, before it results in harm to the kidneys, the heart, and the nerves. Third, employing two machine learning approaches termed classification and clustering to analyse the Indian Liver Patient Data (ILPD) set in order to predict liver illness before this organ that regulates metabolism becomes susceptible to chronic hepatitis, liver cancer, and cirrhosis [2]. Second, deep learning. Deep learning employs artificial intelligence to learn from data processing, much like machine learning does. Deep learning, on the other hand, makes use of synthetic neural networks that mimic human brain function to analyse data, identify relationships between the data, and provide outputs based on positive and negative reinforcement. For instance, in the fields of Magnetic Resonance Imaging (MRI) and Computed Tomography (CT), deep learning aids in the processes of picture recognition and object detection. Deep learning algorithms for the early identification of Alzheimer's, diabetic retinopathy, and breast nodule ultrasound detection are three applications of this cutting-edge technology in the real world. Future developments in deep learning will make considerable improvements in pathology and radiology pictures [3]. Third, neural networks. The artificial intelligence system can now accept massive data sets, find patterns within the data, and respond to queries regarding the information processed because the computer learning process resembles a network of neurons in the human brain. Let's examine a few application examples that are now applicable to the healthcare sector. According to studies from John Hopkins University, surgical errors are a major contributor to medical malpractice claims since they happen more than 4,000 times a year in just the United States due to the human error of surgeons. Neural networks can be used in robot-assisted surgery to model and plan procedures, evaluate the abilities of the surgeon, and streamline surgical activities. In one study of 379 orthopaedic patients, it was discovered that robotic surgery using neural networks results in five times fewer complications than surgery performed by a single surgeon. Another application of neural networks is in visualising diagnostics, which was proven to physicians by Harvard University researchers who inserted an image of a gorilla to x-rays. Of the radiologists who saw the images, 83% did not recognise the gorilla. The Houston Medical Research Institute has created a breast cancer early detection programme that can analyse mammograms with 99 percent accuracy and offer diagnostic information 30 times faster than a human [4]. Cognitive computing is the fourth. Aims to replicate the way people and machines interact, showing how a computer may operate like the human brain when handling challenging tasks like text, speech, or image analysis. Large volumes of patient data have been analysed, with the majority of the research to date focusing on cancer, diabetes, and cardiovascular disease. Companies like Google, IBM, Facebook, and Apple have shown interest in this work. Cognitive computing made up the greatest component of the artificial market in 2020, with 39% of the total [5]. Hospitals made up 42% of the market for cognitive computing end users because of the rising demand for individualised medical data. IBM invested more than $1 billion on the development of the WATSON analytics platform ecosystem and collaboration with startups committed to creating various cloud and application-based systems for the healthcare business in 2014 because it predicted the demand for cognitive computing in this sector. Natural Language Processing (NLP) is the fifth. This area of artificial intelligence enables computers to comprehend and analyse spoken language. The initial phase of this pre-processing is to divide the data up into more manageable semantic units, which merely makes the information simpler for the NLP system to understand. Clinical trial development is experiencing exponential expansion in the healthcare sector thanks to NLP. First, the NLP uses speech-to-text dictation and structured data entry to extract clinical data at the point of care, reducing the need for manual assessment of complex clinical paperwork. Second, using NLP technology, healthcare professionals can automatically examine enormous amounts of unstructured clinical and patient data to select the most suitable patients for clinical trials, perhaps leading to an improvement in the patients' health [6]. Computer vision comes in sixth. Computer vision, an essential part of artificial intelligence, uses visual data as input to process photos and videos continuously in order to get better results faster and with higher quality than would be possible if the same job were done manually. Simply put, doctors can now diagnose their patients with diseases like cancer, diabetes, and cardiovascular disorders more quickly and at an earlier stage. Here are a few examples of real-world applications where computer vision technology is making notable strides. Mammogram images are analysed by visual systems that are intended to spot breast cancer at an early stage. Automated cell counting is another example from the real world that dramatically decreases human error and raises concerns about the accuracy of the results because they might differ greatly depending on the examiner's experience and degree of focus. A third application of computer vision in the real world is the quick and painless early-stage tumour detection enabled by artificial intelligence. Without a doubt, computer vision has the unfathomable potential to significantly enhance how healthcare is delivered. Other than for visual data analysis, clinicians can use this technology to enhance their training and skill development. Currently, Gramener is the top company offering medical facilities and research organisations computer vision solutions [7]. The usage of imperative rather than functional programming languages is one of the key difficulties in creating artificial intelligence software. As artificial intelligence starts to increase exponentially, developers employing imperative programming languages must assume that the machine is stupid and supply detailed instructions that are subject to a high level of maintenance and human error. In software with hundreds of thousands of lines of code, human error detection is challenging. Therefore, the substantial amount of ensuing maintenance may become ridiculously expensive, maintaining the high expenditures of research and development. As a result, software developers have contributed to the unreasonably high cost of medical care. Functional programming languages, on the other hand, demand that the developer use their problem-solving abilities as though the computer were a mathematician. As a result, compared to the number of lines of code needed by the programme to perform the same operation, mathematical functions are orders of magnitude shorter. In software with hundreds of thousands of lines of code, human error detection is challenging. Therefore, the substantial amount of ensuing maintenance may become ridiculously expensive, maintaining the high expenditures of research and development. As a result, software developers have contributed to the unreasonably high cost of medical care. Functional programming languages, on the other hand, demand that the developer use their problem-solving abilities as though the computer were a mathematician. As a result, compared to the number of lines of code needed by the programme to perform the same operation, mathematical functions are orders of magnitude shorter. The bulk of software developers that use functional programming languages are well-trained in mathematical logic; thus, they reason differently than most American software developers, who are more accustomed to following step-by-step instructions. The market for artificial intelligence in healthcare is expected to increase from $3.4 billion in 2021 to at least $18.7 billion by 2027, or a 30 percent annual growth rate before 2030, according to market research firm IMARC Group. The only outstanding query is whether these operational reductions will ultimately result in less expensive therapies.

Background/Context Computer science has been making its way into K–12 education for some time now. As computer science education has moved into learning spaces, research has focused on teaching computer science skills and principles but has not sufficiently explored the emotional aspects of students’ experiences. This topic warrants further study because learning to code is a complex emotional experience marked by intense periods of success and failure. Purpose/Objective/Research Question/Focus of Study The purpose of our study is to understand how reflecting on and making art might support students’ emotional experience of learning to code. We focus our efforts on students’ experiences with debugging, the process of figuring out how to fix broken code. Our research questions are: How did students reflect on their experiences and emotions in the context of art making about debugging? How did students describe the potential for making art to shape their coding practice? Setting The setting is a two-week computer programming workshop at a non-profit organization focused on computer science education. Population/Participants/Subjects Participants are 5th through 10th grade students attending Title I schools or with demonstrated financial need. Intervention/Program/Practice Students participated in a visual arts class for an hour each day of the two-week workshop, in addition to three coding classes. Research Design Design-based research anchored our study. Data sources included students’ written artist statements, artifact-based interviews about artwork, and in-process conversations with the researcher-teacher leading the art class. We used a storytelling framework to make sense of how elements of our curriculum and instructional design supported student reflections on obstacles in coding, how they talked about debugging events over time, and the range of emotions they expressed feeling. Findings/Results Findings suggest that making and reflecting on art can support students in offering descriptive accounts of learning to code and debug. Students’ stories highlighted the range of ways they experienced failure in coding, the causes of those moments of failure, the flow of events through failure (what was disrupted, how the experience changed over time, and whether it was resolved), and the emotions (about emotions) that framed failure. Moreover, students described the ways that art making shaped their coding practice, including transforming how they understood themselves, set goals, relaxed after a stressful coding class, approached problem solving, and set expectations. Conclusions/Recommendations Our results have implications for the redesign of our intervention and more broadly for the design of learning environments and computer science pedagogy.

Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students’ CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction.

In the fourth industrial revolution, programming promises to be a fundamental subject like mathematics, science, languages ​​or the arts. Architects design more than buildings developing innovative methods and they are among the pioneers in visual programming development. However, after more than 10 years of visual programming in architecture, despite the fast-learning curve, visual programming presents considerable limitations to solve complex problems. To overcome limitations, the authors propose to associate the advantages of visual and textual languages in Python. The article addresses an ongoing research study to implement Computational Methods in Architectural Education. The authors began by describing the general goal of this project, and of this article in particular. This article focuses on the implementation of two disciplines ‘Computation for Architecture in Python’ I and II. The first discipline uses programming based on the construction of functions in the imperative language, implemented in the text editor, in visual programming, using Grasshopper methods. The second discipline, which is under development, intends to teach object-oriented programming. The results of the first discipline are encouraging; despite reported difficulties in programming fundamentals, such as lists, loops and recursion. The development of the second discipline, in object-oriented programming, deals with the concepts of classes and objects, and more abstract principles such abstraction, inheritance, polymorphism or encapsulation. This paradigm allows building robust programs, but requires a more in-depth syntax. The article reports this ongoing research on this new paradigm of object-oriented language, expanding the application of a hybrid visual-textual language in Architecture.

The integration of visual programming in early formal education has been found to promote computational thinking of students. Teachers' intuitive perspectives about optimal learning processes – "folk psychology" – impact their perspectives about teaching "folk pedagogy" and play a significant role in integrating educational technologies, such as visual programming, within the formal curriculum. This study was conducted based on the mixed method research paradigm. First, a folk pedagogy questionnaire was distributed to 89 teachers who integrate differing technologies in their classroom in order to identify the teachers' pedagogical perspectives: constructivist versus instructivist. Then, semi-structured interviews were conducted with 24 teachers who teach Scratch in order to gain a deeper understanding of their instructivist/constructivist perspectives and actual pedagogical practices and strategies. Finally, we analyzed 96 students' programming artifacts to explore differences, if any, in students' outcomes related to the pedagogical perspectives of their teachers. Findings revealed that pedagogical perspectives are reflected in teaching strategies and assessment practices employed in a visual programming environment. It is promising that teaching visual programming promoted constructivist pedagogy even among instructivist teachers and was consequently reflected in student perspectives and expressed in their programming artifacts. We discuss theoretical and educational implications of these findings.

The pair programming approach is used to overcome the difficulties of the programming process in education environments. In this study, the interaction sequences during the paired programming of preservice teachers was investigated. Lag sequential analysis were used to explore students’ behavioral patterns in pair programming. The participants of the study consist of 14 students, seven pairs enrolled in a Programming Languages course. The findings indicate that there are significant behavioral learning sequences. During the program development process, students hesitated to create an algorithm and to improve an existing one while proposing the next step. In addition, they constantly waited for approval. Collaborative behaviors such as giving and receiving feedback and helping other partners were less observed in females. In addition, significant sequential driver and navigator behaviors were presented. The findings of the study have important implications for instructors and designers when using a pair programming approach in teaching programming. In the future, programming instruction environments can be designed by considering the learner behaviors that are presented in this study.

Programming education is strongly emerging in elementary and high school. Diversity and inclusion are important topics, however insights on suited programming materials for younger learners with visual impairments are lacking. A wide range of programming materials for children exists, diverse in both what is being programmed (output) and how this is done (input), yet often relying on visual features. An understanding of usability and accessibility aspects of these different materials is important to inform educational practice and to increase understanding of what makes programming materials suited for low vision and blind children. The aim of this study is to explore usability and accessibility of programming materials currently used in education to low vision and blind children in the Netherlands. A focus group was conducted with six teachers or IT experts, all working with the target group in special education. The thematic analysis of the discussion of 25 materials (including unplugged lessons, robots and robotic kits, block-based and text-based languages) showed the potential of several materials, especially unplugged lessons, and the continuing search for suited materials and workforms specifically for the blind children. Further, prioritizing “fun” and close connections to children’s daily life as well as careful explorations of usability at the cognitive level came forward as important factors for future research and development in programming materials for low vision and blind children. These insights can contribute to obtain an inclusive approach to programming for young learners.

Coding in the elementary classroom is a relatively new movement in K-12 education that intends to engage young people in computer science and technology-related study. Coding initiatives focus on introducing young learners to coding and developing their computational thinking abilities. Coding helps enhance problem solving, mathematics skills, and higher-order thinking. Nevertheless, educators face many challenges with teaching coding at the elementary school level, because of the newness of computer science concepts and programming languages, gaps in student mathematics knowledge, use of technology, a relatively short attention span of young students and not fully developed reasoning, logic, and inferential skills among many others. This report describes how math interventions helped elementary school students in rural Amish Country become more successful with their coding activities.

The article deals with pedagogical skills in the process of teaching a foreign language through video content. The use of information technology in the training of future foreign language teachers, as well as the use of various visual TCO in the classroom. Development of a model dedicated to pedagogical skills, theater pedagogy and video content technology. In developing the research model, the author of the article relies on the theory of the “dialogue of cultures” and the semiotic concepts of M.M. Bakhtin and V.S. Bibler. The author chooses third-year students of linguistic universities as an object of study, explaining this with 5 reasons. Firstly, third-year students by this time would have mastered all the psychological and pedagogical disciplines, secondly, they know the methods of teaching German, thirdly, they are fluent in German, fourthly, they would have mastered the courses of computer science, and fifthly, they have the ability of working in a team, which is the basis for the development of pedagogical skills. According to the author, the use of various language games in teaching foreign languages plays an important role in developing the future teachers' ability to communicate. It is emphasized in the article that the use of video contents (including theatrical performances, screen versions of literary works, etc.) in the process of learning a foreign language plays an important role in the development of the pedagogical skills of future teachers of foreign languages. The article also discusses the development of speech activity through video content, the implementation of the functions of video content.