Bibliografias temáticas / Programing learning

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Literatura científica selecionada sobre o tema "Programing learning"

Autor: Grafiati

Publicado: 23 de novembro de 2024

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Artigos de revistas sobre o assunto "Programing learning"

Jakoš, Franc, e Domen Verber. "Learning Basic Programing Skills With Educational Games". Journal of Educational Computing Research 55, n.º 5 (2 de dezembro de 2016): 673–98. http://dx.doi.org/10.1177/0735633116680219.

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This study aimed to investigate the effectiveness of using educational games for learning basic programing skills. For this, we designed the game “Aladdin and his flying carpet” with all pedagogical consideration in mind. We conducted the experiment with 107 sixth grade pupils with no prior knowledge of programing. The game was applied at the beginning of the course in a naturalistic classroom environment. The progress was monitored and evaluated with validated pre- and posttests. The knowledge gain was observed according to the set of learning objectives from the general curricula, and minimum knowledge standards were pursued within those. The result demonstrated that most of the pupils achieved all of the observed learning objectives. The biggest progress was observed with the “complete a program” objective. The least progress was observed with the tasks where “create a program” and “divide a problem” objectives were combined. Strong correlation was found between the final results of the posttest and the scores from playing the game, especially with the more challenging “divide a problem” learning objective. Finally, no significant difference was observed in the results between girls and boys.

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Meilasari, Venty. "Pengaruh Penerapan Collaborative Learning Berbantu Ispring Presenter terhadap Hasil Belajar Program Linear". Eksponen 9, n.º 2 (26 de setembro de 2019): 52–58. http://dx.doi.org/10.47637/eksponen.v9i2.60.

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This research was aimed to investigate the influence of implementation collaborative learning with ispring presenter toward linear programing outcomes. This research was quantitative research. This also used the pre-experimental design with one-group pretest-posttest design. The sample were all students of the 4th of mathematic departement of Universitas Muhammadiyah Kotabumi in academic year 2017/2018. The sample was taken using purposive sampling. The instruments used was linear programing outcomes test. The conclusions of this research was that there is positive influence of implementation collaborative learning with ispring presenter toward linear programing outcomes.

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Efendi, Yasin, Robinson Situmorang e Diana Nomida Musnir. "How to Development Learning Models for Programing Algorithms E-Learning Assistance". Journal of Computational and Theoretical Nanoscience 17, n.º 2 (1 de fevereiro de 2020): 1523–33. http://dx.doi.org/10.1166/jctn.2020.8835.

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This research aims to develop a learning model of Programming Algorithms and the Data I Structure of e-learning assistance. Research and development of this model will produce products in the form of print modules, learning designs and e-learning assisted media for Algorithms and Data I Structure courses. Development of learning models for Programming Algorithms and Structure of Data I for e-learning assistance using the Dick and Carey model design modified with the Trollip and Alessi models. The steps taken in the development of this model are preliminary research, planning and model development, validation, evaluation and revision of the model, and implementation of the model. Validation results from experts consisting of 93% learning design experts, 95% material experts, and 87% of media experts recommend that this development model is used in learning Programming Algorithms and Structure of Data I. As for the implementation of individual trials are achieved 95% achievement, a small group trials reaching 95%, and a field test achieved 96% success. The conclusion of the expert validation process and the results of trials, that the development of learning models of Programming Algorithms and Structure of Data I for e-learning assistance is feasible to be used in learning.

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Milad, Khaled. "The Effectiveness Of Incorporating Interactive Learning Platforms To Programming Lectures". مجلة آفاق للدراسات الإنسانية والتطبيقية, n.º 1 (18 de abril de 2024): 245–53. http://dx.doi.org/10.37376/ajhas.vi1.4845.

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Programming is one of the most important aspects of a computing course. Despite the significance of the programming as among core courses in studying computer science, its curriculum hours have been reduced over time in many faculties. Moreover, some new programming languages need a lot of time to learn and practice , and students do not find time through time of classes ,which compromised the students’ ability to learn and understand . Many studies have shown evidence of progressive interest of computer science students in using Interactive Learning Platform(ILP) in learning programing subjects, however there is still controversy about the positive impact of ILP on student performance and learning. The aim of this study was to investigate the impact and effectiveness of incorporating using ILP to the programming lectures on the performance of the computer science department students in faculty of arts and science Alabyar ,university of Benghazi. The results of this study revealed that students who were given lecture combined with ILP have shown enhancement in performance compared to others who were given ordinary lecture. KEY WORDS: programming languages teaching, programming learning, Interactive Learning Platform(ILP).

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Doyle, Antoinette, e Ling Li. "Family-Focused Early Learning Programing: Access, Opportunities, and Issues in one Canadian Context". SAGE Open 11, n.º 4 (outubro de 2021): 215824402110469. http://dx.doi.org/10.1177/21582440211046943.

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Family-focused early learning programs aim to assist parents in supporting their young children language and literacy development. This study examined program access and learning opportunities for diverse families across a wide range of community-based settings in one eastern Canadian province. As well, the study examined practitioners’ perspectives on issues related to program development and implementation. Primarily through surveys, practitioners provided data on more half of all community-based programs in the province. The findings of the study showed that most programs offered a form of parent and child focused drop-in play as the core of their programing. Few programs offered a more formalized parent-facilitator learning component as is sometimes found in other jurisdictions. The issues and challenges in programing identified by practitioners included attracting participants, maintaining funding and expanding program activities, and staff training to expand and enhance programing to meet the needs of families. These issues are discussed in light of current public policy and practice.

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Keandoungchun, Nantapong, Jitimon Angskun e Thara Angskun. "Motivation to Learning Computer Programing Using a Game Application". International Journal of Information and Education Technology 13, n.º 11 (2023): 1755–60. http://dx.doi.org/10.18178/ijiet.2023.13.11.1986.

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Computer programming is a course studied in almost all fields; nevertheless, the survey found that many students obtain low grades or withdraw from the computer programming course because the students lack the motivation to learn. This article proposes the development of a game application for motivating computer programming learning. The contents of computer programming lessons are designed in the game style. In addition, gamification concepts encourage the students to learn the lessons. This research assesses the student’s motivation to study the C language program. The sample consisted of 245 students studying C language. The motivation assessment questionnaire was divided into seven aspects, namely 1) a Future-oriented person, 2) an Ambitious person, 3) a Diligent person, 4) a Success-oriented person, 5) a Responsible person, 6) a Hardworking person, and 7) a Venturesome person. The evaluation results indicated that the game application encourages students to learn computer programming. When considering students’ motivation before and after learning using the game application, the results revealed that the average motivation in all seven aspects increased significantly. The aspect of ambitious person differed significantly at the 0.01 level, while the aspects of future-oriented, diligent, responsible, hardworking, and venturesome persons differed significantly at the 0.05 level.

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Qureshi, Muhammad Aasim, Muhammad Asif e Faria Feroz. "Context-Free Grammar of a New Programming Language for Teaching and Learning". VFAST Transactions on Software Engineering 9, n.º 4 (31 de dezembro de 2021): 160–66. http://dx.doi.org/10.21015/vtse.v9i4.1016.

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Learning how to be programmer and uralitize the programming languages are the crucial point in computer science education. Programming languages are used by the students to write the program. Any machine needs a program to behave artificially intelligent or to perform any specific task. Any computing device is a useless without these programs. As every program is written in some specific programming language. Researchers are putting efforts in devising new languages to meets the goals and requirements of the specific domain of the programs that is going to be written in that language. Every programming language has its own semantics, nuances, and syntax with its pros and cons. For the early stage programmers these language specific details including semantics and syntax are hard to memorize or to familiar with it. Teachers often witness that these language specific barriers e.g., tough and confusing syntax of the language give hard time to students. Students generally stuck in learning the syntax and unconsciously learning programming skills go in back ground. This paper is going to present a Context-Free Grammar of a new programming language for early stage programing learners. In this language the hard part of syntax is relaxed by bring it to something that is close to their day to day communication so that they concentrate on logic and not on syntax.

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A. Alhassan, Riyadh, e Yousef Y. Alfaifi. "The Effect of Using Flipped Classroom Strategy on Learning Computer Programing in Visual Basic and Students’ Attitudes Towards Learning Computer Programming". Journal of Educational & Psychological Sciences 19, n.º 03 (3 de setembro de 2018): 47–85. http://dx.doi.org/10.12785/jeps/190302.

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MANDARIA, George. "Methodology of Teaching Dynamic Programming". Journal of Technical Science and Technologies 3, n.º 1 (16 de setembro de 2014): 15–18. http://dx.doi.org/10.31578/jtst.v3i1.84.

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In this article the methodology of learning dynamic programing is described. Mentioned methodology is one of the main methods of solvingsome programming problems and foresees dividing one problem into such sub problems that using their solutions will be possible to build thesolution of initial problem. The realization of this method needs memorizing the solutions of sub problems, thus, the dynamic tables are used.As well as that the solutions of sub problems and recursive dependence are explained in this article. It is showed how to use recursive dependencein order to divide a problem into sub problems. Moreover, some sample problems and their solutions are included.

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Kawamura, Sadao, Norihisa Fukao e Hiroaki Ichii. "Teaching and Programing for Robots. Teaching and Learning for Robot Manipulators." Journal of the Robotics Society of Japan 17, n.º 2 (1999): 162–65. http://dx.doi.org/10.7210/jrsj.17.162.

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Mais fontes

Teses / dissertações sobre o assunto "Programing learning"

Lundin, Deborah L. "Educational programing planning and transfer of learning strategies : a descriptive study of professional development in grantsmanship". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336622.

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This descriptive study, adapted from Holton and Bates' Learning Transfer System Inventory (LTSI), examined factors that facilitated and/or hindered transfer of learning for participants of a four-day grant writing workshop. The targeted population was a group of faculty and staff at a Midwest state-supported institution of higher education. The workshops included lecture, group and individual work time, and one-on-one consultation with workshop presenters. Learning focused on developing project ideas, searching for a funding sponsor, and developing the proposal narrative and budget. Multiple workshops were offered between December 2000 and December 2003.The LTSI represents sixteen factors for transfer of learning; these factors were adapted to construct an online survey related to Grantsmanship Workshop content. The survey items reflected the workshop phases and the transfer concepts of each phase: prior to the workshop (learner readiness, supervisor/peer support, motivation to attend, learning interests, pre-workshop preparation); during the workshop (workshop design, time allotment, feedback); and after the workshop ended (content validity, transfer design, personal capacity for transfer, opportunity to use). In addition to these 49 Likert scale items, the survey included yes/no, short answer, and open-end questions related to post-workshop activity, allowing the opportunity to provide additional evidence of their workshop experiences. Of the sixty-six former participants contacted via email, twenty-two voluntarily completed the survey.Issues highlighted during the pre-workshop time period were (1) understanding the significance for learning about grant writing, (2) perception of external support for workshop attendance, and (3) preparation for the workshop. During the workshop, participants acknowledged the benefits of using individual interests to learn the general concepts surrounding grant writing and connecting the learning back to their respective transfer environments. Points of debate were raised regarding program design, particularly with time allocation; responses varied from "not enough individual time" and "too much lecturing" to "too fast-paced" and "not long enough." Two transfer issues emerged after the workshop: time for completing projects, and departmental- and college-level support for pursuing externally funded projects.Findings from the study were used to recommend strategies for future study, as well to suggest transfer strategies for program planners, instructors, program attendees, and other stakeholders.
Department of Educational Studies

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Léonard, Marielle. "Approche didactique et instrumentale de la pensée informatique : focus sur le concept de motif". Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH034.

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En France, depuis 2016, l'initiation à la programmation informatique est présente dans les curricula scolaires de l'école obligatoire. L'objectif de cette thèse est de comprendre le processus de conceptualisation lors de la résolution de puzzles de programmation par des sujets âgés de 7 à 15 ans. À cette fin, nous combinons les apports respectifs de la théorie des champs conceptuels (Vergnaud, 1991) et de l'analyse de traces d'interaction dans un EIAH. Nous nous concentrons sur le concept de motif, en particulier lors des premières confrontations avec la notion de boucle en programmation par blocs. Nous définissons un motif comme « une entité repérable au sein d'un ensemble car répétée à l'identique ou avec des variations prédictibles » et mettons en évidence la place essentielle de ce concept lors de l'initiation à la pensée algorithmique. L'approche didactique adoptée vise à positionner le concept de motif au sein d'un champ conceptuel des notions de base de l'algorithmique, champ conceptuel qui a pour périmètre la programmation impérative en langage Scratch au niveau de l'école obligatoire. Au sein de ce champ conceptuel, nous approfondissons l'étude des situations de programmation d'un robot virtuel sur une grille qui requièrent l'utilisation d'une boucle. Notre protocole expérimental est adossé au concours en ligne de programmation Algoréa. Nous avons construit un outillage méthodologique incluant un dispositif de collecte de données à trois échelles, des analyses statistiques sur de larges échantillons, une automatisation du traitement de traces d'interaction avec l'EIAH, et des analyses qualitatives d'enregistrements vidéo d'écran. Cet outillage méthodologique, qui permet de combiner précision des analyses qualitatives et robustesse statistique, constitue l'un des apports de la thèse. Avec cette approche, nous avons d'abord réalisé une étude instrumentale de l'EIAH telle que la définit Rabardel (1995). Son but est de distinguer ce qui, dans l'activité, relève de la maîtrise conceptuelle et ce qui relève de la maîtrise instrumentale d'un environnement de programmation particulier. Nous nous sommes ensuite concentrés sur la conceptualisation-en-acte au sens de Vergnaud (1991). Nous avons identifié les schèmes mis en œuvre par le sujet lors de l'activité de programmation étudiée, notamment les invariants opératoires sous-jacents. Nos analyses nous permettent ainsi d'identifier et de documenter des paliers de difficulté et des erreurs récurrentes lors des premiers apprentissages de la boucle. Une de nos perspectives de recherche est de reproduire cette démarche pour mener des investigations sur l'ensemble des concepts abordés lors de l'initiation à la programmation informatique au niveau de l'école obligatoire. Ces résultats constituent une contribution de nature à outiller les enseignants de l'école élémentaire et du collège pour accompagner leurs élèves et les aider à surmonter les difficultés rencontrées lors de l'apprentissage des concepts fondamentaux de l'algorithmique
In France, since 2016, introduction to computer programming has been included in compulsory school curricula. The objective of this thesis is to understand the conceptualization process when solving programming puzzles by subjects aged 7 to 15 years old. To this end, we combine the respective contributions of conceptual field theory (Vergnaud, 1991) and the analysis of pupils activity in a TEL environment. We focus on the concept of pattern, in particular during the first confrontations with the loop notion in block programming. We define a pattern as “an entity identifiable within a set because it is repeated identically or with predictable variations” and highlight the essential place of this concept when initiating algorithmic thinking. The didactic approach adopted aims to position the concept of pattern within a conceptual field of basic notions of algorithms, a conceptual field which has as its scope imperative programming in Scratch language at compulsory school level. Within this conceptual field, we deepen the study of programming situations of a virtual robot on a grid which require the use of a loop. Our experimental protocol is backed by the Algoréa online programming competition. We are building methodological tools including a data collection device at three scales, statistical analyzes on large samples, automation of the processing of interaction traces with the EIAH, and qualitative analyzes of screen video recordings. This methodological tool, which makes it possible to combine the precision of qualitative analyzes and statistical robustness, constitutes one of the contributions of this thesis. With this approach, we first carry out an instrumental study of the TEL environmentas defined by Rabardel (1995). Its goal is to distinguish what, in the activity, relates to conceptual mastery and what relates to instrumental mastery of a particular programming environment. We then focus on conceptualization-in-act in the sense of Vergnaud(1991). We identify the schemes implemented by the subject during the programming activity studied, in particular the underlying operational invariants. Our analyzes allow us to identify and document levels of difficulty and recurring errors during the first learning of the loop. One of our research perspectives is to reproduce this approach to carry out investigations on all the concepts covered during the introduction to computer programming at compulsory school level. These results constitute a contribution likely to help elementary and middle school teachers to support their pupils and help them overcome the difficulties encountered when learning fundamental concepts of algorithms

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Kažukauskas, Irmantas. "Programinio paketo AUTOCAD brėžimo komandų mokymo ir kontrolės programinių priemonių sudarymas ir tyrimas". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2004. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2004~D_20040526_150546-60807.

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The created learning program is given for students to develop their general practical skills for the use of graphical system AutoCAD 2002. The learning program is given for leraning and teaching using computer. The man van use it anywhere, where is the possibility to work with computer and learn the learning program. There are practical exercises for drawing graphical primitives; hatch and dimension commands; tools for editing graphical objestc it the AutoCAD 2002 learning system. The learning system is divided into different parts by AutoCAD 2002 themes. The requirements: personal computer, Windows 95/98/Me/NT/2000/XP operating system and AutoCAD 2002. The learning system is created using VisualLISP progamming language.

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Areizaga, Ander. "Programming learning games : Identification of game design patterns in programming learning games". Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17230.

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There is a high demand for program developers, but the dropouts from computer science courses are also high and course enrolments keep decreasing. In order to overcome that situation, several studies have found serious games as good tools for education in programming learning. As an outcome from such research, several game solutions for programming learning have appeared, each of them using a different approach. Some of these games are only used in the research field where others are published in commercial stores. The problem with commercial games is that they do not offer a clear map of the different programming concepts. This dissertation addresses this problem and analyses which fundamental programming concepts that are represented in commercial games for programming learning. The study also identifies game design patterns used to represent these concepts. The result of this study shows topics that are represented more commonly in commercial games and what game design patterns are used for that. This thesis identifies a set of game design patterns in the 20 commercial games that were analysed. A description as well as some examples of the games where it is found is included for each of these patterns. As a conclusion, this research shows that from the list of the determined fundamental programming topics only a few of them are greatly represented in commercial games where the others have nearly no representation. This shows potential spots for future research in games for programming teaching.

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Sheikholeslami, Sina. "Ablation Programming for Machine Learning". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-258413.

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As machine learning systems are being used in an increasing number of applications from analysis of satellite sensory data and health-care analytics to smart virtual assistants and self-driving cars they are also becoming more and more complex. This means that more time and computing resources are needed in order to train the models and the number of design choices and hyperparameters will increase as well. Due to this complexity, it is usually hard to explain the effect of each design choice or component of the machine learning system on its performance.A simple approach for addressing this problem is to perform an ablation study, a scientific examination of a machine learning system in order to gain insight on the effects of its building blocks on its overall performance. However, ablation studies are currently not part of the standard machine learning practice. One of the key reasons for this is the fact that currently, performing an ablation study requires major modifications in the code as well as extra compute and time resources.On the other hand, experimentation with a machine learning system is an iterative process that consists of several trials. A popular approach for execution is to run these trials in parallel, on an Apache Spark cluster. Since Apache Spark follows the Bulk Synchronous Parallel model, parallel execution of trials includes several stages, between which there will be barriers. This means that in order to execute a new set of trials, all trials from the previous stage must be finished. As a result, we usually end up wasting a lot of time and computing resources on unpromising trials that could have been stopped soon after their start.We have attempted to address these challenges by introducing MAGGY, an open-source framework for asynchronous and parallel hyperparameter optimization and ablation studies with Apache Spark and TensorFlow. This framework allows for better resource utilization as well as ablation studies and hyperparameter optimization in a unified and extendable API.
Eftersom maskininlärningssystem används i ett ökande antal applikationer från analys av data från satellitsensorer samt sjukvården till smarta virtuella assistenter och självkörande bilar blir de också mer och mer komplexa. Detta innebär att mer tid och beräkningsresurser behövs för att träna modellerna och antalet designval och hyperparametrar kommer också att öka. På grund av denna komplexitet är det ofta svårt att förstå vilken effekt varje komponent samt designval i ett maskininlärningssystem har på slutresultatet.En enkel metod för att få insikt om vilken påverkan olika komponenter i ett maskinlärningssytem har på systemets prestanda är att utföra en ablationsstudie. En ablationsstudie är en vetenskaplig undersökning av maskininlärningssystem för att få insikt om effekterna av var och en av dess byggstenar på dess totala prestanda. Men i praktiken så är ablationsstudier ännu inte vanligt förekommande inom maskininlärning. Ett av de viktigaste skälen till detta är det faktum att för närvarande så krävs både stora ändringar av koden för att utföra en ablationsstudie, samt extra beräkningsoch tidsresurser.Vi har försökt att ta itu med dessa utmaningar genom att använda en kombination av distribuerad asynkron beräkning och maskininlärning. Vi introducerar maggy, ett ramverk med öppen källkodsram för asynkron och parallell hyperparameteroptimering och ablationsstudier med PySpark och TensorFlow. Detta ramverk möjliggör bättre resursutnyttjande samt ablationsstudier och hyperparameteroptimering i ett enhetligt och utbyggbart API.

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Wang, Tianze. "Machine Learning for Constraint Programming". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254660.

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It is well established that designing good heuristics for solving Constraint Programming models requires years of domain experience and a huge amount of trial and error. In this thesis project, we conduct an empirical study of whether Machine Learning and Deep Learning techniques have the potential to help the design of constraint solving heuristics.Specifically, this thesis project examines the potential of Machine Learning and Deep Learning models for the regression task of predicting the makespan and solving time of a Job-Shop Scheduling Problem without actually solving the given Job-Shop Scheduling Problem instance. Several Machine Learning models are tested with manually designed features as input. Different Deep Learning architectures are explored with either just the Job-Shop Scheduling Problem instance as input or with an additional input of the previously designed features.××Results of the experiments justify the potential of several proposed models in predicting the makespan and solving time. For predicting the makespan (unit: machine time unit), the best Random Forest regression model achieves a Mean Squared Error of 0.78 on the test set. The best Deep Learning model achieves a Mean Squared Error of 0.74 on the test set. For predicting the solving time (unit: milliseconds) of a Job-Shop Scheduling Problem, the best Random Forest regression model achieves a Mean Squared Error of 2.12 107 on the test set. The best Deep Learning model achieves a Mean Squared Error of 5.19 107 on the test set.Discussions of the reason behind the difference of different Machine Learning and Deep Learning models are provided and future directions are proposed.
Det är väl etablerat att det kräver många års erfarenhet av domänexpertis och mycket experimentell felsökning för att utforma en bra sökheuristik för villkorsprogrammeringsmodeller. I denna avhandling beskriver vi genomförandet av en empirisk studie med syftet att utreda potentialen av maskininlärningstekniker för att underlätta framtagandet av villkorsprogrammeringslösare.Mer specifikt undersöker vi maskininlärningsmodellers regressionsförmåga att förutse makespanöch lösningstid för "Job-Shop Scheduling Problem"utan att för den delen lösa den givna "Job-Shop Scheduling Problem"instansen. Flertalet maskininlärningsmodeller testas med manuellt framtagna särdrag som indata. Olika djupmaskininlärningsarkitekturer utforskas med antingen bara "Job-Shop Scheduling Problem-instanser som indata eller med ytterliggare indata i form av de manuellt framtagna särdragen.××Experimentresultaten motiverar användandet av flertalet av de föreslagna maskininlärningsmodellerna för att förutse makespanöch lösningstid. För förutsägandet av makespan"(enhet: maskintidsenhet) uppnår den bästa Random Forestregressionsmodellen ett medelkvadratfel på 0,78 på testdatamängden. Den bästa djupmaskininlärningsmodellen uppnår ett medelkvadratfel på 0,74 på testdatamängden. För förutsägandet av lösningstiden (enhet: millisekund) av "Job-Shop Scheduling Problem"uppnår den bästa Random Forestregressionsmodellen ett medelkvadratfel på 2.12 107 på testdatamängden. Den bästa djupmaskininlärningsmodellen uppnår ett medelkvadratfel på 5.19 107 på testdatamängden.Skillnadsorsakerna rörande de olika maskininlärningsmodellernas prestanda diskuteras i avhandlingen samt framtida forskningsinriktningar.

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Sundblad, Graziella. "Virtual Reality and its Impact on Programming Learning Process - Designing VR-based Programming Learning Practices". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22396.

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This qualitative thesis work investigates in which way an immersive,embodied and interactive computer-based simulation can lead to an easierunderstanding of programming concepts. It also presents a concept for VRprogramming learning tool that could turn learning into a fun and engagingexperience for the students. The target group is Interaction Design bachelorstudents – programming is an important tool to create innovative andinteractive artefacts and interfaces, and yet, the students have hard time tounderstand many of the programming concepts. The current research relieson concepts such as embodiment and tangibility, which reflects on theprototype developed – a highly immersive, embodied VR platform with astrong illusion of tangibility. Additionally, the prototype was inspired byfeedback from students and teachers, result of a participatory approach.Finally, the research showed through usability tests that the studentsexperienced that the application made the concepts more graspable and morefun to learn.

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Conti, Matteo. "Machine Learning Based Programming Language Identification". Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20875/.

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L'avvento dell'era digitale ha contribuito allo sviluppo di nuovi settori tecnologici, i quali, per diretta conseguenza, hanno portato alla richiesta di nuove figure professionali capaci di assumere un ruolo chiave nel processo d'innovazione tecnologica. L'aumento di questa richiesta ha interessato particolarmente il settore dello sviluppo del software, a seguito della nascita di nuovi linguaggi di programmazione e nuovi campi a cui applicarli. La componente principale di cui è composto un software, infatti, è il codice sorgente, il quale può essere rappresentato come un archivio di uno o più file testuali contenti una serie d'istruzioni scritte in uno o più linguaggi di programmazione. Nonostante molti di questi vengano utilizzati in diversi settori tecnologici, spesso accade che due o più di questi condividano una struttura sintattica e semantica molto simile. Chiaramente questo aspetto può generare confusione nell'identificazione di questo all'interno di un frammento di codice, soprattutto se consideriamo l'eventualità che non sia specificata nemmeno l'estensione dello stesso file. Infatti, ad oggi, la maggior parte del codice disponibile online contiene informazioni relative al linguaggio di programmazione specificate manualmente. All'interno di questo elaborato ci concentreremo nel dimostrare che l'identificazione del linguaggio di programmazione di un file `generico' di codice sorgente può essere effettuata in modo automatico utilizzando algoritmi di Machine Learning e non usando nessun tipo di assunzione `a priori' sull'estensione o informazioni particolari che non riguardino il contenuto del file. Questo progetto segue la linea dettata da alcune ricerche precedenti basate sullo stesso approccio, confrontando tecniche di estrazione delle features differenti e algoritmi di classificazione con caratteristiche molto diverse, cercando di ottimizzare la fase di estrazione delle features in base al modello considerato.

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CASTRO, THAIS HELENA CHAVES DE. "SYSTEMATIC APPROACH FOR GROUP PROGRAMMING LEARNING". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18366@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A investigação aqui relatada trata da concepção de elementos estruturantes para ampliar as oportunidades de intervenção pelo professor em um contexto de aprendizagem de programação em grupo. A partir de uma série de estudos de caso com turmas de calouros em cursos de computação, foi desenvolvida a sistematização de práticas, metodologias e tecnologias em uma abordagem para apoiar a aprendizagem de programação em grupo, baseada em três frentes de investigação: pressupostos pedagógicos, ferramentas LMS e métodos de colaboração. O eixo teórico referente à aprendizagem é a teoria de desenvolvimento cognitivo de Piaget, aliada a técnicas conhecidas de programação em grupo utilizadas no ensino de graduação em disciplinas introdutórias de programação. As ferramentas computacionais são utilizadas para monitorar e intervir durante o processo de aprendizagem. Nesse contexto, ambientes CSCL incentivam a colaboração e regulam as práticas desejadas. Nesta tese, outras tecnologias, como linguagens para representação de agentes e identificação de padrões são agregadas a eles para melhorar o acompanhamento e facilitar a intervenção. Por fim, como método de colaboração, é proposto um esquema progressivo de aprendizagem de programação em grupo, que auxilia os alunos a gradativamente adotarem práticas colaborativas na resolução de exercícios e que pode ser formalizado para incorporação a plataformas automatizadas.
The research reported here deals with devising structuring elements that may broaden intervention opportunities from the teacher in a context of group programming learning. Based on a set of case studies with freshmen in computing courses a systematization for practices, methods and technologies was developed producing an approach for supporting group programming based in three investigation paths: pedagogical assumptions, CSCL environments and collaboration methods. The main learning rationale is Jean Piaget’s Cognitive Development Theory, used alongside group programming techniques commonly applied in undergraduate introductory programming courses. Computational tools are used to monitor and intervene during learning process and in such context, CSCL environments encourage collaboration and regulate expected practices. In this thesis other technologies like languages for agent representation and patterning identification are also exploited for improving control and facilitate interventions. Finally, as collaboration method, it is proposed a Programming Progressive Learning Scheme that helps students to adopt collaborative practices when solving exercises and that can be formalized to be used with automated platforms.

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Martin, Christopher James. "Designing engaging learning experiences in programming". Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/069f0e46-ae52-450d-84e1-1ff5c3fed38f.

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This thesis describes research into supporting the creation of engaging learning experiences with programming. A review of relevant research that could contribute to the design of engaging learning experiences informed the construction of four pieces of fieldwork. These fieldwork studies were conducted to explore the framing of learning programming in tasks that motivate and are of value to the learner. Findings resulted in the design of a set of eight Learning Dimensions. These Learning Dimensions are proposed to address three key areas: (1) design and delivery of learning task, (2) rhythm or tempo of the learning experience and (3) practicalities. The Learning Dimensions provide educators with insights to support key design decisions for the creation of engaging programming learning experiences. Finally, a web-based tool was designed to make the Learning Dimensions accessible to educators. This tool has been used to evaluate one further workshop. This thesis consolidates several threads of research into a learner-centred approach to learning to program. The Learning Dimensions identify important areas of decision-making to be considered when designing a learning experience. They support the assertion that factors outwith the content can significantly affect success in programming. The complex interplay between different skills associated with computer programming will remain a challenge to learners. When placed in a rich context that fits the learner well and supports the learning aims, many of these difficulties can be overcome. The Learning Dimensions draw together positive features of a learning experience that are key to ensuring learners have the best possible opportunity to engage with and succeed with computer programming.

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Livros sobre o assunto "Programing learning"

Roman, Steven. Learning Word programming. Sebastopol, CA: O'Reilly, 1998.

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Sayood, Khalid. Learning Programming Using MATLAB. Cham: Springer International Publishing, 2007. http://dx.doi.org/10.1007/978-3-031-02017-9.

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Rosemary, Sandstrom, e Australian Reading Association, eds. Programming for literacy learning. Carlton, Victoria: Australian Reading Association, 1994.

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Egges, Arjan, Jeroen D. Fokker e Mark H. Overmars. Learning C# by Programming Games. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36580-5.

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van Toll, Wouter, Arjan Egges e Jeroen D. Fokker. Learning C# by Programming Games. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59252-6.

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Tran, Dustin. Probabilistic Programming for Deep Learning. [New York, N.Y.?]: [publisher not identified], 2020.

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Dilts, Robert. Dynamic learning. Capitola, Calif: Meta Publications, 1995.

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Okita, Alex. Learning C# Programming with Unity 3D. Second edition. | Boca Raton, FL : CRC Press/Taylor & Francis Group, 2019.: A K Peters/CRC Press, 2019. http://dx.doi.org/10.1201/9780429810251.

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Bogdanovych, Anton, e Tomas Trescak. Learning Java Programming in Clara‘s World. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75542-3.

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Yoshihiko, Hasegawa, e Paul Topon Kumar, eds. Applied genetic programming and machine learning. Boca Raton, Fla: Taylor & Francis, 2009.

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Capítulos de livros sobre o assunto "Programing learning"

Huang, Tien-Chi, Vera Yu Shu, Chia-Chen Chen e Yu-Lin Jeng. "Coding, the New Literacy: Thinking-Oriented Programing Learning e-Book". In Emerging Technologies for Education, 27–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52836-6_4.

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Davis, Adam L. "Functional Programming". In Learning Groovy, 45–54. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2117-4_9.

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Davis, Adam L. "Functional Programming". In Learning Groovy 3, 77–90. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-5058-7_9.

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Bhimavarapu, Usharani, e Jude D. Hemanth. "GUI Programming". In Learning Professional Python, 151–76. Boca Raton: Chapman and Hall/CRC, 2023. http://dx.doi.org/10.1201/9781003462392-7.

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Crotts, Joshua. "Object-Oriented Programming". In Learning Java, 191–323. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-66638-4_4.

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Egges, Arjan, Jeroen D. Fokker e Mark H. Overmars. "Programming". In Learning C# by Programming Games, 11–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36580-5_2.

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Webb, Geoffrey I., Johannes Fürnkranz, Johannes Fürnkranz, Johannes Fürnkranz, Geoffrey Hinton, Claude Sammut, Joerg Sander et al. "Dynamic Programming". In Encyclopedia of Machine Learning, 298–308. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_237.

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Zhang, Xinhua, Novi Quadrianto, Kristian Kersting, Zhao Xu, Yaakov Engel, Claude Sammut, Mark Reid et al. "Genetic Programming". In Encyclopedia of Machine Learning, 457. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_340.

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Utgoff, Paul E., James Cussens, Stefan Kramer, Sanjay Jain, Frank Stephan, Luc De Raedt, Ljupčo Todorovski et al. "Inductive Programming". In Encyclopedia of Machine Learning, 537–44. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_399.

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Sakama, Chiaki. "Learning Dishonesty". In Inductive Logic Programming, 225–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38812-5_16.

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Trabalhos de conferências sobre o assunto "Programing learning"

Nakao, Motoi, e Yuhei Oomachi. "Observation and Evaluation for Individual Student Using Learning Analytics of Software Programing and Functional Questionnaire". In 2024 IEEE/ACIS 22nd International Conference on Software Engineering Research, Management and Applications (SERA), 295–99. IEEE, 2024. http://dx.doi.org/10.1109/sera61261.2024.10685574.

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Wang, Ke, Benjamin Lin, Bjorn Rettig, Paul Pardi e Rishabh Singh. "Data-Driven Feedback Generator for Online Programing Courses". In L@S 2017: Fourth (2017) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3051457.3053999.

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Wang, Zhilei, Wentao Song, Yang Lei, Yu Wang e Naijie Gu. "Learning Heuristics Approaches in Mixed Integer Linear Programing". In 2024 9th International Conference on Computer and Communication Systems (ICCCS). IEEE, 2024. http://dx.doi.org/10.1109/icccs61882.2024.10603216.

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Kamada, Hiroshi, Kazutaka Nishikawa e Yasunori Okui. "The Visual Interactive Programing Learning System Using Image Processing". In 2016 Third International Conference on Computing Measurement Control and Sensor Network (CMCSN). IEEE, 2016. http://dx.doi.org/10.1109/cmcsn.2016.21.

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Bauer, P., A. Rojko e R. Ionel. "Distance learning module for solar electricity with programing of MPPT". In 2013 15th European Conference on Power Electronics and Applications (EPE). IEEE, 2013. http://dx.doi.org/10.1109/epe.2013.6634716.

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Vegh, Ladislav, e Veronika Stoffova. "LEARNING OBJECT-ORIENTED PROGRAMMING BY CREATING GAMES". In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-002.

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Computer programming is one of the most important subjects for undergraduate computer science students, it is usually taught at universities during the first few semesters. There are many approaches to teach and learn computer programming. Some may prefer teaching/learning procedural programming first, others object-oriented programming first. In any case, to acquire good programming skills, students need to learn various data types, data structures, control structures, and the syntax of the chosen programming language. Furthermore, and most importantly, they need to acquire good logical and algorithmic thinking. This might cause big problems for new computer science students because acquiring such a thinking takes many years of practice. Students need to solve a huge number of various programming problems from easier to harder ones. But how can teachers motivate students to solve so many and so complex programming tasks? Because most of the undergraduate computer science students like playing computer games, we think creating their own games might be a big motivating factor. In this paper, first, we briefly summarize some possible approaches to teach object-oriented programming (OOP). Next, we describe our method of teaching computer programing at J. Selye University, focusing especially on teaching OOP by developing simple games. We think, to learn OOP, students need to have some basic knowledge of structural programming first. That's why they learn standard C programming language during the first two semesters, and they start learning OOP using the C# programming language only from the third semester. The main part of this article deals with the teaching and learning OOP by creating computer games. By developing a simple tic-tac-toe game, students learn how to instantiate objects from the "Button" class, and how to use these objects. Later, by creating other puzzle games (fifteen puzzle, matching game, minesweeper), students learn how to create own classes by deriving them from the "Button" class, how to add fields and methods into them. Finally, students will be able to create more complicated games using OOP techniques.

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Srpak, Ilija, Ladislav Havaš, Tomislav Horvat e Emilija Tomičić. "ASPECTS AND ROLES OF DIFFERENT PROGRAMING LANGUAGES AND THEIR USE IN STEM EDUCATION". In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0830.

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Shanahan, Joe. "Students create game-based online learning environment that teaches Java programing". In the 47th Annual Southeast Regional Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1566445.1566545.

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Yu, Huiming. "DEVELOPED LECTURE VIDEOS AND PRACTICES QUESTIONS TO AID TEACHING UNDERGRADUATE PROGRAMING LANGUAGES COURSES ONLINE". In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0195.

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Seetala, Naidu, e Jumel Jno-Baptiste. "BUILDING AND PROGRAMING ROBOTS – A GROUP ACTIVITY FOR ENHANCED LEARNING OF UNDERGRADUATE GENERAL PHYSICS". In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2638.

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Relatórios de organizações sobre o assunto "Programing learning"

Mamgasarian, Olivi L. Machine Learning via Mathematical Programming. Fort Belvoir, VA: Defense Technical Information Center, novembro de 1999. http://dx.doi.org/10.21236/ada382583.

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Kumar, Avni, Jeremy Kohlitz e Juliet Willetts. Mainstreaming Climate Risks into Rural Sanitation Programming in Lao PDR. Institute of Development Studies, novembro de 2022. http://dx.doi.org/10.19088/slh.2022.022.

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Despite climate change being a major concern for the sanitation sector, rural sanitation remains neglected in the wider discussions of climate impacts on WASH services. Also, the voices of vulnerable individuals, households, and communities who are experiencing the effects of climate change in relation to sanitation issues are missing. This learning brief presents learnings from a practitioner’s experience of integrating climate risk considerations into a Community-Led Total Sanitation (CLTS) programme. The interventions were piloted across three districts of Savannakhet province with a focus on villages that have frequently experienced heavy rainfall and flooding in the past. The learning brief is intended to provide inspiration and ideas to WASH experts and practitioners with interest in integrating considerations of climate change into rural sanitation programming.

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Thorpe, Jodie, Alisha Ault, Iana Barenboim, Luize Guimarães, Evert-jan Quak e Katia Taela. Learning from Entrepreneurship Programming for Women’s Economic Empowerment. Institute of Development Studies, junho de 2023. http://dx.doi.org/10.19088/muva.2023.001.

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MUVA is a social incubator dedicated to developing innovative approaches to the economic empowerment of women in Mozambique. This paper documents experiences from two MUVA projects supporting women’s economic empowerment through entrepreneurship, and draws out broader insights and principles of relevance to other similar programmes. Barriers to women’s economic empowerment and strategies to overcome these barriers are both individual and systemic, visible and invisible. MUVA’s approach to supporting women’s economic empowerment through entrepreneurship involves tailoring three core elements to the specific context of different profiles of women business owners, including urban informal vegetable and fruit traders (MUVA+) and owners of small businesses with untapped growth potential (PAM). Both are groups of low-income female entrepreneurs that are rarely eligible for acceleration and entrepreneurship support. Core programme elements are technical skills, personal development and opportunity generation. However, the project results show that no particular intervention generates impact. Rather, what generates impact is how interventions are tailored to entrepreneurs’ specific business needs, responding to both the external context and internal constraints each group faces, through adapting methodologies that are more often used by formal businesses and policymakers. To achieve this, MUVA bundled interventions in ways that address both visible and invisible barriers and opportunities.

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Kiv, Arnold E., Olexandr V. Merzlykin, Yevhenii O. Modlo, Pavlo P. Nechypurenko e Iryna Yu Topolova. The overview of software for computer simulations in profile physics learning. [б. в.], setembro de 2019. http://dx.doi.org/10.31812/123456789/3260.

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The paper deals with the possibilities of using specialized (virtual labs and simulators, software for natural process simulation) and general (programming languages and libraries, spreadsheets, CAS) software in school researches. Such software as virtual labs, software for natural process simulation, programming languages and libraries in school researches can be used to simulate phenomena that cannot be learned in a school lab (for example, for modeling a radioactive decay or for demonstrating the states of relativistic mechanics). Also, virtual labs in school practice are usually used in those cases where students cannot perform an experiment in real labs. For example, it is convenient for distance learning. The using of programming languages and libraries in physics learning research requires both students’ physics research competencies and programming competencies. That is why using this software in physics classes can hardly be recommended. However, programming languages and libraries can become a powerful tool for the formation and development of research competencies of physics students in extracurricular learning activities. The implementation of the spreadheets and the CAS in school physics researches is the easiest and has its benefits.

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Newman, Jessy, Briana Garcia, Eliza Laible e Deborah Moroney. Applying Summer Learning Evidence: How Texas State Policy Supports Strong Programming. American Institutes for Research, outubro de 2024. http://dx.doi.org/10.59656/yd-os5185.001.

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Davis, Allison Crean, John Hitchcock, Beth-Ann Tek, Emily Diaz e Molly Hershey-Arista. National Call to Action for Summer Learning: How Did School Districts Respond? Westat, dezembro de 2022. http://dx.doi.org/10.59656/yd-os2222.001.

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Brinkerhoff, Derick W., Sarah Frazer e Lisa McGregor-Mirghani. Adapting to Learn and Learning to Adapt: Practical Insights from International Development Projects. RTI Press, janeiro de 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0015.1801.

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Adaptive programming and management principles focused on learning, experimentation, and evidence-based decision making are gaining traction with donor agencies and implementing partners in international development. Adaptation calls for using learning to inform adjustments during project implementation. This requires information gathering methods that promote reflection, learning, and adaption, beyond reporting on pre-specified data. A focus on adaptation changes traditional thinking about program cycle. It both erases the boundaries between design, implementation, and evaluation and reframes thinking to consider the complexity of development problems and nonlinear change pathways.Supportive management structures and processes are crucial for fostering adaptive management. Implementers and donors are experimenting with how procurement, contracting, work planning, and reporting can be modified to foster adaptive programming. Well-designed monitoring, evaluation, and learning systems can go beyond meeting accountability and reporting requirements to produce data and learning for evidence-based decision making and adaptive management. It is important to continue experimenting and learning to integrate adaptive programming and management into the operational policies and practices of donor agencies, country partners, and implementers. We need to devote ongoing effort to build the evidence base for the contributions of adaptive management to achieving international development results.

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Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova e Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], julho de 2020. http://dx.doi.org/10.31812/123456789/3888.

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In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.

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Freed, Danielle. K4D Learning Journey Strengthens the Mainstreaming of Water Security. Institute of Development Studies, setembro de 2022. http://dx.doi.org/10.19088/k4d.2022.164.

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This K4D Impact Story shares how a K4D’s Water Security Learning Journey supported an extensive set of activities and products to engage stakeholders and increase awareness of water security and its cross-cutting nature. Evidence indicates that the learning journey has provided a valuable vehicle for participants to deepen knowledge on the topic, share experiences, build networks, and develop their ability to integrate water security into policy and programming. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.

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Undie, Chi-Chi, Josephine Ngebeh, Jane Namwebya, Michael Gaitho, George Odwe, Nachela Chelwa, Harriet Birungi e Michael Mbizvo. Practice-based learning: Establishing simple monitoring systems to support SGBV programming in refugee settings. Population Council, 2020. http://dx.doi.org/10.31899/rh14.1031.

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