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Courses on computer programming are included in the curricula of almost all engineering disciplines. We surveyed the research literature and identified the techniques that are commonly used by instructors for teaching these courses. We observed that visual programming and game-based learning can enhance computational thinking and problem-solving sk...
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... In detail, the key techniques of prediction first involve feature engineering [6], which is the basis for improving the predictive ability of models. The performance of the model can be improved effectively by extracting key information from the original data, constructing predictive features, selecting features and dimensionality reduction. ...
Financial market risk forecasting involves applying mathematical models, historical data analysis and statistical methods to estimate the impact of future market movements on investments. This process is crucial for investors to develop strategies, financial institutions to manage assets and regulators to formulate policy. In today's society, there are problems of high error rate and low precision in financial market risk prediction, which greatly affect the accuracy of financial market risk prediction. K-means algorithm in machine learning is an effective risk prediction technique for financial market. This study uses K-means algorithm to develop a financial market risk prediction system, which significantly improves the accuracy and efficiency of financial market risk prediction. Ultimately, the outcomes of the experiments confirm that the K-means algorithm operates with user-friendly simplicity and achieves a 94.61% accuracy rate
... This visual technique is commonly employed to instruct beginners in programming, including schoolchildren, undergraduates, and those without prior computer science experience. Visual tools simplify the comprehension of fundamental programming concepts [17]. ...
... However, it does not include features for exception handling or thread creation. RAPTOR's main objec-tive is to improve students' problem-solving skills, and its stable version from 2015 is accessible to users at no cost [17]. ...
... To address this issue, the BFGS algorithm [5][6][7], a numerical optimization algorithm used to solve nonlinear minimization problems, can be employed. In heat conduction equation analysis, the BFGS algorithm can help determine the correct parameter values to better understand the thermal effect of laser therapy and how to control the heat distribution during treatment. ...
Heat conduction equation and laser therapy are important therapeutic means in medicine. At present, laser therapy technology is not mature, there is a large error rate in detection. In this paper, the BFGS algorithm is used to improve the skin tissue temperature distribution during laser therapy, and a mathematical model is established based on the heat conduction differential equation and single value condition, and the measured data of the BFGS algorithm is given. This makes the technique more accurate and efficient, with a 98.7% similarity to the actual data. In the future, BFGS algorithm and laser therapy should be paid attention to and widely used.
... Virtual Lab for software engineering and programming-based delivery is more effective and supports the student-centered learning approach [9]. It can enhance computational thinking ability and problem-solving skill [10]. The integrated tools should also support the assessment of the practical skills by allowing the actual implementation of the concepts using some designed activities. ...
... With these pieces of evidence, we were compelled to believe that animation has the potential to capture and sustain students' attention and engagement. This position has been supported by several reviews and empirical studies (Chakraverty & Chakraborty, 2020;Ebel & Ben-Ari, 2006;Praveen & Srinivasan, 2022). ...
Studies examining students’ learning behavior predominantly employed rich video data as their main source of information due to the limited knowledge of computer vision and deep learning algorithms. However, one of the challenges faced during such observation is the strenuous task of coding large amounts of video data through repeated viewings. In this research, we confirm the possibilities of classifying students’ learning behavior using data obtained from multimodal distribution. We employed computer algorithms to classify students’ learning behavior in animated programming classrooms and used information from this classification to predict learning outcomes. Specifically, our study indicates the presence of three clusters of students in the domain of “stay active”, “stay passive”, and “to-passive”. We also found a relationship between these profiles and learning outcomes. We discussed our findings in accordance with the engagement and instructional quality models and believed that our statistical approach will support the ongoing refinement of the models in the context of behavioral profiling and classroom interaction. We recommend that further studies should identify different epistemological frames in diverse classroom settings to provide sufficient explanations of students’ learning processes.
... Besides reading, writing, and calculation, computational thinking is considered a fundamental skill for learners to develop themselves [14]. Previous research has shown that students' engagement in various classroom activities, such as programming, game-based learning, collaborative learning, and assessment can effectively promote computational thinking [22,38]. ...
As an important part of core competencies in the 21 st century, computational thinking has received a lot of attention from all over the world. In the field of higher education, cultivating the ability of computational thinking has become an important goal of teaching. Previous research has shown that students' learning engagement is related to partial dimensions within computational thinking. However, there was a lack of research on the overall relationship between learning engagement and computational thinking. Therefore, this study aims at constructing an overall relationship model between learning engagement and computational thinking to examine the influence of three dimensions of learning engagement on the five dimensions of computational thinking. The participants were 341 freshmen from central China. The results show that compared with behavioral engagement, both emotional engagement and cognitive engagement had a stronger predictive power for computational thinking. In addition, the learning environment played a significant role in the relationship between learning engagement and computational thinking. On the whole, when compared with traditional multimedia classrooms, the relationship between learning engagement and computational thinking in smart classrooms was closer. A theoretical and empirical study of the relationship between learning engagement and computational thinking presents researchers and education practitioners with a method to improve students' computational thinking by building a learning environment and designing pedagogy.
... Zeuch et al. (2019) investigated the impact of supporting traditional face-to-face introductory computer science courses with online learning resources and they demonstrated a positive impact on students' performance. Moreover, Kanika et al. (2020) recommended that computer science students should access massive open online courses (MOOCs). Although students may perceive online learning to be helpful (Marasco et al., 2018), a recent study found no differences in student performance and perceptions between students in a fully online introductory computer science course when compared with a traditional face-to-face version of the same course (He, 2020). ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and
Educational Research. The International Journal of Learning, Teaching and Educational Research is a
peer-reviewed open-access journal committed to publishing high-quality articles in the field of
education. Submissions may include full-length articles, case studies and innovative solutions to
problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for
accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is
composed of renowned people from across the world. Each paper is reviewed by at least two blind
reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
... Once the students have completed building the virtual world, they can drag and drop the codes in the code editor to support the execution of the interactive animation or games. Running the virtual world developed in most program animations looks similar to those developed using animated film and interactive visual games [19]. ...
... Across the literature, there are other subtle methodologies for teaching programming and related courses, including the constructivist-based approach [95], Short-Term Fourier (STFT) and Continuous Wavelet Transform (CWT) [101], fuzzy logic [144], game-based learning, and collaborative programming [19]. Similar to program animations, these methodologies have also reported promising results. ...
... For example, Mota-Valtierra et al. [95] proposed a constructivist-based approach to teach artificial intelligence topics and found an increase in the growth progression of students' grades across 4years period. A recent review that compared different programming methods demonstrated that program animation and game-based learning enhance students' computational thinking and problem-solving skills [19]. This review also indicates that robotic methods can attract learners to programming, although its effectiveness depends on the availability of robots. ...
Over the last few decades, computer programming has become an important
field of endeavor due to rapid development in the information sector. Despite
the importance of programming, there is a growing concern that it is relatively
difficult. In the process, researchers have started employing media tools to
reduce programming difficulties and motivate learners to approach programming
problems. One of the common tools widely used is program animation—
an instructional medium that incorporates animated characters. However,
little is known about the research trends in this field of study. This article,
therefore, employed a systematic mapping method to review this trend to find
patterns and gaps left in the literature. The study extracted 48 articles
published between 2000 and 2022 from four scientific databases (Web of
Science, Scopus, ScienceDirect, and ERIC) and three digital libraries (ACM
Digital Library, IEEE Xplore Digital Library, and Wiley Online Library). The
review discovered important trends. First, there is a paucity of research
evidence evaluating program animation in the context of secondary and
elementary levels; the majority of the extracted studies focused on participants
from tertiary institutions. A similar paucity of research evidence employing
mixed methods and qualitative approaches was also noted. Scratch programs
were used in recent research more often than other program animations.
There is also too little evaluation of psychomotor variables. Finally, there exist
inconsistent findings on the effect of program animation although plenty of
studies revealed positive results in favor of these media tools. The study
therefore recommends that future research should be conducted to fill these
identified gaps.
... Visual programming and RP are two of the five techniques listed in Kanika et al.'s [46] classification of techniques used in programming education at the introductory level. In this classification, BBP is included in the visual programming technique, but it is distinguished from conventional other visual programming techniques by a number of important characteristics [127]. ...
... In BBP, code blocks are designed to resemble puzzle components to provide the user with visual cues as to how and where commands can be used, thereby preventing syntax errors [127]. In RP, students develop programs to control specially designed robots for educational purposes and enable the robots they control to perform tasks in the real world [46]. Therefore, RP makes the programming experience of students more tangible. ...
... BBP tools are widely used at various education levels, especially at the entry level [10,113]. In the visual programming technique, which includes BBP, students learn to program by creating flowchart-like diagrams for their programs [46]. Blocks organize code into visible chunks, allowing students to learn the notation used to write it, rather than focusing on what the code means [10]. ...
Despite the importance given to providing students with programming skills, there are significant problems in teaching programming, mainly at the entry level. Various programming education tools and methods have been developed to solve these problems in introductory programming education. For this reason, block-based and robot programming tools are widely used at various education levels, especially at the novice level. Although the advantages of using block-based and robot programming over classical or text-based programming methods in introductory programming education have been demonstrated in various studies, the two methods have not been compared in experimental studies. The main purpose of this study was to compare the effects of using block-based programming and robot programming methods in introductory programming education on students' perceptions of programming self-efficacy. The results of the study indicated that the perceptions of programming self-efficacy of the students who used the robot programming method in programming education were significantly more positive than those of the students who used the block-based programming method. Moreover, the programming self-efficacy perceptions of the male students who used robot programming in introductory programming education were significantly more positive than those of the female students. After the robot programming activities, the students had more fun with programming and their self-confidence increased.
... Zeuch et al. (2019) investigated the impact of supporting traditional face-to-face introductory computer science courses with online learning resources and they demonstrated a positive impact on students' performance. Moreover, Kanika et al. (2020) recommended that computer science students should access massive open online courses (MOOCs). Although students may perceive online learning to be helpful (Marasco et al., 2018), a recent study found no differences in student performance and perceptions between students in a fully online introductory computer science course when compared with a traditional face-to-face version of the same course (He, 2020). ...
Introductory computer science courses help students, regardless of their majors, keep up with the rapid pace of change in the workplace. However, such courses are commonly perceived as being difficult. Although many studies have discussed the importance of online introductory computer science courses, there is a dearth of studies investigating the effectiveness of this delivery mode when the same assessment tools are used as in the traditional delivery mode. Moreover, it is unclear how students of different genders perform in both online and traditional face-to-face introductory computer science course sections when they receive the same instructional content. The purpose of this study is to expand the existing literature by examining the academic achievement of students in an introductory computer science course through the evaluation of grades obtained from online and traditional face-to-face course sections. Additionally, the study aims to explore any gender-based variations between the two delivery modes. The sample size included 589 first-year students in an introductory computer science course at a public university in Saudi Arabia. The participants were selected randomly from different sections. The results confirm the findings of previous studies suggesting that there are no gender-based differences in students’ performance in introductory computer science. Additionally, this study makes a valuable contribution to the existing body of literature by demonstrating that students who receive introductory computer science instruction through online delivery mode achieve significantly higher performance than students who receive the same instruction through traditional face-to-dace delivery mode. Moreover, this study found that both female and male students who receive introductory computer science instruction through online delivery mode perform significantly better than male students who receive instruction through traditional face-to-face delivery mode, indicating that online learning may be a more effective mode of delivery for students of both genders.
