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Journal articles on the topic 'Educational programming aid'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Chung, Chih-Chao, and Shi-Jer Lou. "Physical Computing Strategy to Support Students’ Coding Literacy: An Educational Experiment with Arduino Boards." Applied Sciences 11, no. 4 (2021): 1830. http://dx.doi.org/10.3390/app11041830.

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The purpose of this study is to explore the influence of introduction of the physical computing strategy of Arduino Boards in a program design course on coding literacy and the effectiveness of the application in technical high school students. This study selected two classes of twelfth-grade students enrolled in a program design course at a technical high school in Southern Taiwan as the samples. One class was the control group (43 students), and the other was the experimental group (42 students). During the 18-week course, the control group carried out a DBL (design-based learning) programming project, and the experimental group carried out the DBL programming project using the physical computing strategy of Arduino boards. Pre- and posttests and a questionnaire survey were carried out, while ANCOVA (analysis of covariance) was used for evaluation purposes. In the course, students in the experimental group were randomly selected for semi-structured interviews to understand their learning status and to perform qualitative analysis and summarization. This study proposed the physical computing strategy of Arduino boards, featuring staged teaching content, practical teaching activities, and real themes and problem-solving tasks. The results show that the coding literacy of students in the different teaching strategy groups was significantly improved. However, in the Arduino course on DBL programming, the students in the experimental group had a significantly higher learning efficiency in coding literacy than those in the control group. Moreover, according to the qualitative analysis using student interviews, Arduino boards were found to improve students’ motivation to learn coding and to aid in systematically guiding students toward improving their coding literacy by combining their learning with DBL theory. Thus, Arduino technology can be effectively used to improve students’ programming abilities and their operational thinking in practically applying programming theories.
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Darwish, M., H. Diab, and F. Moukalled. "An Educational Two-Dimensional Interactive Dynamic Grid Generator." International Journal of Mechanical Engineering Education 24, no. 4 (1996): 279–90. http://dx.doi.org/10.1177/030641909602400406.

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This paper describes IDGG, an Interactive Dynamic Grid Generator, for use as an educational tool by students studying computational fluid dynamics. The package is a Windows applications and runs on IBM PC, or compatible, computers. It is written in Pascal and built using object-oriented programming. The computer program allows the user to generate boundary-fitted curvilinear grids in any two-dimensional domain. The procedure adopted requires the user to perform the transformation step by step allowing him/her to easily grasp the concept of boundary-fitted coordinate systems. In addition, IDGG may be used by CFD researchers to display results graphically in the form of vector fields, contours, and two- and three-dimensional plots. The examples provided show the effectiveness of the package as a teaching aid.
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França Batista, Andre Luiz, and Rodrigo Grassi Martins. "Contemporary issues and mobile application development learning: where is the connection?" International Journal for Innovation Education and Research 8, no. 4 (2020): 163–70. http://dx.doi.org/10.31686/ijier.vol8.iss4.2275.

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As a result of discussions about the studies on Science, Technology, and Society (STS) we identified the need to understand how to promote discussions about those subjects on mobile programming learning. The purpose of this paper is to demonstrate how to introduce subjects that are relevant to society’s problems in a discipline with a high technical focus. Therefore, the present work contains an informative approach and becomes a possible subsidy to aid teachers who wish to establish, in their mobile programming classes, STS discussions. The suggestions here documented characterize themselves as resources for a probable improvement of the critical thinking, civil conduct of the students and also raise discussions and reflections among students and future professionals about the current reality, leading to imminent educational changes.
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VanDieren, Monica. "Effectiveness of Online Advising on Honors Student Retention and Engagement." International Journal of Information and Communication Technology Education 12, no. 2 (2016): 51–67. http://dx.doi.org/10.4018/ijicte.2016040105.

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Academic advising is an important component of a student's education, and more often universities are turning to technology to aid in this task. This paper presents a case study of an online advising system that complements a university degree audit system by providing honors students and advisors up-to-date details on individual progress towards completing the honors curriculum and on the level of engagement in the honors co-curricular programming. By leveraging the features of Google Apps for Education, this advising system allows faculty and students to securely and easily access accurate information during schedule planning, and frees up honors staff from repetitive tasks allowing them to dedicate more time to helping students plan their educational journey. Effectiveness of this new system is measured by accuracy of information, time spent by the administration in maintaining the system, student retention and completion of the honors curriculum, and student engagement in honors co-curricular programming. The Google Script described in this paper can be adapted for mail-merge and automatic web page generation in several educational settings beyond academic advising.
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Bakali, Naved, and Shujaat Wasty. "Identity, Social Mobility, and Trauma: Post-Conflict Educational Realities for Survivors of the Rohingya Genocide." Religions 11, no. 5 (2020): 241. http://dx.doi.org/10.3390/rel11050241.

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The Rohingya refugee crisis is a humanitarian disaster with over 740,000 Rohingya leaving their homes in Rakhine State, Myanmar, since August 2017. In the process of this mass exodus, thousands have been brutally murdered and terrorized through a campaign of physical attacks by the Myanmar state including murder, beatings and mutilations; mass gang rape and sexual slavery of women and girls; and the burning of entire villages. The victims have been men, women, and children who were targeted because they belonged to a Muslim minority ethnic group. The crisis has been recognized as genocide by officials from several countries including Canada, France, Gambia, Malaysia, Pakistan, Philippines, and Turkey. Furthermore, a recent ruling by the International Court of Justice (ICJ) ordered Myanmar to take all necessary measures to prevent the genocide of the Rohingya. The genocide of the Rohingya has resulted in a massive number of refugees fleeing to Bangladesh, with 1.1 million of an estimated 2.4 million Rohingya across the world currently encamped there. This crisis has led to questions about how the basic needs of these refugees are being met and if there is any possibility for a life beyond the refugee camps through educational programming. This study explores the educational realities of Rohingya refugees through a process of open-ended and semi-structured interviews of aid workers and educators working in the Kutupalong refugee camp in Bangladesh. Through examining the educational programming in these camps, this article aims to better understand the educational opportunities for social mobility, identity preservation, and the availability of religious instruction to the Rohingya. The findings of this study suggest that religious instruction centers may serve to improve gender- based educational gaps for adolescent Rohingya women.
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Chakars, Melissa. "Free Time Is Not Meant to Be Wasted: Educational, Political, and Taboo Leisure Activities among the Soviet Buryats of Eastern Siberia." Nationalities Papers 47, no. 4 (2019): 660–73. http://dx.doi.org/10.1017/nps.2018.36.

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AbstractThis article details how an increasingly educated and urban Buryat population became both the creators and consumers of new leisure activities in the late Soviet period. It argues that central and local authorities believed that leisure activities could help them to impress upon the Buryats that there were great benefits to living in the Soviet Union and to adopting a more pan-Soviet identity within the brotherhood of nations. They also presumed that leisure activities could aid in the building of a culture that was Buryat, Soviet, and more modern. This article examines why authorities assigned great importance to leisure and how they used and created cultural-educational institutions and mass media content to implement, direct, and promote cultural development. It analyzes various institutions such as museums, clubs, and theaters, as well as the production and consumption of local newspapers and television and radio programming that promoted educational leisure activities. In addition, it explores authorities’ concerns about the rise, especially among youth, of more taboo leisure activities that deviated from the official ones that they encouraged.
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NORRIS, CLAIRE E., and ANDREW M. COLMAN. "Context Effects of Radio Programming on Cognitive Processing of Embedded Advertisements." Applied Cognitive Psychology 10, no. 6 (1996): 473–86. http://dx.doi.org/10.1002/(sici)1099-0720(199612)10:6<473::aid-acp390>3.0.co;2-#.

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Rodrigues, Alane Teixeira, Robson Lopes De Couto, Jermana L. De Moraes, Vandilberto Pereira Pinto, and Rômulo Nunes e. C. Almeida. "A Semi-Attending Robotics Course Proposal: An On-line Platform and set of In-Person Meetings For Teaching Robotics using Lego Mindstorms EV3." International Journal on Alive Engineering Education 6 (May 13, 2019): 33–44. http://dx.doi.org/10.5216/ijaeedu.v6.54693.

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The application of robotics as an instrument for boosting the learning process inside classrooms is nowadays a quite reachable reality. The participatory method, in which students and tutors cooperate among themselves for pursuing knowledge, reveals itself as an increasingly easer and didactic manner of passing on knowledge in class. Making use of this learning method, and the interest of the youth for the technological field, a semi-attending robotics course has been delivered by students of the Universidade Federal do Ceará to students and teachers from the public schools’ system in the municipality of Sobral, State of Ceará, in partnership with the UFC Virtual Institute and the Education Office of Sobral (SEDUC). It is common that students of secondary education lose interest and feel discouraged when studying some school subjects, because of their abstract nature. Aiming for aiding the teaching of these subjects, such as mathematics, physics and computer programming, Educational Robotics was used as an effort for making such subjects more interesting and easier to grasp, dynamizing their studying. This project aimed to introduce basic notions about robotics making use of the Lego Mindstorms EV3 kit, with aid of SOLAR, an online platform where the e-learning classes were taught, and the utilization of a visual language for programming the robots, part of the software bundled with the Lego Mindstorms Ev3 kit. The in-person meetings were carried out every last weekend of each month, so that the students could practice programming the Lego Mindstorms and put into use what they had learned in the virtual classes beforehand. At the end of the course, when all the students already had the skills for programming the robotics kit, a competition was held with the intent of harvesting the results obtained over the duration of the course. The teams with best performance were awarded medals and trophies, as recognition of the effort they put in. The participants were also encouraged to keep studying and improving their knowledge of robotics after the end of the course.
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Kok, Car Mun, Dorina M. Espinoza, Steven M. Worker, Charles Go, and JoLynn C. Miller. "Identification of Priority Skill Areas for Volunteer Professional Development." Journal of Youth Development 15, no. 4 (2020): 51–67. http://dx.doi.org/10.5195/jyd.2020.876.

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Youth development programs often rely on volunteers to deliver programming to young people. Our study explored the skills and competencies volunteers self-identified as important for their roles. We analyzed qualitative responses to 2 open-ended questions asking University of California 4-H volunteers to identify priority skills to aid in their volunteer development. Using inductive thematic analysis, we developed a coding scheme to analyze 1,144 responses. Participants reported the need for professional development in content-specific areas, program management basics, and child development. Volunteers also reported desiring training in educational practices, organizational skills, specific volunteer roles, and communication skills. The modalities through which volunteers were willing to develop these skills were peer-to-peer learning; online, in-person, classes and conferences; and continuous education. Given the importance of adult volunteers to youth development programs, it is essential that volunteers’ professional and skill development be supported by both effective and preferred approaches.
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Corson, Harvey Jay, Judith Marlowe, Jack Brownley, Edgar L. Lowell, Douglas Watson, and Dennis Gjerdingen. "Quality Educational Programming." American Annals of the Deaf 132, no. 5a (1987): 335. http://dx.doi.org/10.1353/aad.2012.1571.

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Montepare, Joann M., and Laura K. Donorfio. "INTEREST GROUP SESSION—INTERGENERATIONAL LEARNING, RESEARCH, AND COMMUNITY ENGAGEMENT: USING INNOVATIVE INTERGENERATIONAL STRATEGIES TO BOOST CAREERS IN AGING." Innovation in Aging 3, Supplement_1 (2019): S567—S568. http://dx.doi.org/10.1093/geroni/igz038.2098.

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Abstract Populations are aging dramatically, and call for higher education to be more age-friendly and pave the way for career paths in aging. The Careers in Aging Week (CIAW) program sponsored annually by the Academy for Gerontology in Higher Education (AGHE) of GSA has been a core stimulus for building career interest – however, more could be done to strengthen and invigorate this effort. This symposium will show how intergenerational exchange can be used to mount interest in careers in aging and create new pipelines to gerontology programs in higher education. Examples of innovative approaches will demonstrate how career information can be communicated to students in more creative and compelling ways. The first paper will set the stage with an evidence-based overview of emerging areas for career development, and a presentation of career planning models to aid student understanding as to how to make aging career decisions. Two presentations will then focus on different aging-workforce initiatives aimed at building educational pipelines that connect high-school students with college students studying gerontology. In addition to highlighting the oft-overlooked population of high school students, attention will be given to the importance of including minority student populations in career development efforts. The final paper will describe the utility of broader intergenerational strategies that build bridges across students, educators, aging professionals, and community collaborators via campus career events. The discussant will bring these efforts together with an intergenerational programming lens that higher education can use to amplify awareness about the wide-range of career opportunities aging offers.
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Spinillo, Carla Galvão, Ana Emília Figueiredo de Oliveira, Katherine Marjorie, et al. "Designing animated pictorial instructions: A methodology proposed for the Open University of the Unified Health System in Brazil (UNA-SUS/UFMA)." European Journal of Teaching and Education 2, no. 4 (2020): 42–51. http://dx.doi.org/10.33422/ejte.v2i4.525.

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Animated pictorial instructions are effective resources for learning medical content (e.g., surgical procedures). Considering this, the Open University of the Unified Health System of the Federal University of Maranhão (UNA-SUS/UFMA) in Brazil employs animation in their distance learning courses. From 2009 to the present the UNA-SUS/UFMA has offered 48 e-courses to health professionals, reaching around 470,000 enrolments. The development of animated instructions at UNA-SUS/UFMA considers medical and pedagogical knowledge only, lacking information design expertise to reach communication effectiveness. Thus, a design methodology was proposed based on: (a) the results of an analytical study of 100 medical animations; (b) the outcomes of a context analysis of the UNA-SUS/UFMA design process through interviews with the heads of the educational production departments; and (c) the results of an online questionnaire with 1,735 health professionals. The methodology consists of three phases: (1) Structuring: identification and arrangement of different contents (introductory content, inventory information, steps, warnings), resulting in an animation script; (2) Representation: definition of the animation graphic appearance and technological resources (e.g., pictorial style, camera framing, interaction cues), resulting in a visual storyboard or mock-up/prototype that can be tested with users (e.g., comprehension, usability tests); and (3) Finalization: programming and production of the animation. For each phase, instruments/protocols were developed to aid decision-making (form, guidelines and checklist). To evaluate the methodology, a focus group was conducted with the animation stakeholders/developers of the UNA-SUS/UFMA. The results were positive, but suggestions were made to improve the decision-making instruments, which were considered in the methodology final design.
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Malter, Lisa, Animesh Jain, Benjamin L. Cohen, et al. "Identifying IBD Providers’ Knowledge Gaps Using a Prospective Web-based Survey." Inflammatory Bowel Diseases 26, no. 9 (2020): 1445–50. http://dx.doi.org/10.1093/ibd/izaa032.

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Abstract Background As treatments, management strategies, and the role of advanced practice providers (APPs) have evolved in recent years, the Crohn’s &amp; Colitis Foundation sought to understand the educational and resource needs of clinicians caring for patients with inflammatory bowel diseases (IBDs). The aim of this study was to describe the self-identified IBD knowledge and resource gaps of clinicians to inform the development of future programming. Methods A survey containing 19 questions created by the foundation’s Professional Education Committee, a subset of its National Scientific Advisory Committee, was conducted from September 7, 2018 to October 15, 2018. Responses were included from providers if they were currently seeing any IBD patients in a clinical setting. The foundation distributed the survey by email and various social media channels to encourage a diverse response. The survey included questions on comfort levels around diagnosis, treatment, and management of patients with IBD, in addition to preferences and utilization of educational resources. The × 2 test was used to evaluate significant differences among respondents in the various domains surveyed. Results There were 197 eligible responses, of which 75% were from MD/Dos, followed by 25% APN/PA/RN/MSN/PhD/other; and 70% of respondents provide care for adult patients. The amount of time in practice was divided evenly among respondents. Fifty-seven percent of respondents practice in an academic/university setting, and approximately 75% indicated that ≥21% of their practice consisted of patients with IBD. Forty-four percent and 46% of respondents reported access to IBD based mental health providers and social workers in their practice, respectively. Seventy-two percent reported access to radiologists, 69% had access to dietitians, and 62% had access to advance practice providers. The areas of greatest educational need were prescribing medical cannabis (if approved locally) for pain management (62%); caring for patients with prior malignancy (35%); caring for pregnant patients and family planning (33%); caring for elderly patients (30%); and therapy decisions, including use of JAK inhibitors (29%), drug holidays (25%), and use of biosimilars (24%). More than 50% of respondents stated they do not participate in shared decision-making, citing time as the most common limiting factor. The majority of providers cited live education as their preferred learning format, and they wish to earn continuing medical education (CME) hours. Conclusion This survey helped identify current IBD educational needs in our professional community. With a rapidly changing treatment landscape and an increase in the diversity of providers delivering care, additional opportunities to keep abreast of practice changes are critical to providing comprehensive, quality care in IBD. Our survey demonstrated that shared decision-making is underutilized in practice due to a need for resources that aid in its efficient integration into practice. Based on our results, a focus on creating live learning opportunities that offer CME are needed in the areas of therapeutic decision-making and treating IBD in special subsets (eg, prior malignancy, pregnancy, elderly).
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Fiore, Thomas A., Elizabeth A. Becker, and Rebecca C. Nero. "Educational Interventions for Students with Attention Deficit Disorder." Exceptional Children 60, no. 2 (1993): 163–73. http://dx.doi.org/10.1177/001440299306000210.

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This article reviews the current research-based knowledge on nonpharmacological interventions for students with ADD and highlights findings related to behavior management, academic instruction, home-school collaboration, and comprehensive programming. The literature on educationally relevant interventions is exploratory, not prescriptive; and findings are inconsistent. Investigators have tested relatively few interventions that speak to the day-to-day issues teachers face or to the larger issues related to developing comprehensive educational programs for these students.
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Piotrowska-Trybull, Marzena, and Aranka Ignasiak-Szulc. "THE IMPACTS OF MILITARY BASE CLOSURES AND REALIGNMENTS WITH SOME EXAMPLES BASED ON LOCAL REVITALIZATION PROGRAMS IN POLAND." Globalization and Business 4, no. 8 (2019): 170–77. http://dx.doi.org/10.35945/gb.2019.08.022.

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The literature in the field of economic sciences analyzes the role of military base (unit) on socio-economic development in many perspectives and scales but the local perspective is especially important as the location of military units has significant social, economic and spatial impacts and favors establishing relations between army and local entities, in particular self-government authorities, educational institutions, non-governmental organizations and residents. That is why also military base closures and realignments have prompted some of the most vocal public concerns in surrounding communities. The actual magnitude of local effects connected with closures is usually difficult to estimate, and is based primarily on case studies with some attempts to use statistical analysis in limited range (like employment). The other issue described in the literature is connect- ed with the process of revitalization (recovery) of local communes. One of the instruments of programming the process of so-called mitigation of crisis in the degraded areas has been the local revitalization programs in Poland in recent years. Literature and empirical evidence proves that the closure and alignment of a military unit results in some socioeconomic distress for community and it may be a decisive factor for the emergence of situations in certain areas characterized by the concentration of negative social problems and the occurrence of other negative phenomena (in the economic, environmental, spatio-functional or technical sphere) what is a prerequisite for marking the revitalization area according to Polish law. The EU-financed projects designed in the pro- gram should provide an assist to aid community revitalization efforts. This article analyzes examples of local revitalization pro- grams in communities where the military unit was closed. The aim of the case studies will be not only to learn about the actual impacts in the community and the proposals for minimizing those impacts, but also the assessment of the usefulness of the analysis of these planning documents to determine the socio-economic and spatial impacts of military dislocation on the local scale.
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Nold, James, David De Jong, James Moran, Derrick Robinson, and Frederick Aderhold. "Early Childhood Education: Academic and Behavioral Benefits of Prekindergarten Educational Programming." SAGE Open 11, no. 2 (2021): 215824402110101. http://dx.doi.org/10.1177/21582440211010154.

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State-funded prekindergarten educational programming for all children is a rarity in the United States. Five states offer no financial support to fund prekindergarten educational programming, and the majority offer partial funding. Only three states provide universally funded prekindergarten educational programming. The purpose of this study is to examine some of the benefits of prekindergarten educational programming to identify reasons to expand the programs and subsequently enroll, at the very least, all economically eligible children. The study analyzed the results of attendance, behavior reports, and test scores to evaluate the academic and behavioral success of six cohorts of students in Grades K–5. All students studied qualified for educational programming support at the level of 100% poverty. The two studied groups are those students who attended the prekindergarten educational programming and those students who did not attend prekindergarten educational programming. The study revealed statistically significant results predominately with behavior and more specifically with office referrals. Students who attended prekindergarten educational programming received fewer office referrals at a statistically significant level compared with those students who did not attend the prekindergarten programming. Academically, the overall results of the data showed that those students who completed prekindergarten educational programming outscored their counterparts who did not attend prekindergarten but not at a statistically significant level. Studies showing the benefits of prekindergarten educational programming may motivate local and state officials to support funding to ensure that at a minimum, all students who qualify based on poverty will have the opportunity to attend prekindergarten educational programming.
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Flynn, Pauline T., and Robert A. DeVoss. "SYSTEMATIC EDUCATIONAL PROGRAMMING AT RETIREMENT COMMUNITIES." Educational Gerontology 12, no. 2 (1986): 139–50. http://dx.doi.org/10.1080/0380127860120202.

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Edmister, Patricia, and Richard E. Ekstrand. "Preschool Programming: Legal and Educational Issues." Exceptional Children 54, no. 2 (1987): 130–36. http://dx.doi.org/10.1177/001440298705400205.

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This article examines two legal issues regarding service provision for preschool-aged handicapped students. Those issues are what constitutes an appropriate program in terms of the intensity (frequency) of program and the length of day (full vs. half), and how should the least restrictive environment provision of mainstreaming of handicapped and nonhandicapped children be applied to this population. Applicable laws and hearing results are presented, as is information from research studies examining effects of differing levels of program intensity and mainstreaming situations.
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Al-Homidan, Suliman. "Semidefinite programming for the educational testing problem." Central European Journal of Operations Research 16, no. 3 (2008): 239–49. http://dx.doi.org/10.1007/s10100-008-0056-0.

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Brna, Paul, Alan Bundy, Tony Dodd, et al. "Prolog programming techniques." Instructional Science 20, no. 2-3 (1991): 111–33. http://dx.doi.org/10.1007/bf00120879.

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Palmer, Philip P. "Developing Thinking Skills Through the Use of Simple Computer Programming." American Annals of the Deaf 130, no. 5 (1985): 415–20. http://dx.doi.org/10.1353/aad.2012.0844.

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Bringula, Rex Perez. "Influence of usage of e-books, online educational materials, and other programming books and students’ profiles on adoption of printed programming textbooks." Program 51, no. 4 (2017): 441–57. http://dx.doi.org/10.1108/prog-06-2015-0046.

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Purpose The purpose of this paper is to determine the influence of students’ profiles and the usage of e-books, online educational materials, and other programming books on the adoption of printed programming textbooks for computing students. It was hypothesized that the predictor variable set could not explain any of the variance of the dependent variables. Design/methodology/approach This descriptive study utilized a content-validated questionnaire. The study involved 190 student participants. Canonical correlation analysis was employed to determine whether students’ profiles and use, perceived usefulness, and preference of e-books, online educational materials, and other programming books explained any variance in printed programming textbook adoption. Findings Printed programming textbook adoption could be explained by two functions. The first function revealed that the use and the perceived usefulness of textbooks were positively influenced by the use of e-books and other programming books and by the perceived usefulness of e-books, fora/blogs, other programming books, and YouTube. The second function revealed that the use of printed programming textbooks alone was positively influenced by the use of e-books and other programming books but was negatively influenced by the perceived usefulness of programming websites and YouTube and by the preference of programming websites over textbooks. Originality/value The study provided empirical evidence that e-books, other programming books, and online educational materials provide additional resources to students. Thus, e-books, online educational materials, and other programming books complement, rather than threaten, the existence of printed programming textbooks.
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Boldbaatar, Nomin, and Emine Şendurur. "Developing Educational 3D Games With StarLogo: The Role of Backwards Fading in the Transfer of Programming Experience." Journal of Educational Computing Research 57, no. 6 (2018): 1468–94. http://dx.doi.org/10.1177/0735633118806747.

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The emergence of block-based environments aims to facilitate the problems caused by the abstractness of text-based languages. Recent studies generally focus on the effect of having block-based experience on programming education. This study is an attempt to observe the transfer of previous programming experiences (block-based vs. text-based) into a three-dimensional game-making environment through the use of backwards fading. In addition to observation of transfer, students' perceptions about the difficulty of practices were also investigated. Twenty-one senior university students participated in the study. They practiced through worked example, completion example, and full practice. Moreover, the comparison of the contribution of three examples, their perceived difficulty, and cognitive load has also been observed. There are four main findings that add value to the current literature. First, students having text-based programming experience had higher scores, which may be a sign of far transfer; second, completion example format was more efficient for students having block-based programming experience; third, full practice format was perceived as more difficult than either worked example or completion example; and fourth, based on the efficiency of example formats, completion example represented high efficiency for all students. However, average efficiency of all example formats has represented high efficiency for students, who had text-based programming experience.
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Otterborn, Anna, Konrad J. Schönborn, and Magnus Hultén. "Investigating Preschool Educators’ Implementation of Computer Programming in Their Teaching Practice." Early Childhood Education Journal 48, no. 3 (2019): 253–62. http://dx.doi.org/10.1007/s10643-019-00976-y.

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Abstract Modern preschool education is seen as an essential foundation for nurturing children’s digital literacy. Early childhood education environments have witnessed increased emphasis on integrating programming activities in combination with digital tablets. However, little is known about how preschool teachers implement programming as part of pedagogical strategies during practice. In Sweden, although there is a mandate to develop children’s understanding of the digital world, programming is not formally mentioned in the revised preschool curriculum. This study systematically investigates how Swedish preschool teachers implement programming activities in their teaching practice. Data was collected through a national online survey (n = 199). Findings revealed a range of apps and resources used in combination with tablets, where activity integration takes place as unplugged programming, digital programming, or as a combination of the former. Teachers markedly attributed intended learning goals around programming to tenets of computational thinking and “twenty-first century skills”. Moreover, programming was often actively linked to learning in other domains such as science, technology, mathematics, and language, approaches that show traditional Swedish preschool teaching practices being recontextualized in terms of programming. Based on the reported findings that provide insight into the implementation of programming in preschools, a logical future research avenue lies in exploring the documented programming activities from the perspective of the children.
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Sellers, Debra M., Benjamin C. Bolender, and Andrew B. Crocker. "Beliefs about Aging: Implications for Future Educational Programming." Educational Gerontology 36, no. 10-11 (2010): 1022–42. http://dx.doi.org/10.1080/03601270903534853.

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Mallozzi, John S. "A course in programming languages for educational computing." ACM SIGCSE Bulletin 17, no. 2 (1985): 29–31. http://dx.doi.org/10.1145/382204.382529.

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Eken, Süleyman, Muhammed Şara, Yusuf Satılmış, et al. "A reproducible educational plan to teach mini autonomous race car programming." International Journal of Electrical Engineering & Education 57, no. 4 (2020): 340–60. http://dx.doi.org/10.1177/0020720920907879.

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As autonomous cars and complex features of them grow in popularity, ensuring that analyses and capabilities are reproducible and repeatable has taken on importance in education plans too. This paper describes a reproducible research plan on mini autonomous race car programming. This educational plan is designed and implemented as part of a summer internship program at Kocaeli University and it consists of theoretical courses and laboratory assignments. A literate programming approach with the Python language is used for programming the race car. To assess the educational program’s impact on the learning process and to evaluate the acceptance and satisfaction level of students, they answered an electronic questionnaire after finishing the program. According to students’ feedback, the reproducible educational program is useful for learning and consolidating new concepts of mini autonomous car programming.
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García-Perales, Ramón, and Ascensión Palomares-Ruiz. "Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes." Sustainability 12, no. 23 (2020): 10129. http://dx.doi.org/10.3390/su122310129.

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(1) Background: It is becoming more common to incorporate education in programming into educational environments. (2) Methods: In order to show the benefits of including teaching programming, we present an investigation carried out with a group of Spanish schoolchildren in the fifth year of primary education (ages 10–11). We demonstrate an integrated experience in the ordinary curriculum connecting technology to mathematics education. We created a work project for students to use Scratch and to assess its benefits, created two groups of students, an experimental and a control group, with a sample of 3795 individuals. They were administered the online version of the Battery of Mathematical Competence Evaluation (BECOMA On) at two timepoints, the pretest (the beginning of the project) and the post-test (the final stage). (3) Results: The results showed statistically significant differences between groups and timepoints, with the experimental group scoring higher, demonstrating the effectiveness of the education in programming program for mathematics. (4) Conclusions: Education systems face a challenge in the sphere of the consolidation of technologies in education with the consequent need to change didactic designs to enhance quality, equitable, sustainable education processes.
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Kim, ChanMin, Jiangmei Yuan, Lucas Vasconcelos, Minyoung Shin, and Roger B. Hill. "Debugging during block-based programming." Instructional Science 46, no. 5 (2018): 767–87. http://dx.doi.org/10.1007/s11251-018-9453-5.

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Oakley, John, and Anne McDougall. "Educational Environments for Research on Cognitive Development Through Programming." Computers in the Schools 14, no. 1-2 (1997): 83–93. http://dx.doi.org/10.1300/j025v14n01_06.

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Cohen, Sally B. "Educational reintegration and programming for children with head injuries." Journal of Head Trauma Rehabilitation 1, no. 4 (1986): 22–29. http://dx.doi.org/10.1097/00001199-198612000-00007.

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Žemva, Andrej, Andrej Trost, and Baldomir Zajc. "Educational Programmable System for Prototyping Digital Circuits." International Journal of Electrical Engineering & Education 35, no. 3 (1998): 236–44. http://dx.doi.org/10.1177/002072099803500306.

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In this paper, we present an educational programmable system for prototyping digital circuits. The system is composed of the PC and the prototyping board composed of 3 FPGAs. PC is used for designing a digital circuit, programming the FPGAs, automatic generation of the interface logic and hardware verification of the designed circuit.
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Gallagher, James J. "Unresolved Issues in Early Education Programming." Early Education & Development 10, no. 1 (1999): 5–6. http://dx.doi.org/10.1207/s15566935eed1001_1.

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Manou, Evgenia, George-Christopher Vosniakos, and Elias Matsas. "Understanding industrial robot programming by aid of a virtual reality environment." International Journal of Mechanical Engineering Education 47, no. 2 (2018): 135–55. http://dx.doi.org/10.1177/0306419018762704.

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This paper reports on the construction of a virtual environment on top of a commercially available authoring platform that simulates an industrial robotic arm in pick-and-place movement scenarios. The user interface constructed follows in functionality the well-known teach pendants but exploits just a normal PC keyboard. However, both forward and inverse kinematics is served allowing the user to command movements in either the joint or the tool coordinate system. Perception pertaining to picking and placing movements and in particular the subtle docking positions was enhanced by adding so-called perceptual aids consisting of auxiliary objects with collision detection capabilities. The application was put to test by a group of practitioner-trainees who reported favourably, using a structured questionnaire, on its merits in enhancing their understanding of the robot’s capabilities, its kinematics, as well as the task performance strategy. Thus, confidence is increased regarding the ability of Virtual Reality – based platforms to contribute to successful training regarding programming and manipulation of industrial equipment.
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Lee, Hyun-Jae, and Hak Yi. "Development of an Onboard Robotic Platform for Embedded Programming Education." Sensors 21, no. 11 (2021): 3916. http://dx.doi.org/10.3390/s21113916.

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Robotics has been used as an attractive tool in diverse educational fields. A variety of robotic platforms have contributed to teaching practical embedded programming to engineering students at universities. However, most platforms only support content with a low level of programming skills and are unlikely to support a high level of embedded programming. This low association negatively affects students, such as incomprehension, decreased participation, dissatisfaction with course quality, etc. Therefore, this paper proposed a new robotic platform with relevant curricula to improve their effectiveness. The developed platform provided practical content used in mechatronics classes and the capability to operate a robot with a high level of embedded programming. To verify the effectiveness of the proposed platform, participants (undergraduates) examined course evaluations for educational programs based on the developed platform compared with the previous year’s class evaluation. The results showed that the proposed platform positively affects students’ intellectual ability (performance) and satisfaction in programming education.
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Kaneda, Tadahiro, Yasumasa Yoshitani, Toshitaka Umemoto, Atsuo Yabu, Tomoharu Doi, and Masatoshi Semi. "Development of Educational Materials for Construction of Mechatronic Systems and Their Application." Journal of Robotics and Mechatronics 23, no. 5 (2011): 638–44. http://dx.doi.org/10.20965/jrm.2011.p0638.

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We have developed educational materials on mechatronics with microcomputers embedded as a core as often found in autonomous robots. The developed educational materials are expected to obviate needs for other educational materials to learn a wide range of mechatronics from autonomous robots to factory automation systems as well as learn step by step from visually comprehensible tiling programming to C-language programming. We have used the developed educational materials at the workshops we have conducted as a part of the three-year humanresource development project for small and medium enterprises. In addition, we have compiled into textbooks know-how we have acquired at the workshops and have applied it to the experimental practices of the College.
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Alamo, Judit, Eduardo Quevedo, Alejandro Santana, et al. "Sustainable Educational Robotics. Contingency Plan during Lockdown in Primary School." Sustainability 13, no. 15 (2021): 8388. http://dx.doi.org/10.3390/su13158388.

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New technologies have offered great alternatives for education. In this context, we place robotics and programming as innovative and versatile tools that adapt to active methodologies. With the arrival of COVID-19 and lockdowns, physical resources were kept out of use, and the virtual lectures did not propose to incorporate these elements in a meaningful way. This recent situation raises as an objective of study the need to evaluate if robotics and programming are content that can be taught virtually in these circumstances, without physical resources and without face-to-face lectures. To do this, a mixed methodology consisting of questionnaires and interviews has been incorporated, aimed at primary education teachers, families, and primary education grade students. The results suggest that the virtualization of robotics and programming is a feasible and beneficial alternative for students, which allows the development of digital skills, while it is enhanced with the use of audiovisual materials and online resources. Even though face-to-face classes have other benefits not offered by virtualization, and teacher training needs to be up to the task to face this situation, it is a matter of time to respond to these situations and to guarantee a high-quality distance education.
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da Silva, L. F., and P. S. Carvalho. "Using scratch programming to control photogates in educational physics experiments." Physics Education 55, no. 1 (2019): 013001. http://dx.doi.org/10.1088/1361-6552/ab49e0.

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Springer, P., C. Hollist, and K. Buchfink. "Engaging Latinos in Culturally Specific Educational Programming: A Multidisciplinary Approach." Family and Consumer Sciences Research Journal 37, no. 3 (2009): 310–28. http://dx.doi.org/10.1177/1077727x08330669.

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Mani, Nandita S. "“Library-On-The-Go”: Utilizing Technology to Provide Educational Programming." Journal of the Medical Library Association : JMLA 96, no. 3 (2008): 230–32. http://dx.doi.org/10.3163/1536-5050.96.3.009.

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Mithaug, Dennis E., James E. Martin, and Martin Agran. "Adaptability Instruction: The Goal of Transitional Programming." Exceptional Children 53, no. 6 (1987): 500–505. http://dx.doi.org/10.1177/001440298705300603.

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This article describes an instructional model designed to teach students generic employment adaptability skills. Failure to acclimate to a dynamic work environment has been suggested as a primary reason for job termination. The need to adapt to changes in work environments and maintain acceptable levels of work performance is critical for employment success. The model describes how to teach students to adapt to these changes and includes four major components: (a) decision making, (b) independent performance, (c) self-evaluation, and (d) adjustment. Implications for transitional programming are addressed.
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Clements, Douglas H. "Metacomponential development in a Logo programming environment." Journal of Educational Psychology 82, no. 1 (1990): 141–49. http://dx.doi.org/10.1037/0022-0663.82.1.141.

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Grota, P. "Impacting infection control practices through educational programming of departmental trainers." American Journal of Infection Control 22, no. 2 (1994): 120. http://dx.doi.org/10.1016/0196-6553(94)90210-0.

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Meyers‐Martin, Coleen, and Lynn D. Lampert. "Mind the gap: academic library outreach and EOP." Reference Services Review 41, no. 2 (2013): 219–32. http://dx.doi.org/10.1108/00907321311326156.

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PurposeThis article aims to describe the many ways academic library outreach practices are evolving through online formats. It underscores the implications of moving communications and resources online for educational opportunity program (EOP) students when considering these students' specific technology usage patterns and the need for face‐to‐face mentoring. The article seeks to make recommendations for libraries that intend to develop successful programming and interactions with transitional students online; and to bring to light the need for future research concerning the creation and usage of online educational support structures that specifically serve the EOP community.Design/methodology/approachA literature review discusses technology and academic library outreach programming as well as the historic and current digital divide and learning styles of EOP transitional students. Recommendations are made for how to best meet EOP student needs online to support the traditional in‐person programming in which these students succeed.FindingsIdentifying successful learning structures and potential technology usage patterns of EOP students provided the foundation for this article. Developing library outreach and programming within the online platforms EOP students access and utilize is necessary to support continued face‐to‐face interactions in an academic setting. More research is necessary in order to support transitional students in a digital format.Originality/valueThis article describes digital outreach efforts targeting non‐campus and campus communities, in particular within EOP transitional programming. It inquires about how to best meet transitional students in a digital format when they have historically succeeded in face‐to‐face educational interactions and settings.
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Sellmer, James C., Kathleen M. Kelley, Susan Barton, and David J. Suchanic. "Assessing Consumer Knowledge and Use of Landscape Plant Health Care and Integrated Pest Management Practices through a Computer-based Interactive Survey." HortTechnology 13, no. 3 (2003): 556–61. http://dx.doi.org/10.21273/horttech.13.3.0556.

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Attendees at the 2001 Philadelphia Flower Show participated in an interactive-quiz-formatted survey on touch-screen computers to determine their knowledge and use of plant health care (PHC) and integrated pest management (IPM) practices. Participants answered 15 questions in three categories: 1) PHC practices (criteria for proper plant selection, correct planting practices, and reasons for mulching and pruning); 2) IPM practices (insect identification, plant and pest monitoring, and maintenance of records on pests found and treatments applied to their landscape plants); and 3) demographic and sociographic questions to aid in characterizing the survey population. Over half of the participants (58%) were interested in gardening and a majority (77%) were interested in protecting the environment. Most participants (66%) were between 36 and 60 years of age with a mean age of 47 years, 76% lived in and owned a single-family home, and greater than half (56%) had never purchased professional landscape services. Most recognized PHC criteria for proper site selection, although not all environmental site characteristics were recognized as being equally important. Nearly half (49%) identified the correct planting practice among the choices offered; while an equal number of participants chose among the several improper practices listed. Although reasons for mulching were properly identified by the respondents, excess mulching around trees was considered a proper planting practice by over 39% of the participants. When questioned about IPM practices, a majority reported that they identify pests prior to treating them (71%) and that they scouted their landscapes (82%). However, only 21% kept records of the pests that they had found and the treatments that they applied for those pests. Participants' responses were further examined using cluster analysis in order to characterize the participants and identify meaningful consumer knowledge segments for targeting future extension programming. Three distinct segments were identified: 1) horticulturally savvy (69% of the participants), 2) part-time gardener (25% of the participants), and 3) horticulturally challenged (6%). At least 47% of the horticulturally savvy and part-time gardeners correctly answered plant health care questions (44% of the total survey participants). These two segments included more individuals who were interested in gardening and protecting the environment and are potential targets for future PHC and IPM extension education programs. In contrast the horticulturally challenged recorded no interest in or opinion on gardening or protecting the environment. It is apparent that a majority of consumers are learning and employing PHC and IPM concepts. Proper site selection, planting practices, and mulching along with record keep- ing and pest identification proficiency remain key educational areas to be developed. Although not all gardeners are well versed in all subject matter, a basic knowledge of PHC and IPM is being demonstrated.
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Al-Hroub, Anies. "Programming for Mathematically Gifted Children With Learning Difficulties." Roeper Review 32, no. 4 (2010): 259–71. http://dx.doi.org/10.1080/02783193.2010.508157.

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Halgren, Douglas W., and Harvey F. Clarizio. "Categorical and Programming Changes in Special Education Services." Exceptional Children 59, no. 6 (1993): 547–55. http://dx.doi.org/10.1177/001440299305900607.

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Special education students (N = 654) were studied to determine what proportion had a categorical or programming change and what factors (child, school, and home) were associated with change. The study included all students with disabilities from preschool through secondary school in a tricounty rural district. Data were gathered through a record review and parent survey. Change was found to be more common than is generally perceived: 38.2% of the students had a classification change (21.9% by termination and 16.3% by reclassification). Rates of change varied significantly among classifications and the student's initial classification, grade level, and comorbidity were significantly predictive of change in classification.
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Bayman, Piraye, and Richard E. Mayer. "Using conceptual models to teach BASIC computer programming." Journal of Educational Psychology 80, no. 3 (1988): 291–98. http://dx.doi.org/10.1037/0022-0663.80.3.291.

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Sinclair, Nathalie, and Margaret Patterson. "The Dynamic Geometrisation of Computer Programming." Mathematical Thinking and Learning 20, no. 1 (2018): 54–74. http://dx.doi.org/10.1080/10986065.2018.1403541.

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Cabedo, A., D. Perez, L. Vicent, and J. Anguera. "An educational tool for microstrip antennas analysis: Design; structure and programming." IEEE Latin America Transactions 4, no. 1 (2006): 7–13. http://dx.doi.org/10.1109/tla.2006.1642443.

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