Volume
OASIcs, Volume 102
Third International Computer Programming Education Conference (ICPEC 2022)
-
Part of:
Series:
Open Access Series in Informatics (OASIcs)
Conference: International Computer Programming Education Conference (ICPEC)
Event
ICPEC 2022, June 2-3, 2022, Polytechnic Institute of Cávado and Ave (IPCA), Barcelos, PortugalEditors
Publication Details
- published at: 2022-07-11
- Publisher: Schloss Dagstuhl – Leibniz-Zentrum für Informatik
- ISBN: 978-3-95977-229-7
- DBLP: db/conf/icpec/icpec2022
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Document
Complete Volume
OASIcs, Volume 102, ICPEC 2022, Complete Volume
Abstract
OASIcs, Volume 102, ICPEC 2022, Complete Volume
Cite as
Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 1-164, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@Proceedings{simoes_et_al:OASIcs.ICPEC.2022,
title = {{OASIcs, Volume 102, ICPEC 2022, Complete Volume}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {1--164},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022},
URN = {urn:nbn:de:0030-drops-166039},
doi = {10.4230/OASIcs.ICPEC.2022},
annote = {Keywords: OASIcs, Volume 102, ICPEC 2022, Complete Volume}
}
Document
Front Matter
Front Matter, Table of Contents, Preface, Conference Organization
Abstract
Front Matter, Table of Contents, Preface, Conference Organization
Cite as
Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 0:i-0:xiv, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{simoes_et_al:OASIcs.ICPEC.2022.0,
author = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
title = {{Front Matter, Table of Contents, Preface, Conference Organization}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {0:i--0:xiv},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.0},
URN = {urn:nbn:de:0030-drops-166044},
doi = {10.4230/OASIcs.ICPEC.2022.0},
annote = {Keywords: Front Matter, Table of Contents, Preface, Conference Organization}
}
Document
Value-Focused Investigation into Programming Languages Affinity
Abstract
The search for better techniques to teach computer programming is paramount in order to improve the students' learning experiences. Several approaches have been proposed throughout the years, usually through technical solutions such as evaluation systems, digital classrooms, interactive lessons and so on. Personal factors, such as affinity, have been largely unexplored due to their qualitative and abstract nature. The results of a preliminary survey on how and why affinity is created between programmers and their favorite languages, conducted on a master’s degree class at Universidade do Minho, showed unexpected results as to which languages became favorites and the possible reasons for the students' choices. Aiming at further exploration on this topic and continuation of this research, the Value-Focused Thinking method was applied in order to construct a more complex, in-depth survey. This value-oriented method kept focus under control and even raised a handful of opportunities to improve the research as a whole. This paper describes the Value-Focused Thinking method and how it was applied to construct a new and deeper computer programming education survey to understand affinity with languages.
Cite as
Alvaro Costa Neto, Cristiana Araújo, Maria João Varanda Pereira, and Pedro Rangel Henriques. Value-Focused Investigation into Programming Languages Affinity. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 1:1-1:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{costaneto_et_al:OASIcs.ICPEC.2022.1,
author = {Costa Neto, Alvaro and Ara\'{u}jo, Cristiana and Pereira, Maria Jo\~{a}o Varanda and Henriques, Pedro Rangel},
title = {{Value-Focused Investigation into Programming Languages Affinity}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {1:1--1:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.1},
URN = {urn:nbn:de:0030-drops-166051},
doi = {10.4230/OASIcs.ICPEC.2022.1},
annote = {Keywords: Computer Programming, Programming Languages, Affinity, Education, Learning, Value-Focused Thinking}
}
Document
Sprinter: A Didactic Linter for Structured Programming
Abstract
Code linters are tools for detecting improper uses of programming constructs and violations of style issues. Despite that professional linters are available for numerous languages, they are not targeted to introductory programming, given their prescriptive nature that does not take into consideration a didactic viewpoint of learning programming fundamentals. We present Sprinter, a didactic code linter for structured programming supporting Java whose novelty aspects are twofold: (a) providing formative feedback on code with comprehensive explanatory messages (rather then prescriptive); (b) capability of detecting some control-flow issues to a deeper extent than professional linters. We review Sprinter features against popular tools, namely IntelliJ IDEA and Sonarlint.
Cite as
Francisco Alfredo, André L. Santos, and Nuno Garrido. Sprinter: A Didactic Linter for Structured Programming. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 2:1-2:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{alfredo_et_al:OASIcs.ICPEC.2022.2,
author = {Alfredo, Francisco and Santos, Andr\'{e} L. and Garrido, Nuno},
title = {{Sprinter: A Didactic Linter for Structured Programming}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {2:1--2:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.2},
URN = {urn:nbn:de:0030-drops-166063},
doi = {10.4230/OASIcs.ICPEC.2022.2},
annote = {Keywords: structured programming, code quality, code linter}
}
Document
Understanding the Usage of IT-Security Games in the Industry and Its Mapping to Job Profiles
Abstract
Due to the increasing dependency on IT systems in both the private and industrial sectors, IT security training is becoming increasingly important. One way to teach IT security topics is through serious games, which besides being fun to play, impart knowledge on certain topics. As these games are more and more used in the industrial environment, this paper aims to develop a mapping between industrial roles and the games to show which game fits how well for the training of an industrial role. In doing so, an evaluation of the games was established that allows for comparability across the different roles. Thus, the research question which serious games is suitable for which industrial role could be addressed. Further results of the work are an ontology, which contains the essential characteristics of serious games for this work, a collection of industrial roles with their required IT-skills and a collection of serious games with an evaluation of the level of support of IT-skills.
Cite as
Tilman Dewes, Tiago Gasiba, and Thomas Schreck. Understanding the Usage of IT-Security Games in the Industry and Its Mapping to Job Profiles. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 3:1-3:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{dewes_et_al:OASIcs.ICPEC.2022.3,
author = {Dewes, Tilman and Gasiba, Tiago and Schreck, Thomas},
title = {{Understanding the Usage of IT-Security Games in the Industry and Its Mapping to Job Profiles}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {3:1--3:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.3},
URN = {urn:nbn:de:0030-drops-166077},
doi = {10.4230/OASIcs.ICPEC.2022.3},
annote = {Keywords: Serious Games, IT-Security, Industrial Roles, Mapping, Ontology}
}
Document
Introductory Programming in Higher Education: A Systematic Literature Review
Abstract
A systematic literature review was performed on 33 papers obtained from the ACM, IEEE and Sciencedirect databases, in order to understand in depth, the introductory programming discipline (CS1) in higher education. Recently published works have been covered, providing an overview of the teaching-learning process of introductory programming and enabling to find out whether the research developed by universities worldwide is in line with the proposals made by ACM/IEEE-CS group for computer courses, regarding the transition to the competency-based model. The results show that the new techniques/technologies currently used in software development, as an example of agile methodology, has influenced the teaching-learning process of CS1 together with methods such as visual programming and e-learning. The analyzed papers discuss the importance of developing not only technical, but also social skills, corroborating that methodologies used in introductory programming courses need to focus on preparing students for an increasingly competitive market, associating new skills with technical aspects.
Cite as
Gabryella Rodrigues, Ana Francisca Monteiro, and António Osório. Introductory Programming in Higher Education: A Systematic Literature Review. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 4:1-4:17, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{rodrigues_et_al:OASIcs.ICPEC.2022.4,
author = {Rodrigues, Gabryella and Monteiro, Ana Francisca and Os\'{o}rio, Ant\'{o}nio},
title = {{Introductory Programming in Higher Education: A Systematic Literature Review}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {4:1--4:17},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.4},
URN = {urn:nbn:de:0030-drops-166085},
doi = {10.4230/OASIcs.ICPEC.2022.4},
annote = {Keywords: systematic literature review, CS1, introductory programming, teaching programming, learning programming}
}
Document
Feedback Systems for Students Solving Problems Related to Polynomials of Degree Two or Lower
Abstract
In this paper, we present the first attempts to design and implement an algorithm that effectively responds to errors in a student’s resolution in problems related to polynomials of degree two or lower. The algorithm analyzes the student’s input by comparing pre-established resolution patterns. The obtained results of the implementation show that the algorithm is effective at the classes of problems created within the project’s scope. Future work will concern the expansion of the number of classes to other common types of problems, such as higher-degree polynomials, and its use at a large scale using open-source software with CAS capabilities.
Cite as
Luke Adrian Gubbins Bayzid, Ana Maria Reis D'Azevedo Breda, Eugénio Alexandre Miguel Rocha, and José Manuel Dos Santos Dos Santos. Feedback Systems for Students Solving Problems Related to Polynomials of Degree Two or Lower. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 5:1-5:10, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{bayzid_et_al:OASIcs.ICPEC.2022.5,
author = {Bayzid, Luke Adrian Gubbins and Breda, Ana Maria Reis D'Azevedo and Rocha, Eug\'{e}nio Alexandre Miguel and Dos Santos, Jos\'{e} Manuel Dos Santos},
title = {{Feedback Systems for Students Solving Problems Related to Polynomials of Degree Two or Lower}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {5:1--5:10},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.5},
URN = {urn:nbn:de:0030-drops-166094},
doi = {10.4230/OASIcs.ICPEC.2022.5},
annote = {Keywords: Automatic feedback, Algorithms, Algebraic systems}
}
Document
Cloud of Assets and Threats: A Playful Method to Raise Awareness for Cloud Security in Industry
Abstract
Cloud computing has become a convenient technology widely used in industry, providing profit and flexibility to companies. Many enterprises embrace cloud service by migrating their products and solutions from on-premise to cloud environments. Cloud assets and applications are vulnerable to security challenges if not adequately protected. Regulations, standards and guidelines aim to enforce cloud security controls in the industry and practitioners need training to raise awareness of cloud security issues and learn about the defense mechanisms and controls. We propose a serious game Cloud of Assets and Threats (CAT) for enhancing cloud security awareness of industrial practitioners. This study extends first results of applying such a serious game in industry [Zhao et al., 2021] and refines its design in two iterations. In the first design iteration, we implemented a digital game platform with six attack scenarios and developed a new player versus environment gaming mode. In the second design iteration, we adjusted the attack scenarios and introduced different difficulty levels for the scenarios. We present, analyse, and discuss the game events. We conclude that CAT is a promising method to raise awareness for cloud security in the industry.
Cite as
Tiange Zhao, Ulrike Lechner, Maria Pinto-Albuquerque, and Ece Ata. Cloud of Assets and Threats: A Playful Method to Raise Awareness for Cloud Security in Industry. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 6:1-6:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{zhao_et_al:OASIcs.ICPEC.2022.6,
author = {Zhao, Tiange and Lechner, Ulrike and Pinto-Albuquerque, Maria and Ata, Ece},
title = {{Cloud of Assets and Threats: A Playful Method to Raise Awareness for Cloud Security in Industry}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {6:1--6:13},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.6},
URN = {urn:nbn:de:0030-drops-166107},
doi = {10.4230/OASIcs.ICPEC.2022.6},
annote = {Keywords: Cloud security, Cloud control matrix, Shared-responsibility model, Industry, Training, Gamification}
}
Document
Python Programming Topics That Pose a Challenge for Students
Abstract
Learning programming is often considered as difficult, but it would be wrong to assume that all programming topics are equally tough to learn. In this paper, we make use of a gamified programming learning environment submission repository containing records of over 9000 attempts of solving Python exercises to identify topics which pose the largest challenge for students. By comparing students' effort and progress among sets of exercises assigned to respective topics, two topics emerged as especially difficult (Object-oriented programming and Classic algorithms). Also interesting are the identified differences between genders (indicating female students to fare better than male at the initial topics, and the opposite for the most advanced topics), and the scale of effort some students put to succeed with the most difficult exercises (sometimes solved only after tens of failed attempts).
Cite as
Justyna Szydłowska, Filip Miernik, Marzena Sylwia Ignasiak, and Jakub Swacha. Python Programming Topics That Pose a Challenge for Students. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 7:1-7:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{szydlowska_et_al:OASIcs.ICPEC.2022.7,
author = {Szyd{\l}owska, Justyna and Miernik, Filip and Ignasiak, Marzena Sylwia and Swacha, Jakub},
title = {{Python Programming Topics That Pose a Challenge for Students}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {7:1--7:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.7},
URN = {urn:nbn:de:0030-drops-166116},
doi = {10.4230/OASIcs.ICPEC.2022.7},
annote = {Keywords: learning programming, programming exercises, gamified learning environment, learning Python}
}
Document
Thoughts of a Post-Pandemic Higher Education in Information Systems and Technologies
Abstract
In late 2019, a new class of coronavirus appeared in China that triggered a worldwide pandemic declared by the World Health Organization. Several businesses were affected and people had to adapt their social life to a virtual mode. Higher education institutions suffered from this sudden change, and had to adapt without any preparation or planning. After almost two years of carrying out activities in an online format, face-to-face activities in higher education have returned. This case study aims to analyze the performance of students in a new curricular unit of the Engineering and Management of Information Systems course at the School of Engineering of the University of Minho in Portugal. The study is applied to 142 students who entered the 1st year of the 2019/2020 school year and returned to face-to-face activities in the 3rd year of the 2021/2022 school year. Two questionnaires were applied, one at the beginning of the semester with 71 answers and another at the end of the semester with 39 answers. The main objective was to understand the students' feedback regarding the functioning of the classes, in which a great difficulty in teamwork was highlighted.
Cite as
Francini Hak, Jorge Oliveira e Sá, and Filipe Portela. Thoughts of a Post-Pandemic Higher Education in Information Systems and Technologies. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 8:1-8:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{hak_et_al:OASIcs.ICPEC.2022.8,
author = {Hak, Francini and Oliveira e S\'{a}, Jorge and Portela, Filipe},
title = {{Thoughts of a Post-Pandemic Higher Education in Information Systems and Technologies}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {8:1--8:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.8},
URN = {urn:nbn:de:0030-drops-166122},
doi = {10.4230/OASIcs.ICPEC.2022.8},
annote = {Keywords: Emergency Remote Teaching, E-learning, Higher Education, Covid-19 Pandemic, Information Systems}
}
Document
Integration of Computer Science Assessment into Learning Management Systems with JuezLTI
Abstract
Computer science is a skill that will continue to be in high demand in the foreseeable future. Despite this trend, automated assessment in computer science is often hampered by the lack of systems supporting a wide range of topics. While there is a number of open software systems and programming exercise collections supporting automated assessment, up to this date, there are few systems that offer a diversity of exercises ranging from computer programming exercises to markup and databases languages. At the same time, most of the best-of-breed solutions force teachers and students to alternate between the Learning Management System - a pivotal piece of the e-learning ecosystem - and the tool providing the exercises.
This issue is addressed by JuezLTI, an international project whose goal is to create an innovative tool to allow the automatic assessment of exercises in a wide range of computer science topics. These topics include different languages used in computer science for programming, markup, and database management.
JuezLTI borrows part of its name from the IMS Learning Tools Interoperability (IMS LTI) standard. With this standard, the tool will interoperate with reference systems such as Moodle, Sakai, Canvas, or Blackboard, among many others. Another contribution of JuezLTI will be a pool of exercises. Interoperability and content are expected to foster the adoption of JuezLTI by many institutions. This paper presents the JuezLTI project, its architecture, and its main components.
Cite as
Juan V. Carrillo, Alberto Sierra, José Paulo Leal, Ricardo Queirós, Salvador Pellicer, and Marco Primo. Integration of Computer Science Assessment into Learning Management Systems with JuezLTI. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 9:1-9:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{carrillo_et_al:OASIcs.ICPEC.2022.9,
author = {Carrillo, Juan V. and Sierra, Alberto and Leal, Jos\'{e} Paulo and Queir\'{o}s, Ricardo and Pellicer, Salvador and Primo, Marco},
title = {{Integration of Computer Science Assessment into Learning Management Systems with JuezLTI}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {9:1--9:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.9},
URN = {urn:nbn:de:0030-drops-166130},
doi = {10.4230/OASIcs.ICPEC.2022.9},
annote = {Keywords: programming, interoperability, automatic assessment, programming exercises}
}
Document
WebPuppet - A Tiny Automated Web UI Testing Tool
Abstract
One of the most important phases in the Web development cycle is testing. There are several types of tests, different approaches to their use and a wide range of tools. However, most of them are not open source, require coding and do not have a pedagogical nature. This article introduces WebPuppet as an automated Web UI testing tool. The tool is distributed as a small Node package and can be easily integrated into any learning environment in the web development domain. In addition, it does not require coding in any language, just use a very simple domain-specific language that will generate a test script to run in client applications. In order to exemplify its use, a simple test scenario based on a login page is presented.
Cite as
Ricardo Queirós. WebPuppet - A Tiny Automated Web UI Testing Tool. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 10:1-10:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{queiros:OASIcs.ICPEC.2022.10,
author = {Queir\'{o}s, Ricardo},
title = {{WebPuppet - A Tiny Automated Web UI Testing Tool}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {10:1--10:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.10},
URN = {urn:nbn:de:0030-drops-166143},
doi = {10.4230/OASIcs.ICPEC.2022.10},
annote = {Keywords: User Interface Testing, Web development, DOM}
}
Document
Learning Computer Programming: A Gamified Approach
Abstract
Learning computer programming is a difficult task for most students who start learning in this field. In fact, many students refer that learning computer programming is an arduous and difficult task, presenting some fear in addressing these issues. However, the main challenge for beginners is not in the language or syntax, but in devising a solution to solve the proposed problem. On the other hand, the younger audience is used to clicking on an icon and seeing an application with an appealing interface! Thus, students are often discouraged when, in a classroom, they have to implement an algorithm to classify numbers or sequences of characters and print them, sometimes in unappealing development environments. The lack of immediate feedback on the solution proposed by the student is another aspect that promotes some demotivation, as students often have no real idea of where they went wrong and how they can improve the solution they present. This paper describes the introduction of gamification elements in an introductory programming course, based on a conceptual framework proposed by Piteira. The main objective is to motivate and involve students in the learning process, through the introduction of strategies based on gamification (such as challenges, progression and levels), as well as strategies such as problem-based learning, seeking to make teaching programming more attractive and appealing to students. The paper describes a case study carried out in the course of algorithms and data structures in School of Media Arts and Design, at Polytechnic of Porto, in Portugal.
Cite as
Mário Pinto and Teresa Terroso. Learning Computer Programming: A Gamified Approach. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 11:1-11:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{pinto_et_al:OASIcs.ICPEC.2022.11,
author = {Pinto, M\'{a}rio and Terroso, Teresa},
title = {{Learning Computer Programming: A Gamified Approach}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {11:1--11:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.11},
URN = {urn:nbn:de:0030-drops-166158},
doi = {10.4230/OASIcs.ICPEC.2022.11},
annote = {Keywords: programming learning, teaching methodologies, teaching-learning, higher education, gamification}
}
Document
A Roadmap to Convert Educational Web Applications into LTI Tools
Abstract
This paper proposes a roadmap to integrate existing educational web applications into the ecosystem based on a learning management system. To achieve this integration, applications must support the Learning Tools Interoperability specification in the role of tool provider. The paper starts with an overview of the evolution of this specification, emphasizing the main features of the current stable version. Then, it proposes a set of design goals and milestones to guide the adaptation process. The proposed roadmap was validated with existing applications. This paper reports on the challenges faced to apply it in these concrete cases.
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José Paulo Leal, Ricardo Queirós, Pedro Ferreirinha, and Jakub Swacha. A Roadmap to Convert Educational Web Applications into LTI Tools. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 12:1-12:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{leal_et_al:OASIcs.ICPEC.2022.12,
author = {Leal, Jos\'{e} Paulo and Queir\'{o}s, Ricardo and Ferreirinha, Pedro and Swacha, Jakub},
title = {{A Roadmap to Convert Educational Web Applications into LTI Tools}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {12:1--12:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.12},
URN = {urn:nbn:de:0030-drops-166169},
doi = {10.4230/OASIcs.ICPEC.2022.12},
annote = {Keywords: programming, interoperability, automatic assessment, programming exercises}
}
Document
Programming for Non-Programmers: An Approach Using Creative Coding in Higher Education
Abstract
Learning how to program can be a cumbersome task even for students who enroll in courses in the Computer Science field. It is well documented that computer programming courses have high failure rates and high drop out. Even at the initial stage of computer introduction courses, novice students often reveal difficulties and strong reactions to this subject. However, computer programming has been recognized as an essential skill and a necessary element in education in many different areas. This work reflects on the experience provided by teaching a Creative Programming course, being held as part of a Master’s degree curriculum in School of Media Arts and Design (ESMAD), at Polytechnic of Porto (P.PORTO), in Portugal. The students' background is not uniform, therefore pedagogical learning strategies had to be adapted to these multidisciplinary backgrounds to foster student attention and interest, as well as being able to achieve the goals of teaching the fundamentals of computer programming. This article reflects on the strategies to teach programming for non-informatics: drifting from the traditional functional way, like developing a program or product to solve a problem, to the usage of creative coding and generate interactive animations, while simultaneously achieving the ambitious goals of learning programming concepts and paradigms.
Cite as
Teresa Terroso and Mário Pinto. Programming for Non-Programmers: An Approach Using Creative Coding in Higher Education. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 13:1-13:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{terroso_et_al:OASIcs.ICPEC.2022.13,
author = {Terroso, Teresa and Pinto, M\'{a}rio},
title = {{Programming for Non-Programmers: An Approach Using Creative Coding in Higher Education}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {13:1--13:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.13},
URN = {urn:nbn:de:0030-drops-166172},
doi = {10.4230/OASIcs.ICPEC.2022.13},
annote = {Keywords: creative coding, programming learning, teaching methodologies, higher education, visual applications, interactive graphics, open-source tools}
}
Document
Program Comprehension and Quality Experiments in Programming Education
Abstract
The paper deals with the design of a new experimental method designed to measure the understanding of the code of subjects who do not know any programming language in connection with the implementation of empirical and analytical study. The aim of this work is the analysis of students' knowledge before and after the course Basics of Algorithmization and Programming at Technical University in Kosice, Slovakia, and the subsequent static analysis of their codes from one of the assignments. The theoretical part provides a look at the various models and ways to measure program comprehension, code quality metrics, examines the most common analysis tools, suggests recommendations for improving comprehensibility, and provides a closer look at program comprehension issues in the teaching context.
Cite as
Maria Medvidova and Jaroslav Porubän. Program Comprehension and Quality Experiments in Programming Education. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 14:1-14:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)
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@InProceedings{medvidova_et_al:OASIcs.ICPEC.2022.14,
author = {Medvidova, Maria and Porub\"{a}n, Jaroslav},
title = {{Program Comprehension and Quality Experiments in Programming Education}},
booktitle = {Third International Computer Programming Education Conference (ICPEC 2022)},
pages = {14:1--14:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-229-7},
ISSN = {2190-6807},
year = {2022},
volume = {102},
editor = {Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.14},
URN = {urn:nbn:de:0030-drops-166180},
doi = {10.4230/OASIcs.ICPEC.2022.14},
annote = {Keywords: Program comprehension, static code analysis, empirical software engineering, code as a story, students}
}