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Documents authored by Terroso, Teresa

Document
DOI: 10.4230/OASIcs.ICPEC.2022.11
Learning Computer Programming: A Gamified Approach

Authors: Mário Pinto and Teresa Terroso

Published in: OASIcs, Volume 102, Third International Computer Programming Education Conference (ICPEC 2022)

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
DOI: 10.4230/OASIcs.ICPEC.2022.13
Programming for Non-Programmers: An Approach Using Creative Coding in Higher Education

Authors: Teresa Terroso and Mário Pinto

Published in: OASIcs, Volume 102, Third International Computer Programming Education Conference (ICPEC 2022)

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
Short Paper
DOI: 10.4230/OASIcs.ICPEC.2021.17
User Experience Evaluation in a Code Playground (Short Paper)

Authors: Ricardo Queirós, Mário Pinto, and Teresa Terroso

Published in: OASIcs, Volume 91, Second International Computer Programming Education Conference (ICPEC 2021)

Abstract
Learning computer programming is a complex activity and requires a lot of practice. The viral pandemic that we are facing has intensified these difficulties. In this context, programming learning platforms play a crucial role. Most of them are characterized by providing a wide range of exercises with progressive complexity, multi-language support, sophisticated interfaces and automatic evaluation and gamification services. Nevertheless, despite the various features provided, others features, which influence user experience, are not emphasized, such as performance and usability. This article presents an user experience evaluation of the LearnJS playground, a JavaScript learning platform which aims to foster the practice of coding. The evaluation highlights two facets of the code playground: performance and a usability. In the former, lab and field data were collected based on Google Lighthouse and PageSpeed Insights reports. In the later, an inquiry was distributed among students from a Web Technologies course with a set of questions based on flexibility, usability and consistency heuristics. Both evaluation studies have a twofold goal: to improve the learning environment in order to be officially used in the next school year and to foster the awareness of user experience in all phases of the software development life-cycle as a key facet in Web applications engagement and loyalty.
Cite as

Ricardo Queirós, Mário Pinto, and Teresa Terroso. User Experience Evaluation in a Code Playground (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 17:1-17:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021)

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@InProceedings{queiros_et_al:OASIcs.ICPEC.2021.17,
  author =	{Queir\'{o}s, Ricardo and Pinto, M\'{a}rio and Terroso, Teresa},
  title =	{{User Experience Evaluation in a Code Playground}},
  booktitle =	{Second International Computer Programming Education Conference (ICPEC 2021)},
  pages =	{17:1--17:9},
  series =	{Open Access Series in Informatics (OASIcs)},
  ISBN =	{978-3-95977-194-8},
  ISSN =	{2190-6807},
  year =	{2021},
  volume =	{91},
  editor =	{Henriques, Pedro Rangel and Portela, Filipe and Queir\'{o}s, Ricardo and Sim\~{o}es, Alberto},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2021.17},
  URN =		{urn:nbn:de:0030-drops-142338},
  doi =		{10.4230/OASIcs.ICPEC.2021.17},
  annote =	{Keywords: programming learning, code playground, programming exercises, user experience}
}
Document
DOI: 10.4230/OASIcs.ICPEC.2020.21
Computer Programming Education in Portuguese Universities

Authors: Ricardo Queirós, Mário Pinto, and Teresa Terroso

Published in: OASIcs, Volume 81, First International Computer Programming Education Conference (ICPEC 2020)

Abstract
Computer programming plays a relevant role in the digital age as a key competency for project leverage and a driver of innovation for today’s modern societies. Despite its importance, this domain is also well known for their higher learning failure rates. In this context, the study of how computer programming is taught is fundamental to clarify the teaching-learning process and to ensure the sharing of the best practices. This paper presents a survey on computer programming teaching in the first-year courses of Portuguese Universities, more precisely, what is taught and how it is taught. The study focuses essentially on the following facets: the class characterization, the methodologies used and the languages/technologies taught. Based on these criteria, a survey was done which gathers information of 59 courses included in a wide range of Universities spread across Portugal. The results were collected and analyzed. Based on this analysis a set of conclusions were taken revealing some interesting results on the teaching methods and languages used which can be useful to support a discussion on this subject and, consequently, to find new paths to shape the future of programming teaching.
Cite as

Ricardo Queirós, Mário Pinto, and Teresa Terroso. Computer Programming Education in Portuguese Universities. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 21:1-21:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)

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@InProceedings{queiros_et_al:OASIcs.ICPEC.2020.21,
  author =	{Queir\'{o}s, Ricardo and Pinto, M\'{a}rio and Terroso, Teresa},
  title =	{{Computer Programming Education in Portuguese Universities}},
  booktitle =	{First International Computer Programming Education Conference (ICPEC 2020)},
  pages =	{21:1--21:11},
  series =	{Open Access Series in Informatics (OASIcs)},
  ISBN =	{978-3-95977-153-5},
  ISSN =	{2190-6807},
  year =	{2020},
  volume =	{81},
  editor =	{Queir\'{o}s, Ricardo and Portela, Filipe and Pinto, M\'{a}rio and Sim\~{o}es, Alberto},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2020.21},
  URN =		{urn:nbn:de:0030-drops-123082},
  doi =		{10.4230/OASIcs.ICPEC.2020.21},
  annote =	{Keywords: computer programming, teaching-learning, universities}
}
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