Sanshiro Sakai

Language Migration in non-CS Introductory Programming through Mutual Language Translation Environment

In the past decade, improvements have been made to the environments used for introductory programming education, including by the introduction of visual programming languages such as Squeak and Scratch. However, migration from these languages to text-based programming languages such as C and Java is still a problem. Hence, using the OpenBlocks framework proposed at the Massachusetts Institute of Technology, we developed a system named BlockEditor, which can translate bidirectionally between Block (the block language used here) and Java. We conducted an empirical study of this system in an introductory programming course taken by approximately 100 university students not majoring in computer science. When students were given opportunities to select the language to solve their programming assignments, we traced their selection by tracking working time with BlockEditor or Java for each individual student. The results illustrate the nature of the seamless migration from Block to Java, and show that there is great diversity in the timing and speed of migration to Java by each individual. Additionally, we found that students with low self-evaluation of their skill chose to use Block at a significantly higher rate than did students with high self-evaluation. This suggests that BlockEditor can act as scaffolding for students by promoting mixed programming between Block and Java in their migration phase.

Programming process visualizer: a proposal of the tool for students to observe their programming process

We have developed a tool that enables learners to observe the process by which they program through visualization of data that are recorded in the source code editor. One purpose of the tool is to assist learners by using the Personal Software Process (PSP) to allow them to analyze the process by which they program by using the tool after completing a programming task. The proposed tool has functions for A) replaying a process using animation; B) automatic calculation of metrics; C) support for inputting subtasks; and D) process analysis report generation. An evaluation experiment was conducted with participants from the second-level introductory programming course at our university. The results were that 1) the accuracy of effort estimation dropped, although we clearly found that the reason for the drop was the difficulty of the second assignment; 2) according to a questionnaire, students reported both the effectiveness of the observation task and the effectiveness of the tool; and 3) there was large differences between students in terms of the description level of subtasks.

KBDeX: A Platform for Exploring Discourse in Collaborative Learning

Abstract Knowledge building as defined in this study is emergent collaborative learning on ill-structured tasks. Although discourses in collaborative learning have been analyzed with traditional qualitative approaches in the learning sciences field, it is difficult to capture the group dynamics. Hence, we are trying to establish a methodology for discourse analysis in collaborative learning from the perspective of complex network science. In order to conduct this study effectively, we are currently developing an application platform, called Knowledge Building Discourse Explorer (KBDeX). The goal of this project is not only to facilitate productive communication between researchers who are concerned with research on knowledge building or emergent collaborative learning, but also to encourage students to explore their own group dynamics by themselves. KBDeX is an analysis platform to visualize network structures of discourse based on the bipartite graph of words × discourse units. KBDeX can visualize them into three different network structures of: (1) students, (2) discourse units, and (3) selected words. The users can explore these three networks with its coefficients and analyze the discourse across phases or in a and stepwise way. Using discourse which has been already analyzed with a traditional qualitative approach, we will demonstrate the beneficial attributes of the KBDeX platform.

Learners’ use of SNA-based discourse analysis as a self-assessment tool for collaboration

In this paper, we examine a methodology for assessing ‘21st century skills’ in the classroom. We have developed a tool named the knowledge building discourse explorer (KBDeX) to facilitate social network analysis-based analysis of collaborative learning discourses. A purpose of this study is to assess the capability of KBDeX as a self-assessment tool for learners. An experimental study was conducted with seven university students, and the results were qualitatively evaluated. This paper presents four cases of students using the tool, and analyses the following: 1 the semantic relationship of words 2 trend analysis using degree centrality charts 3 analysis of pivotal points, phases, and characteristics of the discussion 4 analysis of a social network by using semantics. We confirmed satisfactory results that student findings fit within the theoretical framework of the network analysis and were grounded by discourse data.

Using a validation model to measure the agility of software development in a large software development organization

This paper provides a metric for evaluating the agility of software development projects and organizations. The metric is based on a validation model derived from the V&V model. In this metric, agility is defined as minimizing the time between the production of intermediate deliverables and the validation of those deliverables. The major distinguishing feature of this metric is that it is independent of any particular software development process model, such as agile software development methods or the waterfall model. Therefore, this metric can be used for software development organizations that have a wide variety of software development projects with varying kinds of development processes. This metric has been shown to be practical in large software development organizations through exhaustive use in more than 7,000 projects over the last 9 years.

Measuring an Impact of Block-Based Language in Introductory Programming

The use of block-based visual language in introductory programming is a popular method in education. However, there is little research which provides evidence showing advantages of block-based language. This paper presents the results of learning data analysis with fine grain logs recorded by students’ development environment where the students can select their language in block-based or Java. A total of 400+ students’ logs collected each of four years were analyzed. The results show that migration from Block to Java can be consistently seen each year, although the whole block-editing rate was influenced by the method of the instructor’s introduction. Though block-editing did not affect working time and Lines of Code (LOC), it could reduce the compile error correction time, whereas using Java requires approximately 20% of compile error correction time for students. We concluded that block-based language worked to encourage students to focus high-level algorithm creation, as well as it provides an advantage to understanding text-based language.

Development of ubiquitous historical tour support system

We have developed the historical tour support system that provides its users with appropriate information according to each phase of the tour ubiquitously. There are many systems to serve sightseeing information used WWW, but most contents of those systems are not so interesting. In addition, there are few systems to support the lifecycle of historic tour. Our system has interesting display such as 3D graphics and multilingualism for users before sightseeing. And this system serves information about the historic spot where they are now with a cellular phone and GPS. After the tour user can enjoy his picture albums that have been produced automatic by the server during tour. We have tried this system and have gotten a good evaluation by 10 users questionnaire.

Development of a System for Learning Ecology Using 3D Graphics and XML

There is a growing need for environmental protection. We developed a new online learning system called “Eco-system of Lake Shinji” for learning ecology. The system is designed to raise the ecological awareness of the students by helping them to understand the biotic system of nearby Lake Shinji. The system is constructed with 3D graphics, which simulate water clarity in the lake and has a search function of the database constructed by XML programming. The effectiveness of the system was evaluated by the questionnaire from the students. The survey result showed that they found the system useful for studying the biotic systems of the lake because of the visual simulations of water clarity and the useful database. We examined problems for further improvement of the present system to make it more effective tool for promoting environmental protection.

A Demonstration of Evidence-Based Action Research Using Information Dashboard in Introductory Programming Education

In this paper, we demonstrated an evidence-based action research in an introductory programming class with the use of an information dashboard which provides coding metrics to visualize students’ engagement of their assignments. The information dashboard was designed for teachers to improve their classroom teaching using the same coding metrics which was verified in our previous research [9]. The system was equipped with a cross-filter functionality for exploring the entire classroom metrics. Accordingly, teachers can easily conduct a temporal analysis, an across-year comparison, and a cross metrics analysis. We examined the system for the improvement of the 5th year course using a dataset from the past four years from a non-CS introductory programming course at a university. Qualitative analysis was conducted using the discourse between teachers and teaching assistants with the proposed dashboard. The results showed that the system succeeded in promoting discourse, which included a clearer understanding of the class and its improvement, such as teaching method, assignments, or of students’ behavior.

A course design to develop meta-cognitive skills for collaborative knowledge building through tool-assisted discourse analysis

This paper presents the design of a course called ‘learning management’. The proposed course is intended for first-year undergraduate students and has the goal of helping students to ‘learn collaborative learning’. The class design is intended to help in transforming student beliefs about learning by replacing the passive, individual model of learning with an active, collaborative model that is supported by the concept of knowledge building. We conducted an empirical study in which students analysed their own discourse. Students in the experimental group used the KBDeX software to assist their analysis, and students in the control group reflected on their project activities in whatever way they chose. We used qualitative analysis of post-project reports to examine the change in student beliefs. The results showed that the course design encouraged transformation of beliefs about learning, with students moving from viewing the course as just participating in collaborative learning to viewing it as actively contributing to collaborative knowledge creation. This result also shows that we succeeded in changing the students’ perceptions about collaborative learning from negative to positive.