Continuing to fill the literature gap, this research replicated and expands a prior study of student performance in database normalization in an introductory database course. The data was collected from four different universities, each having different prerequisite courses for their database course. Student performance on a database normalization…

Tangible programming combines the advantages of object manipulation with programmable hardware, which plays an essential role in improving programming skills. As a tool for ensuring the quality of projects and improving learning outcomes, the PDCA cycle strategy is conducive to cultivating reflective thinking. However, there is still a lack of…

The use of the Capture the Flag (CTF)-style competitions has grown popular in a variety of environments as a method to improve or reinforce cybersecurity techniques. However, while these competitions have shown promise in student engagement, enjoyment, and the teaching of essential workforce cybersecurity concepts, many of these CTF challenges…

Coding bootcamps targeting diverse learners are increasingly popular. However, little research has focused on the student experience of these courses: what pedagogic practices make learning coding meaningful for them and why. In a previous paper, we proposed a conceptual framework outlining three dimensions of learning opportunities in relation to…

Many students want to enroll in programming courses but fear the challenges ahead. They aspire to design quality systems or games after acquiring related skills but report concerns that programming logic is too difficult to learn because memorization of the syntax is required. Thus, they experience anxiety, are demotivated to learn, and,…

Teaching programming efficiently to students in the first year of computer science education is challenging. It is especially cumbersome to retain the interest of both groups, when the student group consists of novice (i.e., those who have never programmed before) and expert programmers in the same crowd. Thus, individualized teaching cannot be…

As in other STEM disciplines, early computing courses tend to stress individual assignments and discourage collaboration. This can lead to negative learning experiences that compel some students to give up. According to social learning theory, one way to improve students' learning experiences is to help them form and participate actively in…

Learning to program is increasingly important. Yet, it is becoming clear that most students struggle when learning to program (McCracken et al., 2001). This is leading to a divide where some people can program but many others can't. Prior research has traced poor student outcomes to their early experiences learning programming. Still, little is…

Purpose: This study investigates the impact of AI-assisted pair programming on undergraduate students' intrinsic motivation, programming anxiety, and performance, relative to both human-human pair programming and individual programming approaches. Methods: A quasi-experimental design was conducted over two academic years (2023-2024) with 234…

Providing appropriate feedback is important when learning to program. However, it is still unclear how different feedback strategies affect learning outcomes in programming. This study designed four different two-step programming feedback strategies and explored their impact on novice programmers' academic achievement, learning motivations, and…

Contribution: An approach of integrating financial literacy into an introductory programming course is introduced. New learning materials are developed and the impact of the approach on motivating students and improving learning outcomes are evaluated using mixed methods. Background: More than two-thirds of college students in the U.S. graduate…

Students need to learn and practice computational thinking and skills throughout PreK-12 to be better prepared for entering college and future careers. We designed a math-infused computer science course for third to fifth graders to learn programming. This study aims to investigate the impact of the course on students' knowledge acquisition of…

Outcome-based education (OBE) is uniquely adapted by most of the educators across the world for objective processing, evaluation and assessment of computing programs and its students. However, the extraction of knowledge from OBE in common is a challenging task because of the scattered nature of the data obtained through Program Educational…

Research has repeatedly shown self-efficacy to be associated with course outcomes in CS and across other fields. CS education research has documented this and has developed CS-specific self-efficacy measurement instruments, but to date there have been only a few studies examining interventions intended to improve students' self-efficacy in CS, and…

There has been a renewed interest in creativity as a twenty-first century skill in K-12 mathematics education. However, previous research has paid less attention to creative actions than to other learning outcomes, which are often product- instead of process-based, especially in a programming context. Thus, situated in the context of mathematical…