Special Issue "Computer Programming Education"

A special issue of Information (ISSN 2078-2489). This special issue belongs to the section "Information Systems".

Deadline for manuscript submissions: closed (18 October 2020).

Special Issue Editors

Prof. Ricardo Queirós
Website
Guest Editor
School of Media Arts and Design, Polytechnic Institute of Porto, 4200-465 Porto, Portugal
Interests: e-learning interoperability; computer programming education; gamification
Special Issues and Collections in MDPI journals
Prof. Mário Pinto
Website
Guest Editor
School of Media Arts and Design, Polytechnic Institute of Porto, 4200-465 Porto, Portugal
Interests: computer programming education; gamification; knowledge management
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Prof. Alberto Simões
Website
Guest Editor
Applied Artificial Intelligence Lab, Instituto Politécnico do Cávado e do Ave, 4750-810 Barcelos, Portugal
Interests: natural language processing; compilers; procedural content generation
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Prof. Carlos Filipe Portela
Website SciProfiles
Guest Editor
Founder & CEO of IOTech; Information Systems and Technologies, ALGORITMI Research Centre, University of Minho; ESMAD, Polytechnic Institute of Oporto, Portugal
Interests: people-centered solutions; IOT; Industry 4.0; BYOD; pervasive information system; data science; artificial intelligence and machine learning; decision support systems; data mining; business intelligence
Special Issues and Collections in MDPI journals

Special Issue Information

Dear Colleagues,

Computer programming is a fascinating area, but at the same time, complex. In the teaching–learning process, teachers face many difficulties in finding techniques and methodologies to facilitate the learning of languages and to foster problem-solving skills.

At the same time, students find it difficult to understand the subjects and do not feel motivated to continue pursuing their studies and achieve good grades.

This Special Issue will specifically focus on the new and innovative methodologies, best practices, trends, techniques, and tools toward improving the teaching–learning process of computer programming.

In this Special Issue, we will publish an extended version of the best papers selected from the International Computer Programming Education Conference (ICPEC’2020), and will also be open to receiving independent submissions.

Prof. Ricardo Queirós
Prof. Mário Pinto
Prof. Alberto Simões
Prof. Carlos Filipe Portela
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Information is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Published Papers (2 papers)

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Research

Open AccessArticle
TechTeach—An Innovative Method to Increase the Students Engagement at Classrooms
Information 2020, 11(10), 483; https://doi.org/10.3390/info11100483 - 14 Oct 2020
Abstract
Higher education is changing, and a new normal is coming. Students are even more demanding, and professors need to follow the evolution of technology and try to increase student engagement in the classrooms (presential or virtual). Higher education students recognise that the introduction [...] Read more.
Higher education is changing, and a new normal is coming. Students are even more demanding, and professors need to follow the evolution of technology and try to increase student engagement in the classrooms (presential or virtual). Higher education students recognise that the introduction of new tools and learning methods can improve the teaching quality and increase the motivation to learn. Regarding a question about which type of classes students preferred, ninety-one point ninety-nine per cent (91.99%) of the students wanted interactive classes over traditional. Having this concern in mind over the past years, a professor explored a set of methods, strategies and tools and designed a new and innovative paradigm using gamification. This approach is denominated TechTeach and explores a set of trending concepts and interactive tools to teach computer science subjects. It was designed to run in a B-learning environment. The paradigm uses flipped classrooms, bring your own device (BYOD), gamification, training of soft-skills and quizzes and surveys to increase the student’s engagement and provide the best learning environment to students. Currently, COVID-19 is bringing about new challenges, and TechTeach was improved in order to be more suitable for this new way of teaching (from 0% to 100% online classes). This article details this method and shows how it can be applied in a real environment. A case study was used to prove the functionality and relevance of this approach, and the achieved results are motivating. During the semester, more than a hundred students experienced this new way of teaching and assessment. In the end, more than eighty-one per cent (81%) of the students gave a positive grade to the approach, and more than ninety-five per cent (95.65%) of the students approved the use of the concept of BYOD in the classroom. With TechTeach, the classroom is not a boring place anymore; it is a place to learn and enjoy regardless of being physical or not. Full article
(This article belongs to the Special Issue Computer Programming Education)
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Open AccessArticle
Enhancing Software Comments Readability Using Flesch Reading Ease Score
Information 2020, 11(9), 430; https://doi.org/10.3390/info11090430 - 07 Sep 2020
Abstract
Comments are used to explain the meaning of code and ease communications between programmers themselves, quality assurance auditors, and code reviewers. A tool has been developed to help programmers write readable comments and measure their readability level. It is used to enhance software [...] Read more.
Comments are used to explain the meaning of code and ease communications between programmers themselves, quality assurance auditors, and code reviewers. A tool has been developed to help programmers write readable comments and measure their readability level. It is used to enhance software readability by providing alternatives to both keywords and comment statements from a local database and an online dictionary. It is also a word-finding query engine for developers. Readability level is measured using three different formulas: the fog index, the Flesch reading ease score, and Flesch–Kincaid grade levels. A questionnaire has been distributed to 42 programmers and 35 students to compare the readability aspect between both new comments written by the tool and the original comments written by previous programmers and developers. Programmers stated that the comments from the proposed tool had fewer complex words and took less time to read and understand. Nevertheless, this did not significantly affect the understandability of the text, as programmers normally have quite a high level of English. However, the results from students show that the tool affects the understandability of text and the time taken to read it, while text complexity results show that the tool makes new comment text that is more readable by changing the three studied variables. Full article
(This article belongs to the Special Issue Computer Programming Education)
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