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ACM Transactions on Computing Education (TOCE), Volume 14 Issue 4, February 2015

Teaching Computer Vision: Bringing Research Benchmarks to the Classroom
Tal Hassner, Itzik Bayaz
Article No.: 22
DOI: 10.1145/2597627

This article concerns the design of effective computer vision programming exercises and presents a novel means of designing these assignments. We describe three recent case studies designed to evaluate the effectiveness of assigning graduate-level...

Smartphones, Studio-Based Learning, and Scaffolding: Helping Novices Learn to Program
Susan Reardon, Brendan Tangney
Article No.: 23
DOI: 10.1145/2677089

This article describes how smartphones, studio-based learning, and extensive scaffolding were used in combination in the teaching of a freshman Introduction to Programming course. To reduce cognitive overload, a phased approach was followed in...

Children Programming Games: A Strategy for Measuring Computational Learning
Linda Werner, Jill Denner, Shannon Campe
Article No.: 24
DOI: 10.1145/2677091

This article reports the results of a study of the relationship of computer game programming to computational learning (CL). The results contribute to the growing body of knowledge about how to define and measure CL among children by proposing a...

From Scratch to “Real” Programming
Michal Armoni, Orni Meerbaum-Salant, Mordechai Ben-Ari
Article No.: 25
DOI: 10.1145/2677087

Computer science (CS) activities for young students are widely used, particularly visual programming environments. We investigated the use of the Scratch environment for teaching CS concepts to middle school students. In a previous article...

Teaching Introductory Programming: A Quantitative Evaluation of Different Approaches
Theodora Koulouri, Stanislao Lauria, Robert D. Macredie
Article No.: 26
DOI: 10.1145/2662412

Teaching programming to beginners is a complex task. In this article, the effects of three factors—choice of programming language, problem-solving training, and the use of formative assessment—on learning to program were investigated....

A Qualitative Study of Students' Computational Thinking Skills in a Data-Driven Computing Class
Timothy T. Yuen, Kay A. Robbins
Article No.: 27
DOI: 10.1145/2676660

Critical thinking, problem solving, the use of tools, and the ability to consume and analyze information are important skills for the 21st century workforce. This article presents a qualitative case study that follows five undergraduate biology...