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ACM Transactions on Computing Education (TOCE), Volume 17 Issue 1, January 2017

Flipping and Blending—An Action Research Project on Improving a Functional Programming Course
Ville Isomöttönen, Ville Tirronen
Article No.: 1
DOI: 10.1145/2934697

This article reports on an action research project on improving a functional programming course by moving toward a practical and flexible study environment—flipped and blended classroom. Teaching the topic of functional programming was found...

Computer Science Education for Primary and Lower Secondary School Students: Teaching the Concept of Automata
Daiki Isayama, Masaki Ishiyama, Raissa Relator, Koichi Yamazaki
Article No.: 2
DOI: 10.1145/2940331

We explore the feasibility of early introduction to automata theory through gamification. We designed a puzzle game that players can answer correctly if they understand the fundamental concepts of automata theory. In our investigation, 90 children...

How Do Different Cognitive Styles Affect Learning Programming? Insights from a Game-Based Approach in Greek Schools
Anastasios Theodoropoulos, Angeliki Antoniou, George Lepouras
Article No.: 3
DOI: 10.1145/2940330

Is there any relationship between students’ cognitive style and the ability to learn programming through serious games? The aim of this work is to assess the learning effectiveness and motivational appeal of digital games for learning basic...

Iteratively Intervening with the “Most Difficult” Topics of an Algorithms and Complexity Course
Emma Enström, Viggo Kann
Article No.: 4
DOI: 10.1145/3018109

When compared to earlier programming and data structure experiences that our students might have, the perspective changes on computers and programming when introducing theoretical computer science into the picture. Underlying computational models...