• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.189-197
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• 2010

This paper proposes elementary robot programming problems using the algorithmic thinking-based problem model with material factors in the elementary robot programming. And this paper proves the validity of developed robot programming problems in defining them as algorithmic thinking-based problems through experiments. The experimental results are analyzed in views of variety and effectiveness evaluation of answer algorithms and suitability of allocating degrees of difficulties to the developed robot programming problems. As a result of the experiment, we find that the developed problems has various answer algorithms and suitable degrees of difficulties for elementary school students.

• The Journal of Korean Association of Computer Education
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• v.3 no.2
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• pp.95-106
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• 2000

Educational programming languages help learners to easily understand and use computer system itself. They also enhance the reasoning power and the contemplative faculty of learners. However, in spite of the importance of educational programming languages in education, there has not been much research and development on them compared with general purpose programming languages. In this paper, we propose and examine a new educational programming environment TWo (Turtle World) which is designed for learners to utilize the recent information technologies. Aimed at being used as a learning and working tool for multimedia programming and processing, TWo is a web-based reflective object-oriented Hangul programming environment which provides each learner with the learning environment according to his intellectual ability to learn.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.35-43
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• 2015

Tangible programming tool based on a graphic interface platform is unlike programming on a computer due to the fact that young students can utilize their hands and tools without an on-line interface. This is effective in enhancing student understanding about difficult programming algorithms. B-Bricks was constructed to consolidate multiple commands onto one block, having immediate feedback about the result, and other algorithms based on assessing the problems that arose from the previous tangible block model. Upon experimenting on 29 students of grades 4th~6th, it was observed that as problems became more difficult, the accuracy of the answers derived diminished and their problem-solving time increased.

• The Journal of Korean Association of Computer Education
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• v.11 no.4
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• pp.23-36
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• 2008

It's known by recent surveys that many students have difficulty in understanding the concepts of programming algorithms, and don't feel interested in learning them. Dynamic programming, one of the most important and widely-used algorithms in computer science, is especially feared by students and unlike other algorithms, it also requires understanding of the process of problem solving and storage space design as well as basic principles of the algorithm. And so it has not been properly covered in classes. In this paper, we developed a visual simulator to solve the above problems in learning dynamic programming. This learning simulator is designed for students to run the algorithms themselves and learn how it works by visualizing each step of dynamic programming and corresponding states of storage space.

• Journal of the Korea Society of Computer and Information
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• v.22 no.11
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• pp.125-133
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• 2017

Recently, as the programming education has become essential in school, discussion of how to teach programming has been important. This study performed a meta-analysis of the effect size depending on the teaching and learning method for the programming education. 78 research data selected from 45 papers were analyzed from cognitive and affective aspects according to dependent variables. The analysis from the cognitive aspect showed that there was no statistically significant difference in the effect size depending on whether or not the teaching and learning method was specified in the research paper. Meta-analysis of the research data where the teaching and learning method was designated displayed significances in CPS, PBL and Storytelling. Unlike the cognitive aspect, the analysis from the affective aspect showed that the effect size of the research data without the specified teaching and learning method was larger than those with specified teaching and learning method with a statistical significance. Meta-analysis of the data according to the teaching and learning method displayed no statistical significance. Based upon these research results, this study suggested implications for the effective programming education.

• 한국정보컨버전스학회:학술대회논문집
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• 2008.06a
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• pp.59-62
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• 2008

When performing a project, the most important thing is building a result with planned quality within development period. Particularly, if the project is delayed or has no good quality in the case of the mobile game development project which is sensitive to the release time and quality, it is immediately connected to the failure of the project. Extreme Programming is a methodology that divides the development cycle into smaller units for reducing the risk factor of the project in which the development period is important. In this paper, we suggest the Expanded Extreme Programming for mobile game development environment in which the development period and quality are important

• The Journal of Korean Association of Computer Education
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• v.21 no.4
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• pp.1-10
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• 2018

Block programming environment, which is represented by Scratch in elementary and middle school programming education, is suitable for learner's characteristics and cognitive level, and is recommended not only for beginners. Transference to the text programming environment after the block programming is essential for understanding the data processing process, understanding the accuracy and efficiency aspects of algorithms, and creating SW activity. In addition, it is presented step by step in the programming curriculum. In this study, developed WithBlock the online evaluation system for the purpose of transference from a block programming to a text programming environment. The developed system can solve the same algorithm problem in both block and text programming environment, and it can be used for elementary and secondary programming education by automatically scoring the written code and providing immediate feedback. In order to applicable to programming education in elementary and secondary surveyed the usability, learning possibility, interest and satisfaction of WithBlock. The results of the survey showed that it can be used for programming education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.07a
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• pp.339-340
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• 2013

본 논문에서는 컴퓨터 프로그래밍 수업에 참여한 학습자들이 수업과 병행되어 운영된 피어 튜터링 프로그램에 참여하였을 때, 참여한 튜터링 팀의 구성원들의 학습 수준 차이 정도와 튜터링 운영 방법 및 자신의 역할에 따라 수업에서 학습한 내용에 대한 학업성취도가 어떻게 달라지는지를 분석하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2015.07a
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• pp.293-294
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• 2015

본 논문에서는 컴퓨터 프로그래밍 학습을 하는 학습자들을 대상으로 프로그래밍 학습 영역별로 학습자들의 프로그래밍 능력에 대한 자기효능감과 실제 능력을 실험을 통해 측정하여 비교해보고 능력에 비해 과한 자기효능감을 가질 경우 프로그래밍 학습에 어떠한 영향을 미치는지에 대해 연구해보고자 한다.

• Journal of The Korean Association of Information Education
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• v.12 no.2
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• pp.195-202
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• 2008

The programming learning by using a robot may be one of the most appropriate learning methods for enabling students to experience the creative learning of future society by avoiding the existing stereotyped style educational environment, and understand and improve algorithm which is the basic fundamental of mathematics and science. This study proposed four types of items of errors which may occur during robot programming by elementary school students, and made elementary school students in the fifth and sixth grades learn robot programming after developing the curriculum for the robot programming. Then, the study collected and classified errors that had occurred during the process of learning, and conducted a comparative analysis of computer-based programming language which had been previously studied. This study identified that robot programming in elementary school was shown superior to existing computer-based programming language as a creative learning method and tool through the field experience.