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首页> 外文期刊>The international journal of engineering education >MoCAS: A Mobile Collaborative Tool for Learning Scope of Identifiers in Programming Courses
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MoCAS: A Mobile Collaborative Tool for Learning Scope of Identifiers in Programming Courses

机译：MoCAS：一种用于在编程课程中学习标识符范围的移动协作工具

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摘要

This article presents an instructional framework for collaborative learning, called CIF and aimed at the analysis level of Bloom's taxonomy, as well as a mobile collaborative tool called MoCAS that supports CIF. MoCAS is aimed at the domain of scope of identifiers in programming learning, which is a topic present in programming courses in engineering studies. The specification and development of MoCAS were explicitly driven by pedagogical goals and by the atomic actions declared in CIF as simple items of collaborative activities. Furthermore, CIF and MoCAS were evaluated in an actual educational context with respect to students' performance and motivation. Students using CIF and MoCAS obtained statistically significant higher grades than students studying in an individual or collaborative basis but not using MoCAS. In addition, we measured statistically significant measures indicating that students instructed with CIF and MoCAS were more motivated than students instructed collaboratively but not using CIF or MoCAS. In addition to CIF andMoCAS, and the evaluation results, the experiences here reported exemplify several software engineering practices: the design of an educational system based on knowledge of the target domain (namely, Bloom's taxonomy) and the evaluation of users' satisfaction (mainly, students' motivation).
机译：本文介绍了一种针对协作学习的指导框架，称为CIF，旨在针对Bloom的分类法进行分析，并提供一种支持CIF的名为MoCAS的移动协作工具。 MoCAS的目标是编程学习中标识符的范围，这是工程学编程课程中的一个主题。 MoCAS的规范和发展明确地由教学目标和CIF中宣布为协作活动的简单项目的原子动作驱动。此外，在实际的教育背景下，根据学生的表现和动机对CIF和MoCAS进行了评估。使用CIF和MoCAS的学生比不使用MoCAS的个人或合作学习的学生具有统计学上显着更高的成绩。此外，我们测量了统计学上显着的量度，这些数据表明，用CIF和MoCAS进行教学的学生比没有使用CIF或MoCAS进行协作教学的学生更有动力。除了CIF和MoCAS以及评估结果外，此处报告的经验还举例说明了几种软件工程实践：基于目标域知识（即Bloom的分类法）的教育系统设计和用户满意度评估（主要是学生的动机）。

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