2018 Proceeding- General Chairs:
- Judithe Sheard,
- Ari Korhonen
- Sponsor:
- sigcse
In these proceedings we present reports from the Working Groups that convened at the 22nd Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE), held at Universitá di Bologna, Bologna, Italy from 1-5 July, 2017.
The concept of Working Groups is unique to the ITiCSE conference. A Working Group comprises a team of 5 to 10 researchers who work together on a project related to computing education. Working Groups provide a wonderful opportunity to work intensively on a topic of interest with an international group of computing education researchers. Working groups begin work electronically before the ITiCSE conference. They convene for face-to-face work on the Friday evening before the conference, work together on the Saturday and Sunday, and continue working throughout the three days of the conference. At the end of the conference the groups submit a draft report and a few weeks after the conference they submit a final report for review.
In 2017 16 proposals for Working Groups were received and a record number of nine Working Groups were selected by the Working Group chairs to convene at ITiCSE 2017. Participants presented their results to conference attendees at one of two special working group presentation sessions. Their final reports were double blind reviewed by at least three selected expert reviewers, and eight reports were selected for publication in this proceedings for the ACM Digital Library.
The Working Group reports cover diverse topics: student engagement, game development, assessment development, perceptions of code quality, a holistic understanding through research papers, effects of lecturer interventions on student behaviour, the Internet of Things and early developmental activities leading to computational thinking skills.
Proceeding Downloads
Understanding International Benchmarks on Student Engagement: Awareness and Research Alignment from a Computer Science Perspective
There is an increasing trend to use national survey instruments to measure student engagement. Unfortunately, Computer Science (CS) rates poorly on a number of measures in these surveys, even when compared to related STEM disciplines. Initial research ...
If Memory Serves: Towards Designing and Evaluating a Game for Teaching Pointers to Undergraduate Students
- Monica M. McGill,
- Chris Johnson,
- James Atlas,
- Durell Bouchard,
- Chris Messom,
- Ian Pollock,
- Michael James Scott
Games can serve as a valuable tool for enriching computer science education, since they can facilitate a number of conditions that can promote learning and instigate affective change. As part of the 22nd ACM Annual Conference on Innovation and ...
Developing Assessments to Determine Mastery of Programming Fundamentals
- Andrew Luxton-Reilly,
- Brett A. Becker,
- Yingjun Cao,
- Roger McDermott,
- Claudio Mirolo,
- Andreas Mühling,
- Andrew Petersen,
- Kate Sanders,
- Simon,
- Jacqueline Whalley
Current learning outcomes for introductory programming courses are relatively general, specifying tasks such as designing, implementing, testing and debugging programs that use some fundamental programming constructs. These outcomes impact what we teach,...
"I know it when I see it" Perceptions of Code Quality: ITiCSE '17 Working Group Report
- Jürgen Börstler,
- Harald Störrle,
- Daniel Toll,
- Jelle van Assema,
- Rodrigo Duran,
- Sara Hooshangi,
- Johan Jeuring,
- Hieke Keuning,
- Carsten Kleiner,
- Bonnie MacKellar
Context. Code quality is a key issue in software development. The ability to develop high quality software is therefore a key learning goal of computing programs. However, there are no universally accepted measures to assess the quality of code and ...
Developing a Holistic Understanding of Systems and Algorithms through Research Papers
- Ali Erkan,
- John Barr,
- Tony Clear,
- Cruz Izu,
- Cristian Jose Lopez del Alamo,
- Hanan Mohammed,
- Mahadev Nadimpalli
Even though a computer science degree is unavoidably broken into semesters and courses, we always hope that our students form a holistic picture of the discipline by the time they graduate. Yet as educators, we do not have too many opportunities to make ...
Understanding the Effects of Lecturer Intervention on Computer Science Student Behaviour
Providing effective support and feedback to students is critical to ensure engagement and retention within Computer Science courses. Individual student learning experiences and challenges vary from student to student, and effective intervention is ...
Courses, Content, and Tools for Internet of Things in Computer Science Education
- Barry Burd,
- Lecia Barker,
- Monica Divitini,
- Felix Armando Fermin Perez,
- Ingrid Russell,
- Bill Siever,
- Liviana Tudor
Smart devices are everywhere, yet the Internet of Things revolution is still in its infancy. In the Internet of Things (IoT) everyday objects share data over networks, with or without human intervention. Teaching IoT entails selecting among many ...
Early Developmental Activities and Computing Proficiency
- Quintin Cutts,
- Elizabeth Patitsas,
- Elizabeth Cole,
- Peter Donaldson,
- Bedour Alshaigy,
- Mirela Gutica,
- Arto Hellas,
- Edurne Larraza-Mendiluze,
- Robert McCartney,
- Charles Riedesel
As countries adopt computing education for all pupils from primary school upwards, there are challenging indicators: significant proportions of students who choose to study computing at universities fail the introductory courses, and the evidence for ...
Index Terms
- Proceedings of the 2017 ITiCSE Conference on Working Group Reports
Recommendations
Acceptance Rates
| Year | Submitted | Accepted | Rate |
|---|---|---|---|
| ITiCSE-WGR '17 | 16 | 8 | 50% |
| ITiCSE '17 | 175 | 56 | 32% |
| ITiCSE '16 | 147 | 56 | 38% |
| ITiCSE '16 | 11 | 7 | 64% |
| ITICSE-WGR '15 | 7 | 7 | 100% |
| ITiCSE '15 | 124 | 54 | 44% |
| ITiCSE '14 | 164 | 36 | 22% |
| ITiCSE '13 | 161 | 51 | 32% |
| ITiCSE -WGR '13 | 4 | 4 | 100% |
| ITiCSE '09 | 205 | 66 | 32% |
| ITiCSE '08 | 150 | 60 | 40% |
| ITiCSE '07 | 210 | 62 | 30% |
| ITiCSE '02 | 100 | 42 | 42% |
| ITiCSE '01 | 139 | 43 | 31% |
| Overall | 1,613 | 552 | 34% |