カテゴリー別アーカイブ: 未分類

Program Learning for Beginners: Survey and Taxonomy of Programming Learning Tools, accepted at ICEED 2017

Daisuke Saito, Ayana Sasaki, Hironori Washizaki, Yoshiaki Fukazawa, Yusuke Muto, “Program Learning for Beginners: Survey and Taxonomy of Programming Learning Tools,” IEEE 9th International Conference on Engineering Education (ICEED 2017), Kanazawa, Japan, 9th-10th November 2017.

Programming is taught around the globe because it has become a vital skill. Occasionally a game or visual programming language tool designed for programming education is used to teach programming. In general, these tools have various attributes, which inhibit a great learning effect if the tool and learning objectives are not aligned. However, which tool is most appropriate for a given objective remains unknown. In this research, we propose a taxonomy table to evaluate program learning tools and demonstrate its usefulness by researching and comparing 43 kinds of program learning tools in the taxonomy table. This research should contribute to the selection of suitable tools for program learning.

Empirical Study on Recognition of Project Situations by Monitoring Application Results of Software Reliability Growth Model, accepted at FIARS 2017 (collocated with ISSRE)

Kiyoshi Honda, Hironori Washizaki, Yoshiaki Fukazawa, Masahiro Taga, Akira Matsuzaki and Takayoshi Suzuki, “Empirical Study on Recognition of Project Situations by Monitoring Application Results of Software Reliability Growth Model,” Fostering Industry-Academic Software Reliability Studies (FIARS) Workshop, Co-located with ISSRE 2017, October 23-26, Toulouse, France

Monitoring the results of software reliability growth models (SRGMs) helps evaluate project’s situations. SRGMs are used to measure the reliability of software by analyzing the relations between the number of detected bugs and the detected time to predict the number of remaining bugs within the software. For example, development managers apply a SRGM to the number of detected bugs and the detected time to predict the number of remaining bugs. Sometimes the SRGM results cause managers to make incorrect decisions because the results are temporary snapshots that change as a development progresses. We propose a method to help evaluate a project’s qualities by monitoring the results of SRGM applications. We collected the number of detected bugs and the detected time in the test phases for cloud services provided by e-Seikatsu Co., Ltd. to real estate businesses. The datasets contain about 34 cloud service features. The evaluation found that our method provides correct answers for 29 features and incorrect answers for 5 features.

A Student Placement Predictor for Programming Class Using Class Attitude, Psychological Scale, and Code Metrics accepted at ICCE 2017 (CORE Rank B)

Ryosuke Ishizue, Kazunori Sakamoto, Hironori Washizaki and Yoshiaki Fukazawa, “A Student Placement Predictor for Programming Class Using Class Attitude, Psychological Scale, and Code Metrics,” 25th International Conference on Computers in Education (ICCE 2017), Rydges Latimer hotel, Christchurch, New Zealand, December 4-8 2017.

It is often necessary to divide classes depending on students’ skill level and motivation to learn. However, it takes much time and effort for a teacher to measure and evaluate them. Because the teacher must prepare an examination and conduct it. Thus, we tried to predict results of placement from some materials without such an examination with machine-learning. The explanatory variables are 1. Psychological Scale, 2. Programming Task, and 3. Questionnaire about class. These are answered by university students in class to learn Java programming. The target variable is the result of placement based on the examination by a teacher of the class. As a result, we created a classification model whose F-measure is 0.91. Moreover, we investigated which explanatory variables affect how much results.

鷲崎教授がNEDO TSC Foresightフォーラムにて「複雑なIoTソフトウェアを効率よく開発運用保守するために必要なトレーサビリの確保に向けて」と題し招待講演

鷲崎弘宜, “複雑なIoTソフトウェアを効率よく開発運用保守するために必要なトレーサビリの確保に向けて”, NEDO TSC Foresight フォーラム, 東京, 招待講演, 2017年7月14日

Prof. Washizaki gave a talk titled “Combinations of Personal Characteristic Types and Learning Effectiveness of Teams” at COMPSAC 2017.

Hironori Washizaki, Yusuke Sunaga, Masashi Shuto, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Bastian Tenbergen, “Combinations of Personal Characteristic Types and Learning Effectiveness of Teams,” 41st IEEE Computer Society Signature Conference on Computers, Software, and Applications (COMPSAC 2017), J1/C2 – Journal First, Conference Second Scheme, Torino, Turin, Italy, July 4-8, 2017.

鷲崎教授がSSR平成28年度成果報告会にて「クラウドを含む複雑なネットワークシステムのためのパターンを中心としたセキュリティ＆プライバシ知識の扱い」報告

鷲崎弘宜, “クラウドを含む複雑なネットワークシステムのためのパターンを中心としたセキュリティ＆プライバシ知識の扱い”, SSR平成28年度成果報告会 , 東京・国立情報学研究所, 2017年6月27日

Comparison of Text-Based and Visual-Based Programming Input Methods for First-Time Learners, accepted at Journal of Information Technology Education: Research (ESCI Indexed)

Daisuke Saito, Hironori Washizaki, Yoshiaki Fukazawa, “Comparison of Text-Based and Visual-Based Programming Input Methods for First-Time Learners,” Journal of Information Technology Education: Research, 2017. (ESCI Indexed)(to appear)

Aim/Purpose: When learning to program, both text-based and visual-based input methods are common. However, it is unclear which method is more appropriate for first-time learners (first learners).

Background: The differences in the learning effect between text-based and visual-based input methods for first learners are compared the using a questionnaire and problems to assess first learners’ understanding of programming. In addition, we study the benefits and feasibility of both methods.

Methodology: In this research, we used the sandbox game Minecraft and the extended function ComputerCraftEdu (CCEdu). CCEdu provides a Lua programming environments for the two (text and visual) methods inside Minecraft. We conducted a lecture course on both methods for first learners in Japan ranging in age from 6 to about 15 years old. The lecture taught the basics and concepts of programming. Furthermore, we implemented a questionnaire about the attitude of programming before and after the lecture.

Contribution: This research is more than a comparison between the visual method and the text method. It compares visual input and text input methods in the same environment. It clearly shows the difference between the programming learning effects of visual input and text input for first learners. In addition, it shows the more suitable input method for introductory education of first learners in programming learning.

Findings: The following results are revealed: (1) The visual input method induces a larger change in attitude toward programming. (2) The number of operations and input quantity influence both groups. (3) The overall results suggest that a visual input is advantageous in a programming implementation environment for first learners.

Impact on Society: A visual input method is better suited for first learners as it improves the attitude toward programming.

Future Research: In the future, we plan to collect and analyze additional data as well as elucidate the correlation between attitudes and understanding of programming.

Prof. Washizaki gave introduction on Status and Contributions from Asia at IEEE CS Professional Educational Activities Board meeting

Hironori Washizaki, “Status and Possible Contributions: Asia Region,” IEEE Computer Society Professional Educational Activities Board Meeting, 2017 June 14, Phoenix, USA.