• 한국게임학회지
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• v.11 no.1
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• pp.8-16
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• 2014

• The Journal of Korean Association of Computer Education
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• v.19 no.6
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• pp.69-80
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• 2016

As a 21C core skill, computational thinking has been focused recently, and computer programming education is popular in primary and secondary schools. This paper aims to analyze the computer programming learning results based on gender difference and verify the reasons causing the difference. In this research, we focused on students' abstract thinking level as a variable and used C programming language and the RUR-PLE. Also, in this research, we focused on the concept of abstraction, one of the main component of computational thinking. And then, we analyze 587 high school students' abstract thinking level and survey them in order to find a new method for enhancing programming skill. In addition, we analyzed the causes for the difference in how the abstract thinking level applies when the students understand various structures of computer programs. From the results, we can propose a computer programming education method that enhances students' merits and compensates their drawbacks in the near future.

• KIPS Transactions on Computer and Communication Systems
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• v.12 no.10
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• pp.291-298
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• 2023

In this paper, we study whether the programming questions of the Informatics·Computer recruitment tests were suitable for selecting teachers with required programming skills. The average points of the programming questions constituted 38%(20.8 points) of the total scores for the entire curriculum based on the results from analyzing the previous questions in the past 5 years. Moreover, the distribution of points for each evaluation criteria within programming and data structure, two exam subjects which have a high proportion of programming questions, demonstrated a large deviation ranging from 0% to 47% and 0% to 53% respectively. In this study, a questionnaire survey was conducted on 31 teachers to examine if the previous programming questions were suitable for measuring teachers' competency in programming abilities required in the actual teaching experience. Computational thinking ability was ranked the highest at 58% in response to the area that needs to be evaluated in the recruitment test. In response to the relevance of previous questions, problem solving ability was ranked the highest at 2.84 on a 5-point scale, but the overall appropriateness was deemed low. C language and Python were regarded as the computer languages suitable to be tested for programming questions with each ranked 55% and 45%. The finding confirms that teachers preferred Python and the incumbent C language to others. Based on the results of the questionnaire, we recommend changes in the programming questions to improve the selection criteria.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.3
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• pp.708-714
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• 2015

The students who learn the computer languages think it very difficult to program using the text-based programming languages and also to learn the object-oriented programming. Therefore, we introduce the object-oriented visual programming into the programming education. And, to solve the this problem in the programming education, in this paper, we introduce the UML to support the object-oriented modeling and to teach the students using the LabVIEW OOP that supports the object-oriented visual programming. And, we propose to apply it on the embedded programming education. Also, we analyze the educational effect of the proposed education methodology of programming based on the student survey.

• The KIPS Transactions:PartA
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• v.17A no.6
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• pp.289-296
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• 2010

So far, previous works with respect to evaluating program contents have concentrated on the implementation of general educational content evaluation. In terms of the efforts required to solve problems, however, there are a few evaluation methods on educational programming language contents. Therefore, we propose new evaluation criteria for educational programming language contents. The detailed research contents can be summarized as follows. First, we analyze existing works and propose naval evaluation criteria for educational programming language contents. Second, the new evaluation criteria is verified by teachers who use Visual Basic educational contents via questionaries. Also, a program content is experimented via the evaluation criteria. Finally, it is expected that our proposed evaluation criteria for educational programming language contents can be used to evaluate newly developed educational programming language contents and to design its evaluation plans.

• The Journal of the Korea Contents Association
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• v.7 no.8
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• pp.226-233
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• 2007

There have not been integrated courses for education of C and Java programming languages in most universities. Based on similarities and uniqueness and the previous lecturing of each language, we designed and made an integrated programming course. In this paper, we introduce the web-based contents which make the successful and effective application of the new course. The web-based contents consist of the main page, the course materials, the auxiliary materials, and the bulletin board, and supports a variety of practices with the examples. From the application of the web-based contents to the practical lectures, we notice that understandability, satisfaction, and the programming skills of students significantly increase comparing to that of the previous respective courses.

• Journal of The Korean Association of Information Education
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• v.18 no.3
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• pp.413-422
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• 2014

The positive impacts of robotics education and programming education on learners are similar. However, robotics education differs from programming education because it includes purchasing and building robots that cause financial and cognitive load of learners. Due to these differences, two kinds of education may not possess equal efficacies for all schools or all learning objectives. To verify this hypothesis, we conducted meta-analysis of studies on robotics education published in South Korea to estimate the effect sizes and compare it to that of programming education. The difference between the average effect sizes of robotics education and of programming education was significant, as the former was 0.4060 and the latter 0.6664. The average effect size of programming education was significantly larger than that of robotics education for primary school students. Middle school students achieved the highest results in both robotics education and programming education. Also, robotics education became more effective than programming education as students were older. Analysis on objectives showed that programming education uniformly affected all areas, whereas robotics education had more impact on affective domain than cognitive domain. Robot construction had the largest effect size, followed by robot construction and programming, robot programming, and robot utilization. Programming education has larger positive impacts on students overall compared to robotics education. Robotics education is more effective to upperclassmen than programming education, and improves affective domain of students. Also, robotics education shows higher efficacy when combined with various subjects.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.13 no.7
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• pp.1467-1474
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• 2009

What matters in the society of knowledge and information is not that they just know certain facts, but that when faced with new situations, they should be able to develop novel ideas, apply them and do the problems or the tasks confronting them. This cannot be achieved through learning of mere knowledge. Computer programming lessons have shown positive effects on general thinking ability, metacognitive aspects, and logical thinking. The ACM has suggested that 8th grade students at the first level (second year students of middle school) be educated in programming languages such as LOGO to raise their ability to think logically. Previous studies have confirmed educational programming languages such as LOGO and BASIC, which are currently used, are helpful in improving the ability to think logically and to solve problems. However these languages lack connectivity with later learning. Little research has been done on 'Dolittle', an educational programming language, newly developed, using object-oriented notions. Few studies have been made of the effects of 'Dolittle' on the ability to think logically. The following results were obtained. The research didn't lead to a statistically significant improvement of the students' cognitive development level. However, proportional logic and combinational logic, among the six subcategories of logic, improved through the introduction of 'Dolittle' programming lessons. This leads to the conclusion that in the processing of solving the problems given, the students learned by themselves and improved their ability to think logically.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.77-84
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• 2011

Distance learning makes it possible for educational consumers to study anywhere or anytime. In order to provide effective distance learning, it requires not only educational process and educational results to be closely correlated but also a method for teachers and students to communicate immediately. We devised a dialogue system like a chatting program containing an editor. With this program, students can learn a programming practice by chatting between a teacher and a student. We also incorporated a source code visualization technique based on diff algorithm so that the visualization technique makes it possible for students to recognize the remedies by teachers visually. The result comes by mixing the merits of a dialogue system giving a close interrelationship among users into a programming language education. We expect that the successful result would be tantamount to a face-to-face education.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.387-397
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• 2011

In order to analyze the change of student's logical thinking, in this study, we were develop the educational materials. This educational materials were used in algorithm class through educational programming language Scratch. Algorithms of education materials were selected by analysis of foreign ACM and domestic middle school curriculum. The developed educational materials were applied to 4th grade students of elementary school. In order to analyze the change of student's logical thinking, we were used GALT short version. Total logic and Combinational reasoning, in the experimental group students, were growing significantly.