Conference Session

The Best of Computers in Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiqiu Zhou, University of Illinois, Urbana-Champaign ; Qianhui Liu, University of Illinois, Urbana-Champaign ; Sophia Yang, University of Illinois, Urbana-Champaign ; Abdussalam Alawini, University of Illinois, Urbana-Champaign

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Computers in Education Division (COED)

design their class.Among the multiple ways to reveal collaborative problem-solving processes, temporal submissionpatterns is one that is more scalable and generalizable in Computer Science education. In thispaper, we provide a temporal analysis of a large dataset of students’ submissions to collaborativelearning assignments in an upper-level database course offered at a large public university. Thelog data was collected from an online assessment and learning system, containing the timestampsof each student’s submissions to a problem on the collaborative assignment. Each submission waslabeled as quick (Q), medium (M), or slow (S) based on its duration and whether it was shorter orlonger than the 25th and 75th percentile. Sequential compacting and

Conference Session

COED: Spotlight on Diverse Learners

Collection

2023 ASEE Annual Conference & Exposition

Authors

Edward Dillon, Morgan State University; Theodore Wimberly Jr.; Mariah McMichael; Lauren Brown, Morgan State University; Abigail Dina; Krystal L. Williams, University of Georgia

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classified below as subtopics: 1. Established identity in CS with themselves and others. 2. Personal experiences and challenges in CS that are gender and/or race related. 3. Psycho-social characteristics experienced. 4. Personal feedback/recommendations for promoting equity, inclusion, and representation of black women in CS.Each subtopic and corresponding findings are discussed below.4.1 Established Identity in CS with Themselves & OthersFindings for this classification were based on five key questions that were asked during the focusgroup sessions: Q1: Do the participant(s) exhibit an identity towards computer science? Q2: Do the participant(s) consider themselves as computer scientists? Q3: Are they proud to be

Conference Session

COED: Skills for Moving from Computing Student to Professional

Collection

2023 ASEE Annual Conference & Exposition

Authors

Edward Dillon, Morgan State University; Abigail Dina; Mariah McMichael; Theodore Wimberly Jr.; Lauren Brown; Krystal L. Williams, University of Georgia

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Computers in Education Division (COED)

noted as one persistent attribute that students exhibit during theseexperiences. For instance, one aspect of Behroozi et al.’s work [7] compared anxiety levels thattheir participants exhibited while conducting mock technical interviews either in a public settingor in a private setting. It was determined that participants who conducted technical interviews ina public setting exhibited higher levels of anxiety than their counterparts who were in a privatesetting. Similarly, Hall and Gosha [23] conducted a study that measured the correlation ofanxiety and preparation in a technical interview that targeted junior and senior CS majors at aSoutheastern Historically Black College/University (HBCU) in the United States. Keyinformation collected during

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Viyon Dansu, Florida International University; Yashin Brijmohan, University of Nebraska, Lincoln; Bolaji Ruth Bamidele, Utah State University; Abasiafak Ndifreke Udosen, Purdue University, West Lafayette; Lexy Chiwete Arinze, Purdue University, West Lafayette; Adurangba Victor Oje, University of Georgia; Deborah Moyaki, University of Georgia; Melissa J Hicks, Pennsylvania State University; Bono Po-Jen Shih, Pennsylvania State University

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regarding the eligibility of ChatGPT as an author [31], [32]. These ethicalconcerns play a valuable role by offering opportunities to steer the implementation of GAI inethically responsible ways.Research Questions a) What are students’ and instructors’ perceived literacy of GAI (e.g. knowledge, skills, and abilities)? b) How do students and instructors experience the usefulness and effectiveness of GAI in their course(s)?Theoretical FrameworkThere are many theoretical lenses that one can consider when investigating the experiences ofstudents and instructors using GAI. This paper is primarily interested in the participant literacyregarding GAI and their perceived usefulness and effectiveness of the technology. To explorethis, we

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, Carnegie Mellon University; Eesha tur razia babar, University of California, Irvine; Muhsin Menekse, Purdue University, West Lafayette; Ali Alhaddad, Purdue University, West Lafayette

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s sections of theengineering course at a large Midwestern university. Over the semester, students were asked toreflect after each lecture on two aspects of their learning experience, i.e., what they found 1)interesting and 2) confusing in the lecture? In total, we collected reflections from 42 lectures, andthe average class size was 80 students in each section. To inform the study, we generated areflection summary for all reflection submissions in each lecture using both NLP approaches andhuman annotators. Furthermore, we evaluated the quality of reflection summaries by assessingthe ROUGE-N measure for each lecture’s reflection summary generated by all three approaches.These summaries were then aggregated for each approach by averaging

Conference Session

The Best of Computers in Education Division (COED)

Collection

2024 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Lisa Graham Robeson, Ohio Northern University; Ye Hong, Ohio Northern University; Stephany Coffman-Wolph, Ohio Northern University

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) Reichelderfer Endowed Chair awarded in June 2022 to Dr. Estell.We would like to thank the 2024 Program Chair for the Computers in Education Division(CoED), Dr. Jean Mohammadi-Aragh, for allowing the body of this paper to extend beyondCoED’s 10-page limit as specified in the Call for Papers for this Annual Conference.References[1] C. Thompson, "The Secret History of Women in Coding," The New York Times, 13 February 2019. [Online]. Available: https://www.nytimes.com/2019/02/13/magazine/women-coding-computer-programming.html. [Accessed 11 January 2024].[2] S. Cheryan, A. Master and A. Meltzoff, "There Are Too Few Women in Computer Science and Engineering," Scientific American, 27 July 2022. [Online]. Available: https://www.scientificamerican.com

Conference Session

COED: Spotlight on Diverse Learners

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel A. Tillman, University of Texas, El Paso; Wei Yan, Texas A&M University; Song An, University of Texas, El Paso; Jeffrey Liew, Texas A&M University; Kien H. Lim; Lisa Garbrecht, University of Texas, Austin; Philip B. Yasskin

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institution.” Journal of Hispanic Higher Education, vol. 20, no. 3, pp. 297-312, 2021.[4] M. F. Rogers-Chapman. "Accessing STEM-focused education." Education and Urban Society, vol. 46, no. 6, pp. 716-737, 2014.[5] J. L. Petersen and J. S. Hyde. "Trajectories of self-perceived math ability, utility value and interest across middle school.” Ed. Psych., vol. 37, no. 4, pp. 438-456, 2017.[6] D. L. and Z. Lavicza, “Dissecting a Cube as a Teaching Strategy for Enhancing Students’ Spatial Reasoning,” Proceedings of Bridges 2019, pp. 319–326,[7] u/diegolieban, “GeoGebra and 3D printing: Mathematics as a creative practice,” GeoGebra, Feb. 03, 2020. www.geogebra.org/m/pkfzccjw (accessed Jan. 16, 2021).[8] Y. Gao, S. Liu, M. M. Atia, and A

Conference Session

COED: Computing in K-12 / Early Childhood Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Safia A. Malallah, Kansas State University; Lior Shamir, Kansas State University; William Henry Hsu, Kansas State University; Joshua Levi Weese, Kansas State University; Salah Alfailakawi, Kansas State University

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Computers in Education Division (COED)

Practices and Processes,” Hollylynne S. Lee etel. developed a framework using the work of statistics educators and researchers to investigatehow data science practices can inform work in K–12 education. Their framework buildsfundamental practices and processes from data science [19]. The math field has contributed to data science research via the Common Core StateStandards Initiative (CCSSI), which is a joint project to develop common K–12 reading andmath standards designed to prepare students for college and careers. The CCSSI includes a datascience section for elementary students that focuses on data collection, data type, function,analysis type, and sample [20]. Similarly, the Launch Years Data Science Course Frameworkprovides broad

Conference Session

COED: Online and Remote Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rishi Sunny Gulati; Matthew West, University of Illinois, Urbana-Champaign; Craig Zilles, University of Illinois, Urbana-Champaign; Mariana Silva, University of Illinois, Urbana-Champaign

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Computers in Education Division (COED)

offering online sections of courses to students that want the flexibilitythat they facilitate, if their primary concern is student performance. We found no statistically sig-nificant difference in the overall performance of students that elect to take a course online relativeto those that elect to take it in person. Taking courses online may, however, have a substantialnegative impact on a student’s sense of belonging. This effect is particularly pronounced for un-derrepresented minority students and first generation students, but not present in women.References [1] B. Bizot and S. Zweben, “Generation cs, three years later,” On the Internet at https://cra. org/generation-cs- three-years-later/(visited August 2019), 2019. [2] T. Camp, W. R

Conference Session

COED: AI and ML Topics

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo; Bahaa Ansaf, Colorado State University, Pueblo

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Computers in Education Division (COED)

of applications that were introduced in the workshop.Upon completion of the workshop, the participants were given an eight-question exit post-trainingsurvey shown in Figure 2. There were six quantitative questions using a five point or a three-pointLikert scale as well as two qualitative questions. The two qualitative questions were also used aspedagogical tools based on experiential learning best practices. Question 7’s goal was to elicit apositive self-reflection while Question 8 reinforced learning through internalization andsummarization. 1. Exiting this workshop, I learned something new about AI concepts, applications, and ethics (1 - strongly disagree to 5 - strongly agree). 2. I have a better understanding of AI and how to

Conference Session

COED: Grading Systems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marko V. Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Aidan Daniel Carrigg; Karthik Srinivasan; Josephine Relaford-Doyle, University of California, San Diego

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Computers in Education Division (COED)

Conference Session

Computer Engineering Topics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy Sellers, Mississippi State University; Tingjun Lei, Mississippi State University; Chaomin Luo, Mississippi State University; Gene Eu Jan; Zhuming Bi, Purdue University, Fort Wayne

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(TALE). IEEE, 2015, pp. 72–76. [7] K. W. Van Treuren, “Applying active learning to an introductory aeronautics class,” in 2018 ASEE Annual Conference & Exposition, 2018. [8] C. R. Compeau, A. Talley, and P. Q. Tran, “Active learning in electrical engineering: Measuring the difference,” in 2019 ASEE Annual Conference & Exposition, 2019. [9] F. Portela, “A new and interactive teaching approach with gamification for motivating students in computer science classrooms,” in First International Computer Programming Education Conference (ICPEC 2020). Schloss Dagstuhl-Leibniz-Zentrum f¨ur Informatik, 2020.[10] G. S. Tewolde, “Effective active learning tools for an embedded systems course,” in 2017 IEEE Frontiers in Education

Conference Session

Robotics and Circuits

Collection

2024 ASEE Annual Conference & Exposition

Authors

Carl Joseph Murzynski, Pennsylvania State University, Behrend College; Hussein - Abdeltawab, Wake Forest University; Omar Ashour, Pennsylvania State University, Behrend College; Ahmed Sammoud, Pennsylvania State University, Behrend College

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result of the experiment performed in a Computer Science course. The lastsection provides the conclusions and future work.2. The Overall Robotic Arm PlatformThe main component of the robotic arm platform is the Dobot M1 Pro [6]. This robotic arm weighs15.7kg, can carry a maximum load of 1.5kg, has a maximum reach of 400mm, and has industrial-level repeatability of ±0.02mm. Its power supply uses 00~240 VAC at 50/60Hz, and the arm hasa rated voltage of 48 volts DC. Each joint can turn 180°/s, the end effector can turn 1000°/s, andit can move up and down 1000mm/s. The first joint can move ±85°, the second joint can move J2±135°, the vertical moves 5mm～245mm, and the end effector can move ±360°. An air pump,suction cup, and gripper are sold in a

Conference Session

Computer-Supported Pedagogy and Assessment

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jim Sosnowski, University of Illinois Urbana-Champaign; Julie M Baker, University of Illinois Urbana-Champaign; Olivia Arnold, University of Illinois Urbana-Champaign; Mariana Silva, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Craig Zilles, University of Illinois Urbana-Champaign; Matthew West, University of Illinois Urbana-Champaign

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atscale is conducted in the College of Engineering, facilitating the implementation ofresearch-based pedagogical assessment practices that are improving student outcomes [10, 11].We believe the lessons shared in this paper can serve as a template for other engineering programsabout how to effectively provide CBT at scale in a manner that positively impacts students andfaculty.References [1] S. Shadle, A. Marker, and B. Earl, “Faculty drivers and barriers: Laying the groundwork for undergraduate stem education reform in academic departments.” International Journal of STEM Education, vol. 4, 2017. [Online]. Available: https://proxy2.library.illinois.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true& amp;db=eric&

Conference Session

COED: Grading Systems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chenyan Zhao, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Mariana Silva, University of Illinois, Urbana-Champaign

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: https://doi.org/10.1111/j.1540-4609.2012.00366.x [3] C. A. Shaffer and S. H. Edwards, “Scheduling and student performance,” in Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education, ser. ITiCSE ’11. New York, NY, USA: Association for Computing Machinery, 2011, p. 331. [Online]. Available: https://doi.org/10.1145/1999747.1999842 [4] S. Willman, R. Lindén, E. Kaila, T. Rajala, M.-J. Laakso, and T. Salakoski, “On study habits on an introductory course on programming,” Computer Science Education, vol. 25, no. 3, pp. 276–291, 2015. [5] G. Schraw, T. Wadkins, and L. Olafson, “Doing the things we do: A grounded theory of academic procrastination,” US, pp. 12–25, 2007. [Online

Conference Session

The Best of Computers in Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jayma Koval, Georgia Institute of Technology; Diley Hernandez, Georgia Institute of Technology; Tom McKlin; Douglas Edwards, Georgia Institute of Technology; Rafael A. Arce-Nazario; Joseph Carroll-Miranda; Isaris Rebeca Quinones Perez, University of Puerto Rico, Rio Piedras; Lilliana Marrero-Solis; Jason Freeman, Georgia Institute of Technology; Taneisha Lee Brown; Pascua Padro; Stephen Garrett; Analia E. Rao; Marion Usselman, Georgia Institute of Technology

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Computers in Education Division (COED)

theCollective Self-Esteem Scale [35] and included three of the original MIBI-T seven subscales(centrality, private regard, and public regard). We used this scale with the purpose of exploringstudents’ ethnic identity identification [36]. Because Latinx ethnic identity can be complex andvaried, we developed an initial question to allow the students to self-identify ethnically(Latin/Hispanic, Puerto Rican/Boricua, etc.), they then answered follow-up questions related tothat identity such as “I have a strong sense of belonging to other _____ people,” and “Mostpeople think that ______(s) are as smart as people of other groups.”Sense of Belongingness in Computer Science: Items were selected from the Sense of Social andAcademic Fit (in STEM) instrument [37

Conference Session

COED: Spotlight on Diverse Learners

Collection

2023 ASEE Annual Conference & Exposition

Authors

Vijesh J. Bhute, Imperial College London; Ellen Player; Deesha Chadha, Imperial College London

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Computers in Education Division (COED)

virtual learning environment in a university class,” Comput. Educ., vol. 56, no. 2, pp. 495–504, 2011, doi: 10.1016/j.compedu.2010.09.012.[2] J. Barker and P. Gossman, “The learning impact of a virtual learning environment : students’ views,” Teach. Educ., vol. 5, no. 2, pp. 19–38, 2013.[3] H. Waheed, S. U. Hassan, N. R. Aljohani, J. Hardman, S. Alelyani, and R. Nawaz, “Predicting academic performance of students from VLE big data using deep learning models,” Comput. Human Behav., vol. 104, no. November 2018, p. 106189, 2020, doi: 10.1016/j.chb.2019.106189.[4] J. Kuzilek, J. Vaclavek, Z. Zdrahal, and V. Fuglik, “Analysing Student VLE Behaviour Intensity and Performance.,” in Transforming Learning with

Conference Session

COED: Spotlight on Diverse Learners

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heidi Huang, University of Michigan, Ann Arbor; Kevin Yan, University of Michigan, Ann Arbor; Andrew Deorio, University of Michigan, Ann Arbor

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results support the generalizability of Doebling et al.’s findings. We too observed that womenstudents attended office hours more frequently than men. Similarly, we observed that URM statusdid not have a statistically significant association with office hours usage.5.2 LimitationsOne limitation of our study is that we cannot disentangle remote learning from the pandemic. Asa result, the pandemic could have caused interesting student behaviors without affecting usagepatterns. Because remote learning was immediately adopted following the onset of the pandemic,we cannot separate how remote learning and pandemic onset interacted in our final results.An example of possible interference would be if pandemic onset caused widespread mental

Conference Session

The Best of Computers in Education Division (COED)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gerald Tembrevilla, Mount Saint Vincent University; Mohosina Jabin Toma, University of British Columbia, Vancouver; Marina Milner-Bolotin, University of British Columbia, Vancouver

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Computers in Education Division (COED)

.2018.00092.[2] CLAS. "CLAS: Collaborative Learning Annotation System." UBC Arts ISIT. https://clas.ubc.ca (accessed June 1, 2023).[3] C. Mulryan-Kyne, "Supporting reflection and reflective practice in an initial teacher education programme: an exploratory study," European journal of teacher education, vol. 44, no. 4, pp. 502-519, 2021, doi: 10.1080/02619768.2020.1793946.[4] S. Ledger and J. Fischetti, "Micro-teaching 2.0: Technology as the classroom," Australasian journal of educational technology, vol. 36, no. 1, p. 37, 2020, doi: 10.14742/ajet.4561.[5] H. Crichton, F. Valdera Gil, and C. Hadfield, "Reflections on peer micro-teaching: raising questions about theory informed practice," Reflective

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Valerie A. Carr, San Jose State University; Jennifer Avena, San Jose State University; David Schuster, San Jose State University; Wendy Lee, San Jose State University; Belle Wei, San Jose State University

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education and technology. Cambridge, MA: Harvard University Press, 2010.[4] A. Bandura, Self-efficacy: The exercise of control. New York, NY: W.H. Freeman and Company, 1997.[5] R. W. Lent, S. Brown, and G. Hackett, “Contextual supports and barriers to career choice: A social cognitive analysis,” Journal of Counseling Psychology, vol. 47, no. 1, pp. 36–49, Jan. 2000.[6] R. W. Lent, S. Brown, and G. Hackett, “Toward a unifying social cognitive theory of career and academic interest, choice, and performance,” Journal of Vocational Behavior, vol. 45, no. 1, pp. 79–122, Aug. 1994.[7] R. W. Lent, F. G. Lopez, H. Sheu, H., and A. M. Lopez, “Social cognitive predictors of the interests and choices of

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Quintana (Quincy) Clark, Oregon State University; Chidinma Grace Okoye; Theodore Ja

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between the learner and their environment andinfluenced learners' achievements" [8, p. 86]. While remembering that one study app or methoddoes not fit all needs, students must learn the principles of self-regulated learning and how to studyto foster deep understanding. Although this initial pilot study was done within an in-person course,these problems are only compounded for online courses due to reduced personalized guidance,interaction, and feedback. Intentional thinking involves analyses of one's thinking. Studentsdevelop strategies or ways of thinking about the task at hand and the processes or strategiesnecessary to complete the task.COVID-19’s dramatic shift to remote learning left many students struggling in online learningenvironments

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yael Gertner, University of Illinois Urbana-Champaign; Juan Alvarez, University of Illinois Urbana-Champaign; Benjamin Cosman, University of Illinois Urbana-Champaign; Jennifer R Amos, University of Illinois Urbana-Champaign

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-determination theory. In Handbook of theories of social psychology, P.A.M. van Lange, A.W. Kruglanski, and E.T. Higgins (Eds.). Sage Publications Ltd., 416–436.[2] Catherine Good, Aneeta Rattan, and Carol S Dweck. 2012. Why do women opt out? Sense of belonging and women’s representation in mathematics. J. Pers. Soc. Psychol. 102, 4 (2012), 700–717.[3] Soohyun Nam Liao, Sander Valstar, Kevin Thai, Christine Alvarado, Daniel Zingaro, William G Griswold, and Leo Porter. 2019. Behaviors of higher and lower performing students in CS1. In Proceedings of the 2019 ACM Conference on Innovation and Tech- nology in Computer Science Education (Aberdeen Scotland Uk). ACM, New York, NY, USA.[4] Adrian Salguero, William G Griswold, Christine

Conference Session

COED: All about That Math

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ashish Amresh, Arizona State University; Vipin Verma, Arizona State University; Michelle Zandieh, Arizona State University

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a mathematicalpuzzle in which a player must move the bunny to a target location(s) marked by food(s) or key(s).The bunny is located at the origin of the Cartesian coordinate system and the food location ismarked as goal position in terms of its < x, y > coordinates. Figure 2a shows the level 1 of thegame where the food position is < 2, −9 >. To solve the puzzle, a player needs to drag and drop (a) Level 1 (b) Level 3 (c) Level 4 (d) Level 5 Figure 2: Various levels in Vector Unknown 2D (Bunny Game)two vectors into appropriate slots and then adjust the vector’s factors (scalars) to create a

Conference Session

Spotlight on Diverse Learners

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabella Gransbury, North Carolina State University; Monica M. McGill, Institute for Advancing Computing Education; Leigh Ann DeLyser

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two research questions, we designed a survey, sent it to K-12 computing educationresearchers, and then analyzed the results.3.1 Survey DesignWe began our survey design by modifying the survey used by McGill et al. due to its similarnature of exploring barriers in CER [32]. Our survey differs by explicitly considering barriers inK-12 computing education.Our survey had four primary sections: Research Background, CAPE Research Focus, Barriers toConducting Research, and Participant Demographic Characteristics. In the Research Backgroundsection participants were asked what age and school group they conducted research with, whatrole(s) they identified as in the K-12 CER community, and what communities (e.g. HistoricallyMarginalized Racial Groups

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Limbrick, North Carolina A&T State University; Laura Marcela Garcia Suarez; Deriech Cummings II, North Carolina A&T State University

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, “The equivalence of theorem proving and the interconnection problem,” SIGDA Newsl., vol. 5, p. 31–36, sep 1975. [6] E. Beyne, “The 3-d interconnect technology landscape,” IEEE Design & Test, vol. 33, no. 3, pp. 8–20, 2016. [7] D. Sylvester and K. Keutzer, “Rethinking deep-submicron circuit design,” Computer, vol. 32, pp. 25–33, 1999. [8] M. Zhu, J. Lee, and K. Choi, “An adaptive routing algorithm for 3d mesh noc with limited vertical bandwidth,” in 2012 IEEE/IFIP 20th International Conference on VLSI and System- on-Chip (VLSI-SoC), pp. 18–23, 2012. [9] S. Das and D. K. Das, “Steiner tree construction for graphene nanoribbon based circuits in presence of obstacles,” in 2018 International Symposium on Devices

Conference Session

Cybersecurity Topics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anyi Liu, Oakland University; Bruce R Maxim, University of Michigan, Dearborn; Xiaohong Yuan, North Carolina A&T State University; Yuan Cheng, Grand Valley State University

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Professor Quirrell cannot. You should create a random document foryour own and demonstrate this scenario.This lab task assumes that a confidential document is encrypted by Hermione Granger, whosecontent is only viewable by Harry Potter and Ron Weasley. In other words, only Harry and Roncan decrypt and read the document, while Professor Quirrell cannot. Students should demonstratethis scenario with two deliverables: 1. Let’s say you are Hermione Granger. Please provide command lines that encrypt the doc- ument. Also, please include the screenshot(s) to demonstrate that the document has been encrypted successfully. 2. Please provide command lines that show Harry Potter and Ron Weasley can decrypt the ciphertext. Also, provide the

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Thomas Rossi, University of New Haven; Pulin Agrawal, Pennsylvania State University; Negein Immen, Pennsylvania State University; Angelina Krystal Valentin, Pennsylvania State University; Neha Sagi, Pennsylvania State University; Domenico Alford-Egizio, Pennsylvania State University

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Computers in Education Division (COED)

their contributions to the creation of the original videos for this project.Although they were not involved in writing and publishing this paper, their efforts were essentialin this project.Citations [1] A. Alammary, “Blended learning models for introductory programming courses: Asystematic review,” PLOS ONE, vol. 14, no. 9, p. e0221765, Sep. 2019, doi:10.1371/journal.pone.0221765. [2] M. Ljubojevic, V. Vaskovic, S. Stankovic, and J. Vaskovic, “Using SupplementaryVideo in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning andQuality of Experience,” Int. Rev. Res. Open Distance Learn., vol. 15, pp. 275–291, Jul. 2014,doi: 10.19173/irrodl.v15i3.1825.

Conference Session

COED: Student Perspectives of Instructional and Advising Approaches

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sunay Palsole, Texas A&M University

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Computers in Education Division (COED)

terms of grades did not show any statisticalsignificance, but the students choosing lightboard videos always indicated that they felt theylearned more from those videos. We are designing a study to track these students and see theirperformance in future courses that leverage the content from this course.References[1] Leonard, E. (2015). Great expectations: Students and video in higher education. Sage whitepaper. Retrieved November 25, 2016.[2] Pal, D., & Patra, S. (2021). University students’ perception of video-based learning in timesof COVID-19: A TAM/TTF perspective. International Journal of Human–Computer Interaction,37(10), 903-921.[3] Carmichael, M., Reid, A., & Karpicke, J. D. (2018). Assessing the impact of educationalvideo on

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Valerie A Carr, San Jose State University; Jennifer Avena, University of Northern Colorado; Maureen Smith; Wendy Lee, San Jose State University; David Schuster, San Jose State University; Belle Wei, San Jose State University

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Tagged Divisions

Computers in Education Division (COED)

research plan that examines (a) potential changes instudents’ educational and career plans, (b) which elements of the APEX program most stronglyrelate to student outcomes, and (c) factors influencing instructor satisfaction with FLCs.The APEX program aims to deliver computing education to diverse community college students,better preparing them for today’s increasingly digital workplace. Continued expansion andassessment of the program will allow us to improve the experience of both students andinstructors, and to encourage nationwide adoption of embedding computing experiences intointroductory community college courses.References[1] R. W. Lent, S. Brown, and G. Hackett, “Toward a unifying social cognitive theory of career and academic

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deborah Moyaki, University of Georgia; Deborah Gbemisola Fabiyi, Washington State University; Nathaniel Hunsu, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

acceptance and adoption among engineering students.References[1] S. Dawson, L. Heathcote, and G. Poole, "Harnessing ICT potential: The adoption and analysis of ICT systems for enhancing the student learning experience," International Journal of Educational Management, vol. 24, no. 2, pp. 116-128, 2010.[2] K. Cook-Chennault and I. Villanueva, "Exploring perspectives and experiences of diverse learners' acceptance of online educational engineering games as learning tools in the classroom," ed: IEEE, 2020, pp. 1-9.[3] H. Taherdoost, "A review of technology acceptance and adoption models and theories," Procedia manufacturing, vol. 22, pp. 960-967, 2018.[4] A. Granić, "Educational Technology Adoption: A