Conference Session

Computers in Education 7 - Modulus 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Ashraf Butt, Purdue University at West Lafayette; Saira Anwar, University of Florida; Muhsin Menekse, Purdue University at West Lafayette

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Diversity

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Computers in Education

educational technology tools in STEM classrooms in the pastfew decades. Previous studies have discussed the impact of design, development, and use ofeducational technology tools on creating an interactive learning environment for students.However, in the realm of user experience, limited studies explored the context of technology andstudents’ experiences while interacting with educational technology tools, such as students’perceived ease of use. Accordingly, this work in progress study explores reflections of students’experience while interacting with the most commonly used education technology tools inpostsecondary classrooms. For this study, we recruited thirty undergraduate STEM students fromtwo midwestern educational institutes. Our primary

Conference Session

Computers in Education 5 - Online and Distributed Learning 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffanie R. Smith, Lincoln University; Susan Ellen Safford, Lincoln University; Chidera Iguwe; Mofoluwasho Akinlade

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Diversity

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Computers in Education

through the app andMain Menu were easy, and the same percentage were positive about the fit of the image on theirdevices and the app logo. All of the students felt that the process to create an account did not runsmoothly and the frustration with the initial encounter of the app was reflected in individualstudent comments. Almost 50% of respondents had at least one experience with the app crashing.Over 70% of the respondents described specific issues they encountered using the app and/ormade suggestions on ways to improve it. Some specific issues included some of the questions notloading and occasional navigational redirection.Learning Modes and ContentWith regards to the learning modes, 48% of the students thought that the Tutorial feature

Conference Session

Computers in Education 7 - Modulus 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rahman Adekunle; John Kofi Eshirow Jr., University of Virginia; Jacob Lam Herring, University of Virginia; Sin Lin, University of Virginia; Rider W. Foley, University of Virginia

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Diversity

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Computers in Education

and rural-urban differentiation. The aim is to critically reflect upon the extent to which the CS4ALL:RPPis reaching children that lack educational opportunities within the field of computer scienceeducation. In the following section, prior work published within the Computers and Educationdirectorate, as well as other pertinent scholarship, is briefly summarized and connections to thisresearch are made clear. The methods of data collection, organization, and analysis are detailedin the next section. The results offer an initial cataloging and review of the projects and programsfunded by the Research-Practitioner Partnerships, which is funded by the NSF as part of theCS4ALL program. The discussion focuses on the opportunities for

Conference Session

Computers in Education 3 - Modulus I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Roxanne Moore, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology; Jason Freeman, Georgia Institute of Technology; Jason Brent Smith, Georgia Institute of Technology; Tom Berry, Amazon Future Engineer

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Diversity

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Computers in Education

worked on the project only at home.Less than 1/3 of students had made music using a computer prior to the competition, and fewer(16.4%) had used the EarSketch platform prior to the competition. In terms of their coursework,nearly all students (94.5%) reported being currently enrolled in a computer science or technologyrelated course, and a large portion of students (89.0%) reported that they had previously taken acomputer science or technology related course.Students’ Feedback on the Competition: Students were asked to reflect on various aspects of thecompetition. On eight of these ten items, average student responses fell between the “Agree” and“Strongly Agree” scale points, indicating generally positive feedback about most aspects of

Conference Session

Computers in Education 4 - Online and Distributed Learning 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sunay Palsole, Texas A&M University; Jeff Chernosky, Texas A&M University; Randy McDonald, Texas A&M University Engineering

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Diversity

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Computers in Education

wasa feeling of being overwhelmed with “no chance of getting a good grade.” On the positive side,these students remarked about an improved way to learn and the utilization of many outsideresources as necessities in this modality. Online Course (OLC): The comments replicated most often reflected a feeling ofdetachment and isolation, as well as a feeling of being on their own and learning by themselves.Similar to responses in the face-to face modality, these learners also provided a majority ofnegative comments stating that the courses were more rigorous and required additional time forstudying. Additionally, respondents believed they “learned a lot less” and faculty were viewed asrestrictive with limited access and delayed feedback. The

Conference Session

Computers in Education 6: Best of CoED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Molly Rebecca Domino, Virginia Polytechnic Institute and State University; Margaret O'Neil Ellis; Dennis Kafura

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Diversity

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Computers in Education

visualization embedded in the textbook. These visualizationswere integrated in the e-textbook and offered students the chance to see aspects of iterationdemonstrated immediately after the relevent paragraph.The design of the visualization reflected the appearance of the block-based language the studentswere using on their first encounter with iteration. The horizontal green segmented rectangle is thelist which moves from right to left on each iteration so that a single list item becomes the value ofthe iteration variable (”price” in this example). Figure 1: Example of a Textbook VisualizationTo interact with these visualizations, students clicked on the four arrow icons seen at the top ofthe figure. Clicking the ‘¿’ button