Kimi's Coding Game Thesis
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How Modern Learning Resources Fail Conversational Programmers April Y
Mismatch of Expectations: How Modern Learning Resources Fail Conversational Programmers April Y. Wang1, Ryan Mitts1, Philip J. Guo2, and Parmit K. Chilana1 1Computing Science 2Design Lab Simon Fraser University UC San Diego Burnaby, BC Canada La Jolla, CA USA {ayw7, rmitts, pchilana}@sfu.ca [email protected] ABSTRACT Conversational programmers represent a class of learners variety of learners, such as computer science (CS) students who are not required to write any code, yet try to learn pro- [17,28,53], end-user programmers [14,15,30,32] and profes- gramming to improve their participation in technical con- sional programmers [1,3,13]. A large focus of these projects versations. We carried out interviews with 23 conversation- has been on improving learners’ understanding of program- al programmers to better understand the challenges they ming syntax and logic and facilitating interaction with fea- face in technical conversations, what resources they choose ture-rich programming environments as these are known to to learn programming, how they perceive the learning pro- present key challenges for new learners. cess, and to what extent learning programming actually Unfortunately, most of what we know about the programming helps them. Among our key findings, we found that conver- learning process and the challenges that learners face is based sational programmers often did not know where to even on studies of students in the classroom [53] or professionals in begin the learning process and ended up using formal and industry [1]. Only recently have we started seeing studies into informal learning resources that focus largely on program- informal learning processes among non-traditional popula- ming syntax and logic. -
The Computer Clubhouse: Helping Youth Develop Fluency with New Media
The Computer Clubhouse: Helping Youth Develop Fluency with New Media Mitchel Resnick The Media Laboratory Massachusetts Institute of Technology Cambridge, MA 02140 [email protected] http://www.media.rnit.edu/~mres/ Natalie Rusk Science Museum of Minnesota St. Paul, MN55101 [email protected] Abstract: The gap between the technological haves and have-nots is widening, leading to dangerous economic and cultural riftsin our society. But access to technology alone is not enough to bridge this gap. This paper describes a new model of a learning community, called the Computer Clubhouse, that breaks away from the traditional computer lab. At the Clubhouse, inner-city youth become designers and creators-not just consumers-of computer-based products. The paper describes four core principles of the Clubhouse educational approach-and discusses how the Clubhouse helps prepare today's youth for life and work in tomorrow's world. Introduction Ever since the personal computer was invented in the late 1970s, there have been concerns about inequities in access to this new technology [Piller, 1992]. Over the years, the gap between the technological haves and have nots has widened, leading to dangerous economic and cultural rifts in our society. In an effort to narrow these rifts, some groups have worked to acquire computers for inner-city schools. Other groups have opened community-access centers, recognizing that schools are not the only (or necessarily the best) place for learning to occur. At these community-access centers, members of inner-city communities (youth and adults alike) can use computers at little or no charge. -
Accessible Tools and Curricula for K-12 Computer Science Education
Accessible Tools and Curricula for K-12 Computer Science Education White paper from the Accessible Computer Science Education Fall Workshop (Draft for Review) November 17-19, 2020 Earl Huff, Clemson University Varsha Koushik, University of Colorado Richard E. Ladner, University of Washington Stephanie Ludi, University of North Texas Lauren Milne, Macalester College Aboubakar Mountapmbeme, University of North Texas Margaret Perkoff, University of Colorado Andreas Stefik, University of Nevada, Las Vegas Introduction Ladner Computer science is rapidly becoming an integral part of the K-12 school curriculum in the United States (US) and other countries. This white paper will focus on the US because we understand K-12 education better than in other countries. Since 1984, computer science has been part of the curriculum in schools that offered AP Computer Science A (CSA). This introduction to programming was originally taught using Pascal, then moved to C++ in 1999, and then Java in 2003. Since 2007, there has been a concerted effort by the National Science Foundation to bring computer science education to a much broader audience and to all levels in K-12. This includes all students regardless of gender, ethnicity, race, or disability. The effort began with Exploring Computer Science (ECS) which was a gentler introduction to computer science at the high school level. Shortly thereafter, the idea of an AP Computer Science Principles (CSP) course arose that was to be a gentler introduction to computer science than AP CSA with a college level equivalent, introductory computer science for non-majors. In 2016, AP CSP became a reality with 43,780 students taking the exam in spring 2017 and two years later that number rose to 94,361. -
Adolescent Mothers' Meaning Making and Mindset I
MEANING MAKING AND MINDSET IN YOUNG MOTHERHOOD i “I Think Different Now”: Adolescent Mothers’ Meaning Making and Mindset in the Transition to Parenthood Dissertation submitted by Anne Bentley Waddoups, M.A. In partial fulfillment of the requirements for the degree of Doctor of Philosophy in Child Study and Human Development Eliot-Pearson Department of Child Study and Human Development Tufts University August 2015 Dissertation Committee members: M. Ann Easterbrooks, Ph.D. (Chair) Jayanthi Mistry, Ph.D. Natalie Rusk, Ph.D. Gilda A. Morelli, Ph.D. MEANING MAKING AND MINDSET IN YOUNG MOTHERHOOD i Abstract Using a meaning making lens and a qualitative methodology, this dissertation study sought to explore transformative meaning making and implicit beliefs of parenting among a sample of 40 adolescent mothers participating in a home visiting program during their transition to parenthood. Given the high attrition rate for interventions serving adolescent moms, the study also explored the alignments between meaning making and home visiting program participation. Through iterative coding and theme analysis, this investigation revealed that participants’ beliefs about parenting evolve as they transition from pregnancy to parenting. They engage in meaning making throughout the process, which leads to scripts of change in three areas: improvements in relationships, changes in life outlook, and changes to self. Two groups emerged on either end of the spectrum of meaning making. High meaning-making transformers tended to remain actively enrolled in the intervention while the low meaning-making remainers all dropped out by the second year. An analysis of implicit beliefs about parenting, or meta-parenting mindset, identified three groups of participants: fixed theorists, incremental theorists, and mixed theorists. -
Conference Booklet
30th Oct - 1st Nov CONFERENCE BOOKLET 1 2 3 INTRO REBOOT DEVELOP RED | 2019 y Always Outnumbered, Never Outgunned Warmest welcome to first ever Reboot Develop it! And we are here to stay. Our ambition through Red conference. Welcome to breathtaking Banff the next few years is to turn Reboot Develop National Park and welcome to iconic Fairmont Red not just in one the best and biggest annual Banff Springs. It all feels a bit like history repeating games industry and game developers conferences to me. When we were starting our European older in Canada and North America, but in the world! sister, Reboot Develop Blue conference, everybody We are committed to stay at this beautiful venue was full of doubts on why somebody would ever and in this incredible nature and astonishing choose a beautiful yet a bit remote place to host surroundings for the next few forthcoming years one of the biggest worldwide gatherings of the and make it THE annual key gathering spot of the international games industry. In the end, it turned international games industry. We will need all of into one of the biggest and highest-rated games your help and support on the way! industry conferences in the world. And here we are yet again at the beginning, in one of the most Thank you from the bottom of the heart for all beautiful and serene places on Earth, at one of the the support shown so far, and even more for the most unique and luxurious venues as well, and in forthcoming one! the company of some of the greatest minds that the games industry has to offer! _Damir Durovic -
GAME CAREER GUIDE July 2016 Breaking in the Easy(Ish) Way!
TOP FREE GAME TOOLS JULY 2016 GAME FROM GAME EXPO TO GAME JOB Indie intro to VR Brought to you by GRADUATE #2 PROGRAM JULY 2016 CONTENTS DEPARTMENTS 4 EDITOR’S NOTE IT'S ALL ABOUT TASTE! 96 FREE TOOLS FREE DEVELOPMENT TOOLS 2016 53 GAME SCHOOL DIRECTORY 104 ARRESTED DEVELOPMENT There are tons of options out there in terms INDIE DREAMIN' of viable game schools, and this list is just the starting point to get you acquainted with the schools near you (or far from you, if that’s what STUDENT POSTMORTEM you prefer!). 32 BEGLITCHED 72 VIRTUALLY DESIGNED NYU Game Center students Alec Thomson and Jennu Jiao Hsia discuss their IGF Award- VR has quickly moved from buzzword, to proto- winning match three game about insecurity type, to viable business. This guide will help you within computers, and within ourselves. get started in VR development, avoiding some common pitfalls. FEATURES 78 SOUNDS GOOD TO ME! 8 BREAKING IN THE EASY(ISH) WAY! Advice for making audio (with or without) How attending expos can land you a job. an audio specialist. 18 ZERO TO HERO Hey! You want to learn low poly modeling but 84 A SELLER’S MARKET don’t know where to start? Look no further! Marketing fundamentals for your first game. With this guide, we hope to provide a good introduction to not only the software, but 90 INTRO TO GAME ENGINES also the concepts and theory at play. A brief discussion of some of the newest and most popular DO YOU NEED A PUBLISHER? 34 game engines. -
Tool Support for Computer Role-Playing Game Programming
Abstract Computer role-playing games (CRPGs) are a genre of computer games, which aim at providing similar player experience than their ancestors, paper-and- pen role-playing games. For a type of digital games, their evolution is already rather long, as the first ones were created in 1980s. Typically CRPGs em- phasize character development and to support this huge fantasy worlds and sophisticated storylines are also present. CRPG development has unique challenges, which derive from these typical features. Content creation is a continuous issue, since huge virtual worlds and long storylines must be filled with content. Personalization is also an important issue, because all fun of creating personalized character is lost if it has no effect into the game. Low starting threshold is important for successful game. It is becoming essential that the player can start playing quickly and she is not required to spent time waiting the installation to be completed. This can be achieved by web-based approach, since web-based games do not require installations. There are also other benefits, such as instant distribution, platform inde- pendence, and instant upgrades. As it is likely that in the future CRPGs are web-based, software tools for developing browser-based games are even more important in the future. However regardless of the platform the unique challenges of CRPG development remain the same. This dissertation addresses these unique challenges and simplifies CRPG development with software tool support. The software tools presented in this dissertation begin with construction of a novel game engine called CAGE. We used this game engine in the game programming course of Department of Software Systems in Tampere University of Technology as a software plat- form, and students developed their games using it. -
A Scripting Game That Leverages Fuzzy Logic As an Engaging Game Mechanic
Fuzzy Tactics: A scripting game that leverages fuzzy logic as an engaging game mechanic ⇑ Michele Pirovano a,b, Pier Luca Lanzi a, a Dipartimento di Elettronica, Informazione e Bioingegneria Politecnico di Milano, Milano, Italy b Department of Computer Science, University of Milano, Milano, Italy 1. Introduction intelligent. The award-winning game Black & White (Lionhead Studios, 2001) leverages reinforcement learning to support the Artificial intelligence in video games aims at enhancing players’ interaction with the player’s giant pet-avatar as the main core of experience in various ways (Millington, 2006; Buckland, 2004); for the gameplay. Most of the gameplay in Black & White (Lionhead instance, by providing intelligent behaviors for non-player charac- Studios, 2001) concerns teaching what is good and what is bad ters, by implementing adaptive gameplay, by generating high- to the pet, a novel mechanic enabled by the AI. In Galactic Arms quality content (e.g. missions, meshes, textures), by controlling Race (Hastings, Guha, & Stanley, 2009), the players’ weapon prefer- complex animations, by implementing tactical and strategic plan- ences form the selection mechanism of a distributed genetic algo- ning, and by supporting on-line learning. Noticeably, artificial rithm that evolves the dynamics of the particle weapons of intelligence is typically invisible to the players who become aware spaceships. The players can experience the weapons’ evolution of its presence only when it behaves badly (as demonstrated by the based on their choices. In all these games, the underlying artificial huge amount of YouTube videos showing examples of bad artificial intelligence is the main element that permeates the whole game intelligence1). -
Towards a Serious Game to Help Students Learn Computer Programming Mathieu Muratet, Patrice Torguet, Jean-Pierre Jessel, Fabienne Viallet
Towards a Serious Game to Help Students Learn Computer Programming Mathieu Muratet, Patrice Torguet, Jean-Pierre Jessel, Fabienne Viallet To cite this version: Mathieu Muratet, Patrice Torguet, Jean-Pierre Jessel, Fabienne Viallet. Towards a Se- rious Game to Help Students Learn Computer Programming. International Journal of Computer Games Technology, 2009, 2009, pp.470590. <http://www.hindawi.com/>. <10.1155/2009/470590>. <hal-01357502> HAL Id: hal-01357502 https://hal.archives-ouvertes.fr/hal-01357502 Submitted on 29 Aug 2016 HAL is a multi-disciplinary open access L'archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destin´eeau d´ep^otet `ala diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publi´esou non, lished or not. The documents may come from ´emanant des ´etablissements d'enseignement et de teaching and research institutions in France or recherche fran¸caisou ´etrangers,des laboratoires abroad, or from public or private research centers. publics ou priv´es. Hindawi Publishing Corporation International Journal of Computer Games Technology Volume 2009, Article ID 470590, 12 pages doi:10.1155/2009/470590 Research Article TowardsaSeriousGametoHelpStudentsLearn Computer Programming Mathieu Muratet,1 Patrice Torguet,1 Jean-Pierre Jessel,1 and Fabienne Viallet2 1 VORTEX Group, IRIT, Paul Sabatier University, 118 Route de Narbonne, 31062 Toulouse Cedex 9, France 2 DiDiST CREFI-T, Paul Sabatier University, 118 Route de Narbonne, 31062 Toulouse Cedex 9, France Correspondence should be addressed to Mathieu Muratet, [email protected] Received 30 August 2008; Revised 17 December 2008; Accepted 24 February 2009 Recommended by Xiaopeng Zhang Video games are part of our culture like TV, movies, and books. -
Integrating Human and Machine Intelligence for Enhanced Curriculum Design
Integrating Human and Machine Intelligence for Enhanced Curriculum Design Shayan Doroudi CMU-CS-19-110 May 15, 2019 School of Computer Science Carnegie Mellon University Pittsburgh, PA 15213 Thesis Committee: Emma Brunskill, Chair Vincent Aleven Ken Koedinger Chinmay Kulkarni Eric Horvitz (Microsoft Research) Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Copyright © 2019 Shayan Doroudi This research was sponsored by the PIER Fellowship, Microsoft, Google, the Air Force Research Laboratory under grant number F87501720152, and the Department of Education under grant numbers R305A130215 and R305B150008. The views and conclusions contained in this document are those of the author and should not be interpreted as representing the official policies, either expressed or implied, of any sponsoring institution, the U.S. government or any other entity. Keywords: curriculum design, learnersourcing, content creation, reinforcement learning, in- structional sequencing, student modeling, model misspecification, bias-variance tradeoff If there is any good in these pages, it is for Fatima and her father and her husband and her two sons, peace and blessings be upon them. iv Abstract From the mechanical teaching machines of the early twentieth century to the wave of massive open online courses in recent years, many have been motivated by the dream of delivering a personalized adaptive curriculum to each learner. To achieve this dream, many researchers have focused on rule-based systems that rely on extensive domain expertise and psychological theories. While this approach has led to the development of successful intelligent tutoring systems with high quality content, (1) developing such systems can be very costly and (2) these systems typ- ically employ a very limited form of adaptive instructional sequencing. -
The Berkman Klein Center for Internet & Society
Annual Report Academic Year 2016–2017 Contents I. Part One: Report of Activities .............................................................................................. 3 A. Summary of Academic Year: 2016–2017 ........................................................................ 3 1. Executive Summary ..................................................................................................... 3 2. Research, Scholarship and Project Activities ............................................................... 5 3. Contributions to HLS Teaching Program .....................................................................63 4. Participation of HLS Students in Program Activities ....................................................65 5. Faculty Participation ....................................................................................................65 6. Other Contributions to the HLS Community ................................................................66 7. Law Reform and Advocacy .........................................................................................66 8. Connections to the Profession ....................................................................................67 Research ...........................................................................................................................67 The Future of Digital Privacy ..............................................................................................67 Executive Education: Digital Security for Directors and Senior Executives -
Comprehension First: Evaluating a Novel Pedagogy and Tutoring System for Program Tracing in CS1
Session1: Novice Programmer ICER’17, August 18–20, 2017, Tacoma, WA, USA Comprehension First: Evaluating a Novel Pedagogy and Tutoring System for Program Tracing in CS1 Greg L. Nelson Benjamin Xie Andrew J. Ko University of Washington University of Washington University of Washington Allen School, DUB Group e Information School, DUB Group e Information School, DUB Group Seale, Washington 98195 Seale, Washington 98195 Seale, Washington 98195 [email protected] [email protected] [email protected] ABSTRACT building writing [17, 39, 68] and visualization tools [29, 34, 34, What knowledge does learning programming require? Prior work 57, 81, 87, 91]. Pedagogy has also evolved, reordering [23, 61, 80, has focused on theorizing program writing and problem solving 84, 85] and changing what is taught [14, 50, 72], rening worked skills. We examine program comprehension and propose a formal examples [58], explicitly teaching problem solving [48, 61] and theory of program tracing knowledge based on control ow paths program design [27], and exploring a discovery pedagogy [46]. through an interpreter program’s source code. Because novices Most of these diverse approaches have been evaluated in a writ- cannot understand the interpreter’s programming language nota- ing-focused pedagogical context. People receive instruction on a tion, we transform it into causal relationships from code tokens to programming construct’s syntax and semantics, practice by writing instructions to machine state changes. To teach this knowledge, code, then advance to the next construct (roughly a spiral syn- we propose a comprehension-rst pedagogy based on causal infer- tax approach [76]). In contrast, lile prior work has explored a ence, by showing, explaining, and assessing each path by stepping comprehension-rst pedagogy, teaching program semantics—how through concrete examples within many example programs.