Teaching How to Program using Automated Assessment and Functional Glossy Games (Experience Report)

• Tipo: Artigo em Livro de Atas de Conferência Internacional
• Data: 2018

Autores

Almeida, JB (Autor) Outra; Cunha, A (Autor) Outra; Macedo, N (Autor) Outra; Pacheco, H (Autor) Outra; Proenca, J (Autor) Outra

Ata de Conferência Internacional

Título: PROCEEDINGS OF THE ACM ON PROGRAMMING LANGUAGES

Página Inicial: 82:1

23rd ACM SIGPLAN International Conference on Functional Programming (ICFP)

St Louis, MO, SEP 23-29, 2018

Indexação

ISI Web of Knowledge - 7 Citações

Scopus - 9 Citações

Classificação Científica

CORDIS: Ciências Físicas > Ciência de computadores

FOS: Ciências exactas e naturais > Ciências da computação e da informação

Outras Informações

ID Authenticus: P-00P-S0Q

DOI: 10.1145/3236777

Abstract (EN): Our department has long been an advocate of the functional-first school of programming and has been teaching Haskell as a first language in introductory programming course units for 20 years. Although the functional style is largely beneficial, it needs to be taught in an enthusiastic and captivating way to fight the unusually high computer science drop-out rates and appeal to a heterogeneous population of students. This paper reports our experience of restructuring, over the last 5 years, an introductory laboratory course unit that trains hands-on functional programming concepts and good software development practices. We have been using game programming to keep students motivated, and following a methodology that hinges on test-driven development and continuous bidirectional feedback. We summarise successes and missteps, and how we have learned from our experience to arrive at a model for comprehensive and interactive functional game programming assignments and a general functionally-powered automated assessment platform, that together provide a more engaging learning experience for students. In our experience, we have been able to teach increasingly more advanced functional programming concepts while improving student engagement.

Idioma: Inglês

Tipo (Avaliação Docente): Científica

Nº de páginas: 17