ICT education : 51st Annual Conference of the Southern African Computer Lecturers' Association, SACLA 2022, Cape Town, South Africa, July 21-22, 2022 : revised selected papers

This book constitutes the refereed proceedings of the 51st Annual Conference of the Southern African Computer Lecturers' Association, SACLA 2022, held in Cape Town, South Africa, during July 21–22, 2022. The 10 full papers were included in this book were carefully reviewed and selected from 31 submissions. They were organized in topical sections as follows: ​curriculum; assessment; teaching in context; innovative teaching; and pandemic pedagogy. Preface 6 Organization 8 Contents 10 Curriculum 12 Relevant Cybersecurity: Curriculum Guidance for the South African Context 13 1 Introduction 13 2 Background 14 2.1 Industry Requirements 15 2.2 Theoretical Frameworks 15 3 Research Design 17 3.1 Data Collection 17 3.2 Data Analysis 18 4 Analysis and Findings 18 4.1 General Characteristics 18 4.2 Knowledge Areas 19 4.3 Summary of Findings 26 5 Conclusion 27 References 28 Experiences, Motivations and Plans of Humanities Students Pursuing a Major in Information Systems in South Africa 30 1 Introduction 30 2 Related Works 31 2.1 Tertiary Education and Its Approach to Challenges 31 2.2 The Humanities and IS 31 2.3 Factors Influencing the Choice of Study and Career Choices 32 2.4 Student Experiences 32 3 Methods 33 3.1 Data Collection and Analysis 33 3.2 Sample 33 3.3 Case Description 34 4 Results 36 4.1 Overview of Findings 36 4.2 Motivations 36 4.3 Experiences 39 4.4 Plans 42 5 Discussion 43 5.1 Motivations 43 5.2 Experiences 44 5.3 Plans 45 6 Conclusion 46 Appendix 47 References 52 Assessment 53 Towards an Automated Assistant for Generating Mathematics Problems 54 1 Introduction 54 2 Related Work 56 3 COMPAH: Computer Assistant for High School Mathematics 57 3.1 Preliminaries 58 3.2 Categorisation of Problems 59 3.3 Problem Types 60 4 Evaluation of Scope 63 5 Utility of Archetypes 63 6 Conclusion 65 References 65 The Use of Binary Scales in Rubrics to Evaluate Computer Science Assessments 67 1 Introduction 67 2 Literature Review 68 2.1 Categorical Scale 68 2.2 Sliding Scale 69 2.3 Binary Scale 69 3 Research Design 69 4 Background 70 5 Conceptual Framework 73 5.1 Formulating a Scope 75 5.2 Formulating a Rubric 76 5.3 Assigning Weighting 77 6 Future Work 79 7 Conclusion 80 References 80 Teaching in Context 82 Guidelines for Introducing Learners to Computer Programming in a Developing Country 83 1 Introduction 83 2 The TANKS Coding App 85 3 Stages in Rolling out the Unplugged Coding Project 86 3.1 Implementation of TANKS 86 3.2 Game Rollout 88 3.3 Expanding the Project 90 3.4 Teacher Training 93 4 Guidelines 94 4.1 Tools 94 4.2 Alternative Methods 95 4.3 Training 95 4.4 Funding 95 5 Conclusions and Future Research 96 References 96 First-Year Students’ IT Career Awareness 99 1 Introduction 99 2 Literature Review 100 2.1 IT Career Awareness 101 2.2 Career Theories 102 3 Research Methodology 102 4 Results 103 4.1 Biographical Data 103 4.2 Frequency Distribution – Job Titles and Job Descriptions 104 4.3 Frequency Distribution - Career Awareness 105 4.4 Exploratory Factor Analysis – Career Awareness 107 4.5 One-Sample t-Test Between IT and Non-IT Groups 107 4.6 MANOVA Results 108 4.7 ANOVA Job Titles/Descriptions 109 4.8 ANOVA Career Awareness - Prior to University Enrolment 109 4.9 ANOVA Career Awareness – Current 110 5 Discussion of Research Findings 111 6 Conclusions and Future Research 112 References 113 Innovative Teaching 116 Gamification to Increase Undergraduate Students’ Teamwork Skills 117 1 Introduction 117 2 Literature Review 119 2.1 Gamification 119 2.2 Benefits of Gamification in Education 121 2.3 Negative Features of Gamification in Education 122 2.4 How to Gamify in Education 123 3 Research Methodology 124 3.1 Game 1 125 3.2 Game 2 126 3.3 Design Principles Applied 126 3.4 Self Determination Theory and Motivation Applied 127 4 Data Analysis and Discussion 128 4.1 Game 1 Data and Analysis 129 4.2 Game 2 Data and Analysis 130 5 Conclusion 132 References 132 Nested-Decider: An Animation Program for Aiding Teaching and Learning of Decisions/Nested Decisions 135 1 Introduction 135 2 Literature Review 136 2.1 Issues of Learning Introductory Programming 136 2.2 Animation Programs in Programming Education 137 3 Methodology 138 4 Experimental Setup 139 4.1 The Pre-teaching Algorithm Exercise 139 4.2 The Post-teaching Algorithm Exercise 140 4.3 Animation Program (Nested-Decider) 140 5 Results 143 5.1 Comparison Between Experimental and Control Groups (2021 First Semester) 143 5.2 Other Types of Errors that Were Found in the SIPS Programs 145 5.3 Nested-Decider Improved 146 5.4 Comparison Between Experimental and Control Groups (2021 Second Semester) 147 6 Discussion 150 7 Conclusion 152 References 152 Pandemic Pedagogy 155 Student Experiences with Blended Learning at a South African University During the Pandemic 156 1 Introduction 156 2 Central Concepts 157 2.1 Blended Learning in Higher Education 157 2.2 Framework for Blended Learning Assessment 158 2.3 Readiness for Blended Learning 158 2.4 Blended Learning Options 159 2.5 Quality of Learning 160 3 Methods and Materials 160 4 Results 162 4.1 Student Readiness 162 4.2 Intensity of Adoption 164 4.3 Quality of Learning 169 5 Implications 171 6 Conclusion 173 References 174 “I Feel Like I Am Teaching Myself” - An Exploratory Study of the Factors and Implications of Online Learning 176 1 Introduction 176 2 Background 177 3 Theoretical Framework 178 4 Research Methodology 179 4.1 Data Analysis Method 181 4.2 Quantitative Data Analysis 181 4.3 Qualitative Data Analysis 182 5 Findings 182 5.1 Structural Model Evaluation 183 5.2 Hypotheses Testing 183 5.3 Qualitative Findings 183 6 Discussion 186 7 Conclusion 187 References 188 Author Index 191