ICT Education: 52nd Annual Conference of the Southern African Computer Lecturers' Association, SACLA 2023, Gauteng, South Africa, July 19–21, 2023, ... in Computer and Information Science)

This book constitutes the refereed proceedings of the 52nd Annual Conference of the Southern African Computer Lecturers' Association on ICT Education, SACLA 2023, held in Gauteng, South Africa, during July 19–21, 2023. The 12 full papers included in this book were carefully reviewed and selected from 42 submissions. They were organized in topical sections as follows: student centered teaching and learning; AI and future movements; programming; and beyond the classroom. Preface Organization Contents Student Centered Teaching and Learning A Framework for Creating Virtual Escape Rooms to Teach Computational Thinking 1 Introduction 2 Literature Review 2.1 Components of Computational Thinking 2.2 Integrating Computational Thinking into the Curriculum 2.3 Escape Rooms 2.4 The Use of Escape Rooms to Facilitate Computational Thinking 2.5 The EscapED Framework for Creating Educational Escape Rooms 3 Methodology 4 Results 4.1 Cycle 1 4.2 Cycle 2 4.3 Cycle 3 4.4 The Final VEscapeCT Framework 5 Conclusion References Value of Explicit Instruction in Teaching Computer Programming to Post-graduate Students: The Kirkpatrick Training Evaluation Model 1 Introduction 2 Theoretical Framework 2.1 Reaction 2.2 Learning 2.3 Behaviour 2.4 Results 3 Pedagogical Intervention 4 Research Design and Methods 4.1 Design 4.2 Data Collection 4.3 Data Analysis 5 Results and Interpretation 5.1 Reaction 5.2 Learning 5.3 Behaviour 5.4 Results 6 Conclusions and Future Work References Reducing Contention in an Undergraduate Capstone Project Allocation System 1 Introduction 2 Existing Approaches 3 Project Bidding 3.1 Obtaining Bidding Rights 3.2 Placing Bids 4 Project Allocation 4.1 Weighted Bidding Pool Probabilities 4.2 Project Processing Order 4.3 Allocating a Project 4.4 Finalising the Allocation 5 System Performance and Analysis 5.1 System Statistics 5.2 Project Contention 5.3 Optimal Versus Non-optimal Allocation 6 Conclusion References Factors Determining the Success of Online Learning Videos for Programming 1 Introduction 2 Background 2.1 Online Teaching and Learning 2.2 Online Learning Videos 3 Empirical Investigation 3.1 Settings and Participants 3.2 User Interface Programming 1 3.3 Data Collection, Instrument and Analysis 4 Results and Discussion 4.1 Quantitative Results 4.2 Qualitative Results – “Benefits” 4.3 Qualitative Results – “Drawbacks” 5 Conclusion Addendum A References Exploring Flipped Learning in an Introductory Programming Module: A Literature Review 1 Introduction 2 Research Method 2.1 Research Question 2.2 Search Terms 2.3 Selection Criteria 2.4 Source Selection 2.5 Data Extraction 3 Results 4 Discussion 5 Conclusion References Transitioning an Introductory Programming Course into a Blended Learning Format 1 Introduction 2 Related Work 3 Course Design 3.1 Background 3.2 Course Development and Implementation 3.3 Implementation 4 Results and Discussion 4.1 Effect of Blended Learning on Final Marks 4.2 Feedback on Blended Learning 5 Conclusion References AI and Future Movements; Programming Demystifying the Impact of ChatGPT on Teaching and Learning 1 Introduction 1.1 Statement of the Problem 1.2 Overview 2 Related Work 2.1 Use of chatGPT in Teaching and Learning 3 The Paradoxes of chatGPT and the Future of Education 4 Recommendations 4.1 Recommendations for Students 4.2 Recommendations for Instructors 5 Conclusion References Using ChatGPT to Encourage Critical AI Literacy Skills and for Assessment in Higher Education 1 Introduction 2 Literature Review 2.1 Strengths and Limitations of ChatGPT 2.2 Opportunities that Generative AI Technologies & LLMs Present to Higher Education 2.3 Challenges that Generative AI Technologies & LLMs Pose to Higher Education 3 Research Methodology and Assignment Description 4 Findings 4.1 What Were the Students’ Perceptions on the Usefulness of ChatGPT’s Outputs? 4.2 How Did ChatGPT Perform in Producing a Rubric and Evaluating Students’ Assignments? 5 Discussion and Conclusions References A Consolidated Catalogue of Question Types for Programming Courses 1 Introduction 2 Research Method 3 A Catalogue of Question Types for Programming 3.1 Question Type 1: Write code 3.2 Question Type 2: Write Code by Using Specific Code 3.3 Question Type 3: Modify Specific Code 3.4 Question Type 4: Create a Design 3.5 Question Type 5: Debug Code 3.6 Question Type 6: Analyse code 3.7 Question Type 7: Write Preconditions for Specific Code 3.8 Question Type 8: Create a Model 3.9 Question Type 9: Create an Example 3.10 Question Type 10: Theory Questions 3.11 Question Type 11: Focused on the Constructs of the Programming Language 3.12 Question Type 12: Create a Question 3.13 Question Type 13: Run the code in an IDE 3.14 Question Type 14: Self-reflection 4 Discussion 5 Conclusion References Beyond the Classroom An Alumni Satisfaction Model for Computing Departments 1 Introduction 2 The Research Objective, Problem and Research Design 2.1 Participants 2.2 Measuring Instrument 2.3 Data Analysis Methods 2.4 Pilot Study 3 Literature Review 3.1 Hypotheses for the Alumni Satisfaction Model 4 Results and Discussion 4.1 Reliability 4.2 Correlations and Hypotheses Testing 4.3 Discussion 5 Conclusions, Limitations and Future Research References Motivations and Experiences of Recognition of Prior Learning Candidates in Information Systems Programmes 1 Introduction 2 Literature Review 2.1 Background 2.2 Origins of RPL 2.3 Overview of RPL 2.4 RPL Process and Purpose 2.5 RPL Implementation 2.6 Experiences from RPL Implementation in Various Disciplines 3 Research Method 4 Research Findings 4.1 Overview of Findings 4.2 Motivations 4.3 Experiences 5 Discussion 6 Conclusion References First Year Computing Students’ Career Choice Influencers 1 Introduction 2 The Research Problem 3 The Research Design 4 Literature Review 4.1 Background Information 4.2 Parents, Family and Friends 4.3 Sources of Information 4.4 Learning Experiences 5 Results 5.1 Biographical Details 5.2 Parents as Career Influencers 5.3 Sources of Career Influence 5.4 Exploratory Factor Analysis (EFA) 5.5 Career Choice Influencers (ANOVA Results) 5.6 Tangible Africa Coding Project – A Possible Solution 6 Conclusions, Limitations and Future Research References Author Index