In today’s digital era,algorithms have become an indispensable part of our daily lives and work.Algorithm education plays a crucial role in computer science and software engineering,aiming to cultivate students’prob...In today’s digital era,algorithms have become an indispensable part of our daily lives and work.Algorithm education plays a crucial role in computer science and software engineering,aiming to cultivate students’problem-solving skills and computational thinking.However,traditional algorithm education often requires significant time and efforts from teachers,lacks interactivity,and provides limited examples.The rapid advancement of AI technology,particularly generative models,and large language models(LLMs),has the potential to revolutionize computer education.Models like OpenAI’s GPT-4 and ChatGPT have conversational capabilities and contribute to various aspects of computer education.GPT-3.5,as an assistant in algorithm education,assists teachers in automatically generating explanations and algorithmic examples to enhance students’understanding of algorithms.While existing research has certain limitations,such as focusing on specific scenarios and lacking comprehensive benchmark testing,this paper explores the role of ChatGPT(GPT-3.5)in algorithm education.By refining prompts and evaluating generative capabilities,the study demonstrates that GPT-3.5 holds significant potential as a teaching aid.With an average accuracy of 0.81.GPT-3.5 can generate explanations,code examples,and visualizations of the corresponding algorithms.Other tests including algorithm problem-solving and examples giving also prove the practicability of GPT-3.5 in algorithm education.展开更多
This article looks at the developments of computing in Papua New Guinea (PNG) in the post-independence era. More specifically, this article examines the development of national policies on Information and Communicatio...This article looks at the developments of computing in Papua New Guinea (PNG) in the post-independence era. More specifically, this article examines the development of national policies on Information and Communications Technology (ICT), digital technologies in PNG, and the development of computing education in PNG since 1975. The research findings reveal that PNG has made solid progress in computing, ICT, national ICT policies, digital technologies, and computing education at universities in the post-independence era. The proposed approach in this article might facilitate the research and development of computing, ICT, digital technologies, and big data analytics in PNG, and beyond.展开更多
The COVID-19 outbreak severely affected formal face-to-face classroom teaching and learning.ICT-based online education and training can be a useful measure during the pandemic.In the Pakistani educational context,the ...The COVID-19 outbreak severely affected formal face-to-face classroom teaching and learning.ICT-based online education and training can be a useful measure during the pandemic.In the Pakistani educational context,the use of ICT-based online training is generally sporadic and often unavailable,especially for developing English-language instructors’listening comprehension skills.The major factors affecting availability include insufficient IT resources and infrastructure,a lack of proper online training for speech and listening,instructors with inadequate academic backgrounds,and an unfavorable environment for ICT-based training for listening comprehension.This study evaluated the effectiveness of ICT-based training for developing secondary-level English-language instructors’listening comprehension skills.To this end,collaborative online training was undertaken using random sampling.Specifically,60 private-school instructors in Chakwal District,Pakistan,were randomly selected to receive online-listening training sessions using English dialogs.The experimental group achieved significant scores in the posttest analysis.Specifically,there were substantial improvements in the participants’listening skills via online training.Given the unavailability of face-to-face learning during COVID-19,this study recommends using ICT-based online training to enhance listening comprehension skills.Education policymakers should revise curricula based on online teaching methods and modules.展开更多
In today’s world,humanity is immersed in a digital era where technological advances driven by computers permeate everyone’s life.The situation raises the need for computing and engineering education to inform studen...In today’s world,humanity is immersed in a digital era where technological advances driven by computers permeate everyone’s life.The situation raises the need for computing and engineering education to inform students of their responsibilities to society and their preparation to enter higher education and the workplace.Competency and technical performance are central to this thinking.This article poses two questions:Has competency-based learning in computing and engineering transformed into the current digital age?If so,to what extent has computing and engineering education adopted competency-based learning in their curricula?The authors explore three reports affecting computing and engineering education to address these queries.They include the 2019 Chinese Computer Education for Sustainable Competence(Blue Book),the Computing Curricula 2020:Paradigms for Global Computing Education,and the 2023 Infinite Possibilities:Report on the Digital Development of Global Higher Education.The first emphasizes the importance and necessary elements of sustainable competency and agile education for com-puting and engineering in the digital era.The second defines competency as a triad of knowledge,skills,and human dispositions;it promotes the transformation from knowledge-based to competency-based learning.The third report provides a pathway for the modern digital development of global higher education in a digital and technological age.All three publications support directly or indirectly the transformation of competency into the current digital age.However,computing and engineering programs have yet to adopt competency-based learning in their curricula.Time can tell whether sustainable competency will permeate computing and engineering education globally.In the meantime,acade-micians and industry professionals should continue pursuing the cause to prepare students and graduates adequately as they become part of the digital era.展开更多
Amid the digital revolution,this research explores a groundbreaking topicthe potential impact of metaverse services on the future of computing and engineering education.The transformative potential of metaverse servic...Amid the digital revolution,this research explores a groundbreaking topicthe potential impact of metaverse services on the future of computing and engineering education.The transformative potential of metaverse services in education is a beacon of the future,promising new learning modes in digital environments.This work poses two questions:Will metaverse services affect computing and engineering education learning?If so,to what extent has computing and engineering education adopted metaverse services in its curricula?To address these queries,the authors researched several metaverse activities affecting computing and engineering education.The new concepts of metaverse services,metaverse education services,and metaverse education service space are presented and analyzed.This research also discusses the influences of metaverse and services on computing and engineering education.The research showed a transformation toward metaverse service education in the evolving digital era.Academic and industry professionals must recognize the critical need to prepare students and graduates for the digital era adequately.The future is coming whereby metaverse,higher education,and services will generate a new destiny for computing and engineering education with new learning modes in digital environments.The transformative potential of metaverse services in education cannot be overstated,and the academic and industry communities must recognize and embrace this phenomenon.展开更多
基金funded by the Double First Class Graduate Quality Curriculum Construction Project of Shanghai Jiao Tong University。
文摘In today’s digital era,algorithms have become an indispensable part of our daily lives and work.Algorithm education plays a crucial role in computer science and software engineering,aiming to cultivate students’problem-solving skills and computational thinking.However,traditional algorithm education often requires significant time and efforts from teachers,lacks interactivity,and provides limited examples.The rapid advancement of AI technology,particularly generative models,and large language models(LLMs),has the potential to revolutionize computer education.Models like OpenAI’s GPT-4 and ChatGPT have conversational capabilities and contribute to various aspects of computer education.GPT-3.5,as an assistant in algorithm education,assists teachers in automatically generating explanations and algorithmic examples to enhance students’understanding of algorithms.While existing research has certain limitations,such as focusing on specific scenarios and lacking comprehensive benchmark testing,this paper explores the role of ChatGPT(GPT-3.5)in algorithm education.By refining prompts and evaluating generative capabilities,the study demonstrates that GPT-3.5 holds significant potential as a teaching aid.With an average accuracy of 0.81.GPT-3.5 can generate explanations,code examples,and visualizations of the corresponding algorithms.Other tests including algorithm problem-solving and examples giving also prove the practicability of GPT-3.5 in algorithm education.
文摘This article looks at the developments of computing in Papua New Guinea (PNG) in the post-independence era. More specifically, this article examines the development of national policies on Information and Communications Technology (ICT), digital technologies in PNG, and the development of computing education in PNG since 1975. The research findings reveal that PNG has made solid progress in computing, ICT, national ICT policies, digital technologies, and computing education at universities in the post-independence era. The proposed approach in this article might facilitate the research and development of computing, ICT, digital technologies, and big data analytics in PNG, and beyond.
基金The authors are grateful to the Taif University Researchers Supporting Project number(TURSP-2020/36),Taif University,Taif,Saudi Arabia。
文摘The COVID-19 outbreak severely affected formal face-to-face classroom teaching and learning.ICT-based online education and training can be a useful measure during the pandemic.In the Pakistani educational context,the use of ICT-based online training is generally sporadic and often unavailable,especially for developing English-language instructors’listening comprehension skills.The major factors affecting availability include insufficient IT resources and infrastructure,a lack of proper online training for speech and listening,instructors with inadequate academic backgrounds,and an unfavorable environment for ICT-based training for listening comprehension.This study evaluated the effectiveness of ICT-based training for developing secondary-level English-language instructors’listening comprehension skills.To this end,collaborative online training was undertaken using random sampling.Specifically,60 private-school instructors in Chakwal District,Pakistan,were randomly selected to receive online-listening training sessions using English dialogs.The experimental group achieved significant scores in the posttest analysis.Specifically,there were substantial improvements in the participants’listening skills via online training.Given the unavailability of face-to-face learning during COVID-19,this study recommends using ICT-based online training to enhance listening comprehension skills.Education policymakers should revise curricula based on online teaching methods and modules.
基金the National Science Foundation of the United States for supporting the Collaborative Research:A Data-Driven Employer-Academia Partnership for Continual Computing Curricular Change(No.2111435)the Twenty Experts Forum Team on Computer Education for their contribution to the Blue Book,and the author team for their contribution to the Infinite Possibilities report.
文摘In today’s world,humanity is immersed in a digital era where technological advances driven by computers permeate everyone’s life.The situation raises the need for computing and engineering education to inform students of their responsibilities to society and their preparation to enter higher education and the workplace.Competency and technical performance are central to this thinking.This article poses two questions:Has competency-based learning in computing and engineering transformed into the current digital age?If so,to what extent has computing and engineering education adopted competency-based learning in their curricula?The authors explore three reports affecting computing and engineering education to address these queries.They include the 2019 Chinese Computer Education for Sustainable Competence(Blue Book),the Computing Curricula 2020:Paradigms for Global Computing Education,and the 2023 Infinite Possibilities:Report on the Digital Development of Global Higher Education.The first emphasizes the importance and necessary elements of sustainable competency and agile education for com-puting and engineering in the digital era.The second defines competency as a triad of knowledge,skills,and human dispositions;it promotes the transformation from knowledge-based to competency-based learning.The third report provides a pathway for the modern digital development of global higher education in a digital and technological age.All three publications support directly or indirectly the transformation of competency into the current digital age.However,computing and engineering programs have yet to adopt competency-based learning in their curricula.Time can tell whether sustainable competency will permeate computing and engineering education globally.In the meantime,acade-micians and industry professionals should continue pursuing the cause to prepare students and graduates adequately as they become part of the digital era.
基金research team on metaverse education and services in Harbin Institute of Technology,and the National Science Foundation of the United States for supporting the DEAP Project(#2111435).
文摘Amid the digital revolution,this research explores a groundbreaking topicthe potential impact of metaverse services on the future of computing and engineering education.The transformative potential of metaverse services in education is a beacon of the future,promising new learning modes in digital environments.This work poses two questions:Will metaverse services affect computing and engineering education learning?If so,to what extent has computing and engineering education adopted metaverse services in its curricula?To address these queries,the authors researched several metaverse activities affecting computing and engineering education.The new concepts of metaverse services,metaverse education services,and metaverse education service space are presented and analyzed.This research also discusses the influences of metaverse and services on computing and engineering education.The research showed a transformation toward metaverse service education in the evolving digital era.Academic and industry professionals must recognize the critical need to prepare students and graduates for the digital era adequately.The future is coming whereby metaverse,higher education,and services will generate a new destiny for computing and engineering education with new learning modes in digital environments.The transformative potential of metaverse services in education cannot be overstated,and the academic and industry communities must recognize and embrace this phenomenon.
