Research

Our research project focuses on implementing evidence-based strategies to foster inclusivity, equity, and diversity in introductory-level informatics courses. By employing methodologies for various fields (such as design science research and HCI concepts, experimental studies? psychological/behavioural interventions and modern methods of data analysis), we aim to identify barriers hindering diverse participation in both course enrollment and performance. Our desire is to create a supportive learning environment that addresses systemic inequalities and empowers all students to thrive.

In response to the nationwide integration of programming into elementary and secondary school curricula under Kunnskapsløftet 2020, this project aims to investigate the implications for higher education informatics instruction. With children as young as 7 years old now learning programming, it is anticipated that adjustments will be necessary in higher education to accommodate students' prior knowledge. This necessitates an understanding of the proficiency levels and specific concepts with which incoming students are already familiar. The National Prior Knowledge Test in Programming is designed to meet this need by assessing the extent of students' programming proficiency and their familiarity with specific concepts. Administered annually at various higher education institutions across Norway, the test serves as a tool for continuously evaluating the programming competency of incoming beginner students. By identifying the existing skills and knowledge of these students, educators can better tailor introductory and advanced courses to integrate and build upon their prior learning effectively.

Se also programmeringstesten.no

In this project, we delve into the challenges faced by first-year higher education students in computer science (CS) programs and their impact on academic performance, engagement, and retention. We initiated a teaching intervention within a CS1 course, prompting students to articulate and reflect upon their anticipated challenges for the course.

Through this intervention, we compiled a comprehensive dataset encompassing all anticipated challenges reported by students, along with pertinent background information. Employing an inductive coding approach, we meticulously categorized these challenges and examined correlations between specific challenges and student characteristics.

Our overarching objective is to leverage this valuable information to develop a series of targeted studies and interventions tailored to address the identified challenges effectively. By implementing these interventions, we aim to mitigate obstacles encountered by students, thereby enhancing their academic performance, engagement levels, and ultimately, their retention within the CS program.

Through this multidimensional approach, we aspire to contribute to the ongoing enhancement of first-year CS education, fostering an environment conducive to the success and persistence of students in their academic journey.