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

Description

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 Organization Contents Curriculum Relevant Cybersecurity: Curriculum Guidance for the South African Context 1 Introduction 2 Background 2.1 Industry Requirements 2.2 Theoretical Frameworks 3 Research Design 3.1 Data Collection 3.2 Data Analysis 4 Analysis and Findings 4.1 General Characteristics 4.2 Knowledge Areas 4.3 Summary of Findings 5 Conclusion References Experiences, Motivations and Plans of Humanities Students Pursuing a Major in Information Systems in South Africa 1 Introduction 2 Related Works 2.1 Tertiary Education and Its Approach to Challenges 2.2 The Humanities and IS 2.3 Factors Influencing the Choice of Study and Career Choices 2.4 Student Experiences 3 Methods 3.1 Data Collection and Analysis 3.2 Sample 3.3 Case Description 4 Results 4.1 Overview of Findings 4.2 Motivations 4.3 Experiences 4.4 Plans 5 Discussion 5.1 Motivations 5.2 Experiences 5.3 Plans 6 Conclusion Appendix References Assessment Towards an Automated Assistant for Generating Mathematics Problems 1 Introduction 2 Related Work 3 COMPAH: Computer Assistant for High School Mathematics 3.1 Preliminaries 3.2 Categorisation of Problems 3.3 Problem Types 4 Evaluation of Scope 5 Utility of Archetypes 6 Conclusion References The Use of Binary Scales in Rubrics to Evaluate Computer Science Assessments 1 Introduction 2 Literature Review 2.1 Categorical Scale 2.2 Sliding Scale 2.3 Binary Scale 3 Research Design 4 Background 5 Conceptual Framework 5.1 Formulating a Scope 5.2 Formulating a Rubric 5.3 Assigning Weighting 6 Future Work 7 Conclusion References Teaching in Context Guidelines for Introducing Learners to Computer Programming in a Developing Country 1 Introduction 2 The TANKS Coding App 3 Stages in Rolling out the Unplugged Coding Project 3.1 Implementation of TANKS 3.2 Game Rollout 3.3 Expanding the Project 3.4 Teacher Training 4 Guidelines 4.1 Tools 4.2 Alternative Methods 4.3 Training 4.4 Funding 5 Conclusions and Future Research References First-Year Students’ IT Career Awareness 1 Introduction 2 Literature Review 2.1 IT Career Awareness 2.2 Career Theories 3 Research Methodology 4 Results 4.1 Biographical Data 4.2 Frequency Distribution – Job Titles and Job Descriptions 4.3 Frequency Distribution - Career Awareness 4.4 Exploratory Factor Analysis – Career Awareness 4.5 One-Sample t-Test Between IT and Non-IT Groups 4.6 MANOVA Results 4.7 ANOVA Job Titles/Descriptions 4.8 ANOVA Career Awareness - Prior to University Enrolment 4.9 ANOVA Career Awareness – Current 5 Discussion of Research Findings 6 Conclusions and Future Research References Innovative Teaching Gamification to Increase Undergraduate Students’ Teamwork Skills 1 Introduction 2 Literature Review 2.1 Gamification 2.2 Benefits of Gamification in Education 2.3 Negative Features of Gamification in Education 2.4 How to Gamify in Education 3 Research Methodology 3.1 Game 1 3.2 Game 2 3.3 Design Principles Applied 3.4 Self Determination Theory and Motivation Applied 4 Data Analysis and Discussion 4.1 Game 1 Data and Analysis 4.2 Game 2 Data and Analysis 5 Conclusion References Nested-Decider: An Animation Program for Aiding Teaching and Learning of Decisions/Nested Decisions 1 Introduction 2 Literature Review 2.1 Issues of Learning Introductory Programming 2.2 Animation Programs in Programming Education 3 Methodology 4 Experimental Setup 4.1 The Pre-teaching Algorithm Exercise 4.2 The Post-teaching Algorithm Exercise 4.3 Animation Program (Nested-Decider) 5 Results 5.1 Comparison Between Experimental and Control Groups (2021 First Semester) 5.2 Other Types of Errors that Were Found in the SIPS Programs 5.3 Nested-Decider Improved 5.4 Comparison Between Experimental and Control Groups (2021 Second Semester) 6 Discussion 7 Conclusion References Pandemic Pedagogy Student Experiences with Blended Learning at a South African University During the Pandemic 1 Introduction 2 Central Concepts 2.1 Blended Learning in Higher Education 2.2 Framework for Blended Learning Assessment 2.3 Readiness for Blended Learning 2.4 Blended Learning Options 2.5 Quality of Learning 3 Methods and Materials 4 Results 4.1 Student Readiness 4.2 Intensity of Adoption 4.3 Quality of Learning 5 Implications 6 Conclusion References “I Feel Like I Am Teaching Myself” - An Exploratory Study of the Factors and Implications of Online Learning 1 Introduction 2 Background 3 Theoretical Framework 4 Research Methodology 4.1 Data Analysis Method 4.2 Quantitative Data Analysis 4.3 Qualitative Data Analysis 5 Findings 5.1 Structural Model Evaluation 5.2 Hypotheses Testing 5.3 Qualitative Findings 6 Discussion 7 Conclusion References Author Index