一句话：通过教学改革与经验分析，报告非计算机专业入门编程课程中多样性因素的影响，并发现协作式教学对女性及有语言障碍学生有正向作用。
数字化使编程与计算思维课程进入更多非计算机专业，但学生数字能力与技术背景差异大，入门编程教学面临挑战。已有研究多关注性别多样性，族裔、年龄、教育背景等维度则较少被探讨。本文报告了面向商业信息学本科一年级学生的入门编程课程经验：作者对教学概念和学习材料进行根本性调整，并分析哪些多样性因素影响编程教学，以及讲师和助教如何感知多样性。分析表明，协作式教学概念对女性学生和有语言障碍的学生具有正向支持作用。
Digitization is becoming part of almost everyone’s life, ranging from smartphones and tablets, smart devices automatically collecting information, to tools and scripting languages that are widely available and easy to use. This has recently been reflected in various university curricula, where courses such as computational thinking, and basic programming classes are now included in a broader range of (non-computer-science) programs. However, these programs often face challenges in such courses due to their diverse student body, with students often lacking profound digital competencies and technical background. While gender diversity aspects have been broadly studied in the past, other diversity dimensions such as ethnicity, age, or educational background have largely been neglected thus far. In this paper, we report on our experiences in teaching an introductory programming course to first-year Business Informatics bachelor students. After undergoing fundamental changes in our teaching concepts and the provided learning material, we explore what diversity factors play an important role when teaching programming to non-computer science students, and how diversity is perceived by lecturers and tutors. Our analysis confirms that a collaborative teaching concept positively supports female students and students with language barriers.
@inproceedings{paperbot10970,
title = {Exploring Diversity in Introductory Programming Classes: An Experience Report},
author = {Iris Groher and Michael Vierhauser and Barbara Sabitzer and Lisa Kuka and Alexander Hofer and David Muster},
booktitle = {ICSE},
year = {2022},
doi = {10.1109/icse-seet55299.2022.9794193}
}