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Effective advisement can help to address the disproportionately lower self-efficacy, identity, and sense of belonging experienced by Black students in computing degree programs.. Black social media influencers who produce video log (vlog) commentary content on the YouTube platform were investigated to determine the influence they have on improving computing identity for Black students. This exploratory study consists of three studies: (1) a synthesis of vlog commentary college and career advisement videos, coding for the quality of advisement, usability, and user experience; (2) an advisor effectiveness and user experience survey using a selected Black social media influencer who provides computing college and career advisement; and (3) a user experience and interaction preference survey using a selected Black social media influencer. Findings suggest YouTube influencers could be effective, particularly for beginners in the computing field. Future studies intend to further explore Black computing advisement through social media over a long term and at varying levels of interaction.
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CodeSport: Increasing Participation in Programming UsingCoding Tournaments as an Alternative to Hackathons
Though hackathons are successful in attracting large crowds, they may not be sufficiently effective for broadening participation in computing, because they lack appeal for underrepresented groups in computing, and for people with family and job obligations. We propose a contrasting model for creating interest in computing, by making coding a spectator sport. We present an experience report on the design and implementation of a coding tournament, including survey results that informed the design of the system along with post-event questionnaire data from participants, exploring their attitudes towards different coding events. We find that coding tournaments can be an effective and engaging alternative to hackathons, and that they can motivate some audience members to pursue more coding activities, and possibly even participate as competitors in future tournaments.
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- Award ID(s):
- 1837489
- PAR ID:
- 10099130
- Date Published:
- Journal Name:
- ACM Global Computing Education Conference (CompEd )
- Page Range / eLocation ID:
- 9 to 15
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3300115.3309505
