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Gender and Engagement in CS Courses on Piazza

Authors:

Adrian Thinnyun,

Raymond Pettit,

John R. HottAuthors Info & Claims

SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

Pages 438 - 444

https://doi.org/10.1145/3408877.3432395

Published: 05 March 2021 Publication History

Abstract

Online discussion forums are being increasingly used in classrooms as a way to encourage collaborative learning and community. Piazza is one such forum that was built specifically for academic institutions, and has been widely adopted. Students have the opportunity to ask questions and seek answers from peers and instructors alike online, allowing them to find the information they need even if they do not know fellow students in the class or if they cannot make an instructor's office hours. However, recent analysis of the popular online discussion site Stack Overflow, suggests that women are more likely than men to withdraw from such a community if they do not identify other members of the same gender. Women are often a minority in computer science courses and may express difficulty interacting with or seeking help from their peers who are predominantly men. Considering the importance of providing equal access to students regardless of gender and the value of resources like Piazza in one's education, it is imperative to assess the representation and impact of gender on Piazza. We analyzed data from over 2,500 Piazza users across three computer science courses at the University of Virginia and found that women on Piazza post more questions than men, spend more time on the discussion site, and achieve higher reputation scores on average. However, they are more likely than men to both ask and answer questions anonymously and less likely to receive responses from members of the same gender.

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Cited By

Chen HShi NChen LLee R(2024)Enhancing educational Q&A systems using a Chaotic Fuzzy Logic-Augmented large language modelFrontiers in Artificial Intelligence10.3389/frai.2024.14049407Online publication date: 8-Aug-2024
https://doi.org/10.3389/frai.2024.1404940
Chatterjee AChoudhuri RSarkar MChattopadhyay SLiu DHedaoo SBurnett MSarma A(2024)Debugging for Inclusivity in Online CS Courseware: Does it Work?Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671117(419-433)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671117
Sibia NBernuy ASimovic THuang CTan YSeong ENobre CZingaro DLiut MPetersen A(2024)Exploring the Effects of Grouping by Programming Experience in Q&A ForumsProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671107(206-221)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671107
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Index Terms

Gender and Engagement in CS Courses on Piazza
1. Human-centered computing
  1. Collaborative and social computing
    1. Empirical studies in collaborative and social computing
2. Social and professional topics
  1. User characteristics
    1. Gender

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Published In

cover image ACM Conferences

SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

March 2021

1454 pages

ISBN:9781450380621

DOI:10.1145/3408877

General Chairs:
Mark Sherriff
University of Virginia, USA
,
Laurence D. Merkle
Air Force Institute of Technology, USA
,
Program Chairs:
Pamela Cutter
Kalamazoo College, USA
,
Alvaro Monge
California State University, Long Beach, USA
,
Judithe Sheard
Monash University, Australia

Copyright © 2021 ACM.

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Published: 05 March 2021

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Cited By

Chen HShi NChen LLee R(2024)Enhancing educational Q&A systems using a Chaotic Fuzzy Logic-Augmented large language modelFrontiers in Artificial Intelligence10.3389/frai.2024.14049407Online publication date: 8-Aug-2024
https://doi.org/10.3389/frai.2024.1404940
Chatterjee AChoudhuri RSarkar MChattopadhyay SLiu DHedaoo SBurnett MSarma A(2024)Debugging for Inclusivity in Online CS Courseware: Does it Work?Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671117(419-433)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671117
Sibia NBernuy ASimovic THuang CTan YSeong ENobre CZingaro DLiut MPetersen A(2024)Exploring the Effects of Grouping by Programming Experience in Q&A ForumsProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671107(206-221)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671107
Ko SStephens-Martinez K(2024)The Trees in the Forest: Characterizing Computing Students' Individual Help-Seeking ApproachesProceedings of the 2024 ACM Conference on International Computing Education Research - Volume 110.1145/3632620.3671099(343-358)Online publication date: 12-Aug-2024
https://dl.acm.org/doi/10.1145/3632620.3671099
Chen HShi NChen LLee R(2024)Chaotic Fuzzy Logic for Enhanced Educational Q&A System2024 IEEE 6th International Conference on Power, Intelligent Computing and Systems (ICPICS)10.1109/ICPICS62053.2024.10795881(604-608)Online publication date: 26-Jul-2024
https://doi.org/10.1109/ICPICS62053.2024.10795881
Kovaleva YKasurinen JKindsiko EHapponen A(2024)State-of-the-Art Review on Current Approaches to Female Inclusiveness in Software Engineering and Computer Science in Higher EducationIEEE Access10.1109/ACCESS.2023.334676712(1360-1373)Online publication date: 2024
https://doi.org/10.1109/ACCESS.2023.3346767
Albakri SAda MMorrison A(2023)The Roles of Confidence and Perceived Usefulness in Female Student Engagement in High School Computing ScienceProceedings of the 18th WiPSCE Conference on Primary and Secondary Computing Education Research10.1145/3605468.3605497(1-9)Online publication date: 27-Sep-2023
https://dl.acm.org/doi/10.1145/3605468.3605497
Sibia NZavaleta Bernuy AWilliams JLiut MPetersen ALaakso MMonga MSimon Sheard J(2023)Student Usage of Q&A Forums: Signs of Discomfort?Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 110.1145/3587102.3588842(33-39)Online publication date: 29-Jun-2023
https://dl.acm.org/doi/10.1145/3587102.3588842
Lenfant RWanner AHott JPettit RLaakso MMonga MSimon Sheard J(2023)Project-Based and Assignment-Based Courses: A Study of Piazza Engagement and Gender in Online CoursesProceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 110.1145/3587102.3588833(138-144)Online publication date: 29-Jun-2023
https://dl.acm.org/doi/10.1145/3587102.3588833
Sharma MMcTavish HPeng ZShah AAgarwal VSih CHogan EMolina IRaj AVaccaro K(2023)Engagement and Anonymity in Online Computer Science Course ForumsProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 110.1145/3568813.3600121(48-62)Online publication date: 7-Aug-2023
https://dl.acm.org/doi/10.1145/3568813.3600121
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