Team

Matthias Kramer

Academic Staff

Matthias Kramer

Room:
SA-224
Telephone:
+49 201 18-37295
Fax:
+49 201 18-36897
Email:
Consultation Hour:
n.V.
Homepage:
https://www.ddi.wiwi.uni-due.de/team/lehrbeauftragte/matthias-kramer
Address:
Universität Duisburg-Essen, Campus Essen
Fakultät für Wirtschaftswissenschaften
Didaktik der Informatik
Schützenbahn 70
45127 Essen

Curriculum Vitae:

since 04/2013 Research Associate at the University of Duisburg-Essen at the chair of Didaktik der Informatik supervised by Prof. Dr. Torsten Brinda
04/12 - 07/12 2nd State Exam Thesis (2. Staatsexamensarbeit) in the Context of a Pedagogical Thesis supervised by Harald Ensslen (staatl. Studienseminar für Lehrerausbildung) and Falk Möckel (Karl-Theodor-Liebe-Gymnasium). Topic: Spielerische Einführung in die objektorientierte Programmierung mit Greenfoot im Wahlunterricht Informatik der Klassenstufe 10.
02/11 - 01/13 Assistant Teacher at Karl-Theodor-Liebe-Gymnasium in Gera
10/10 - 01/11 Research Associate at the chair of Algebra and Number Theory supervised by Dr. Hartmut Menzer
07/09 - 10/09 1st State Exam Thesis (1. Staatsexamensarbeit) in the Context of a Scientific Thesis supervised by Prof. Dr. Martin Mundhenk (Working Group Complexity and Logic). Topic: Model-Checking for Intuitionistic Logics.
10/05 - 05/10 Student of Teaching Computer Science and Mathematics at Secondary Schools at the Friedrich-Schiller-Universität in Jena
10/04 - 06/05 Military Service at the 1./FmAufklAbschn 921 in Berlin/Gatow
1996 - 2004 High School Tilesiusgymnasium in Mühlhausen/Thüringen
1992 - 1996 Elementary School Margareten in Mühlhausen/Thüringen

Fields of Research:

Competency modelling and measurement in the field of object-oriented programming

Publications:

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  • Keil, L.; Batur, F.; Kramer, M.; Brinda, T.: Stereotypes of Secondary School Students Towards People in Computer Science. In: Brinda, T.; Passey, D.; Keane, T. (Ed.): Proceedings of the IFIP TC3 Open Conference on Computers in Education (OCCE 2020). Springer, Cham 2020. Citation Details
  • Kramer, M.; Barkmin, M.; Brinda, T.: Identifying Predictors for Code Highlighting Skills - A regressional analysis of knowledge, syntax abilities and highlighting skills. In: Kurkovsky, Stanislav; Paterson, Jim (Ed.): Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE ’19). ACM, New York, NY, USA 2019, p. 367-373. doi:10.1145/3304221.3319745 Full text Citation Details
  • Brinda, T.; Kramer, M.: Competency models in computing education. In: Tatnall, A. (Ed.): Encyclopedia of Education and Information Technologies. Springer, Cham 2019. doi:10.1007/978-3-319-60013-0_5-1 Citation Details
  • Brinda, T.; Kramer, M.: Programming Languages for Secondary Schools, Java. In: Tatnall, A. (Ed.): Encyclopedia of Education and Information Technologies. Springer, Cham 2019. doi:10.1007/978-3-319-60013-0_12-1 Citation Details
  • Kelter, R.; Kramer, M.; Brinda, T.: Teachers' Perspectives on Learning and Programming Environments for Secondary Education. In: Ifip (Ed.): Proceedings of the IFIP TC3 Open Conference on Computers in Education (OCCE 2018). Springer, Cham 2019. Citation Details
  • Kramer, M.; Barkmin, M.; Brinda, T.; Tobinski, D.: Automatic Assessment of Source Code Highlighting Tasks - Investigation of different means of measurement. In: Joy, M.; Ihantola, P. (Ed.): Proceedings of the 18th Koli Calling Conference on Computing Education Research. ACM Press, New York 2018. doi:10.1145/3279720.3279729 Full text Citation Details

    In order to define and create certain elements of object-oriented programming source code, a necessary prerequisite for prospective programmers is being able to identify these elements in a given piece of source code. A reasonable task is therefore, to hand out existing source code to students and to ask them to highlight all occurrences of a certain concept, e.g. class identifiers or method signatures. This usually results in wide range of highlights. To quantify the received results and therefore to make plausible inferences about possible abilities, it is vital to have a reliable and valid method of measurement. First, we investigate various means of measurement towards this concern, including measures from inter-rater reliability and agreement, Cohen's κ and Krippendorff's α, as well as measures from binary classification, such as F1. Those values are then applied on constructed examples. We found that Cohen's κ already represents a given response in an adequate manner.

  • Brinda, T.; Kramer, M.; Beeck, Y.: Middle School Learners' Conceptions of Social Networks - Results of an Interview Study. In: Joy, M.; Ihantola, P. (Ed.): Proceedings of the 18th Koli Calling Conference on Computing Education Research. ACM Press, New York 2018. doi:10.1145/3279720.3279723 Full text Citation Details

    Social networks are widely and increasingly used by youths. Thereby, they experience various computing-related phenomena (such as recommendations for new contacts or interesting content), which might require further explanation. From conception research in science education it is known that such everyday experiences can lead to the formation of individual explanations and conceptions, which do not necessarily have to be in line with underlying scientific concepts. Incomplete or wrong conceptions can lead to difficulties in future learning processes. Therefore, the description and analysis of such conceptions is relevant for computing education, because they can be used by teachers for the development of student-centered classroom activities. Since social network systems are complex computing systems, the investigation of student conceptions had to be limited to selected aspects to keep the study manageable. Therefore, in the study described in this paper, middle school learners' perspectives of personal data processing, data storage and algorithmic processes in social networks were investigated based on the model of educational reconstruction. A total of eight semi-structured interviews with 12 to 14 years-old learners from two grammar schools in North Rhine-Westphalia, West Germany, were conducted using an interview guide that focused on the abovementioned computing-related aspects of social networks. The interviews were transcribed and analyzed using the method of qualitative content analysis according to Mayring. As a result, a number of conceptions could be identified, which were anchored in the technical concepts, but of ten superficial and quite general.

  • Kelter, R.; Kramer, M.; Brinda, T.: Statistical Frequency-Analysis of Misconceptions In Object-Oriented Programming From Educator’s Perspective. In: Joy, M.; Ihantola, P. (Ed.): Proceedings of the 18th Koli Calling Conference on Computing Education Research. ACM Press, New York 2018. doi:10.1145/3279720.3279727 Full text Citation Details

    The object-oriented programming (OOP) paradigm is quite prominent in German secondary schools. To challenge and overcome possible difficulties in the learning process it is vital for educators to have knowledge about possible (mis-)conceptions. Traditionally, these are gathered by investigating the mental models of students, e.g. towards object-orientation. While on the one side lots of misconceptions could not be reproduced in replication studies, on the other side most of ten students are asked, while teachers could provide an overview on one or several courses. To tackle both aspects at once, this paper describes the investigation of teachers views on occurring student misconceptions regarding OOP in their lessons. Therefore misconceptions were gathered from literature and were condensed into a survey. The answers of 79 teachers are analysed regarding the frequency with which teachers register misconceptions, which of those are possibly new and by fitting linear and quadratic regression models it is investigated, which external factors, such as teaching approach, work experience or educational degree, might influence the perceived frequency of registered misconceptions. All aspects show promising results for further investigations towards the research of misconceptions in OOP.

  • Kramer, M.; Barkmin, M.; Brinda, T.: Evaluating Submissions in Source Code Highlighting Tasks - Preliminary Considerations for Automatic Assessment. In: Mühling, A.; Cutts, Q.; Schwill, A. (Ed.): Proceedings of the 13th Workshop in Primary and Secondary Computing Education (WIPSCE 2018), Potsdam, Germany, 4.-6. Oktober 2018. ACM Press, New York 2018. doi:10.1145/3265757.3265775 Full text Citation Details

    The reading and understanding of source code is a necessary prerequisite for prospective programmers to write their own code. Thus, a reasonable task is to determine certain concepts like class identifiers in a given source code. In order to automatically evaluate the responses, they must be quantified. Hence, it is vital to have reliable and valid methods of measurement. In this paper we apply different means of measurement on constructed examples and compare them. Cohen's κ seems to be an adequate measure.

  • Striewe, M.; Kramer, M.: Empirische Untersuchungen von Lückentext-Items zur Beherrschung der Syntax einer Programmiersprache. In: Bergner, N.; Röpke, R.; Schroeder, U.; Krömker, D. (Ed.): Hochschuldidaktik der Informatik - HDI 2018. Universitätsverlag Potsdam, Potsdam 2018, p. 101-115. Full text Citation Details
  • Kramer, M.; Barkmin, M.; Tobinski, D.; Brinda, T.: Understanding the Differences Between Novice and Expert Programmers in Memorizing Source Code. In: Tatnall, A.; Webb, M. (Ed.): Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017, Revised Selected Papers. Springer, Cham, Switzerland 2018, p. 630-639. doi:10.1007/978-3-319-74310-3_63 Full text Citation Details

    This study investigates the difference between novice and expert programmers in memorizing source code. The categorization was based on a questionnaire, which measured the self-estimated programming experience. An instrument for assessing the ability to memorize source code was developed. Also well-known cognitive tests for measuring working memory capacity and attention were used, based on the work of Kellog and Hayes. Thirty-eight participants transcribed items which were hidden initially but could be revealed by the participants at will. We recorded all keystrokes, counted the lookups and measured the lookup time. The results suggest that experts could memorize more source code at once, because they used fewer lookups and less lookup time. By investigating the items in more detail we found that it is possible that experts memorize short source codes in semantic entities, whereas novice programmers memorize them line by line. Because our experts were significantly better in the performed memory capacity tests, our findings must be viewed with caution. Therefore, there is a definite need to investigate the correlation between working memory and self-estimated programming experience.

  • Striewe, M.; Kramer, M.; Goedicke, M.: Ein Lückentext-Test zur Beherrschung einer Programmiersprache. In: Igel, C.; Ullrich, C.; Wessner, M. (Ed.): DeLFI 2017 - Die 15. E-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V. (GI). Köllen, Bonn 2017, p. 261-266. Full text Citation Details
  • Barkmin, M.; Tobinski, D.; Kramer, M.; Brinda, T.: Code structure difficulty in OOP: an exploration study regarding basic cognitive processes. In: Proceedings of the 17th Koli Calling Conference on Computing Education Research . ACM Press, New York 2017, p. 185-186. doi:10.1145/3141880.3141913 Full text Citation Details
  • Barkmin, M.; Kramer, M.; Tobinski, D.; Brinda, T.: Unterschiede beim Memorieren von Quelltexten zwischen NovizInnen und ExpertInnen der objektorientierten Programmierung. In: Diethelm, I. (Ed.): Informatische Bildung zum Verstehen und Gestalten der digitalen Welt (GI-Fachtagung "Informatik und Schule - INFOS 2017", 13.-15.09.2017 in Oldenburg). Köllen, Bonn 2017, p. 407-408. Full text Citation Details

    Dieser Artikel befasst sich mit den unterschiedlichen Vorgehensweisen von ExpertInnen und NovizInnen der Programmierung beim Memorieren und Interpretieren von Quelltexten. ExpertInnen haben die Quelltexte überwiegend auf einer semantischen Ebenen memoriert, NovizInnen hingegen zeilenweise.

  • Kramer, M.; Samimi, V.; Brinda, T.: Entwicklung eines Online-Tools zur Bestimmung objektorientierter Programmierkompetenzen. In: Diethelm, I. (Ed.): Informatische Bildung zum Verstehen und Gestalten der digitalen Welt (GI-Fachtagung "Informatik und Schule - INFOS 2017", 13.-15.09.2017 in Oldenburg). Köllen, Bonn 2017, p. 425-426. Full text Citation Details

    Basierend auf einem theoretisch hergeleiteten Kompetenzmodell für objektorientierte Programmierung wird ein Prototyp eines Messwerkzeuges zur empirischen Bestimmung solcher Kompetenzen vorgestellt. Erste Tests existieren bereits, zukünftige Tests werden skizziert.

  • Kramer, M.; Tobinski, D.; Brinda, T.: Modelling Competency in the Field of OOP: From Investigating Computer Science Curricula to Developing Test Items. In: Processing, International Federation For Information (Ed.): Stakeholders and Information Technology in Education. Springer, Cham, Switzerland 2016, p. 37-46. Citation Details
  • Kramer, M.; Tobinski, D.; Brinda, T.: On the Way to a Test Instrument for Object-Oriented Programming Competencies. In: Proceedings of the 16th Koli Calling International Conference on Computing Education Research. ACM Press, New York 2016, p. 145-149. doi:10.1145/2999541.2999544 Full text Citation Details
  • Kramer, M.; Hubwieser, P.; Brinda, T.: A Competency Structure Model of Object-Oriented Programming. In: 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, Mumbai 2016, p. 1-8. Full text Citation Details
  • Opel, S.; Kramer, M.; Trommen, M.; Pottbäcker, F.; Ilaghef, Y.: BugHunt – A Motivating Approach to Self-Directed Problem-solving in Operating Systems. In: Brinda, T.; Reynolds, N.; Romeike, R.; Schwill, A. (Ed.): Proceedings of the Conference "Key Competencies in Informatics and ICT" (KEYCIT 2014) . Universitätsverlag Potsdam, Potsdam 2015, p. 217-234. Full text Citation Details
  • Brinda, T.; Hubwieser, P.; Kramer, M.; Ruf, A.: Towards a Competency Model for Object-Oriented Programming. In: Dagiene, V; Schulte, C.; Jevsikova, T. (Ed.): Innovation and Technology in Computer Science Education - ITiCSE - 2015. ACM New York, NY, USA, 2015, p. 345-345. doi:10.1145/2729094.2754848 Full text Citation Details
  • Kramer, M.: Simulation mechanischer Zuse-Schaltglieder. In: LOGIN, Vol 30 (2010) No 162, p. 73-74. Citation Details

Talks:

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  • Matthias Kramer: Nachhaltige informatische Bildung für die Datengesellschaft - Eingeladener Teilnehmer der Podiumsdiskussion, 2. PIN-Lab Symposium 2018, 30.11.2018, Universität Paderborn. Details
  • Matthias Kramer: Kompetenzmodellierung im Bereich der objektorientierten Programmierung, 65. Bremerhavener MNU-Tagung, 20.11.2018, Bremerhaven. Details
  • Mike Barkmin & Matthias Kramer: Automatische Auswertung von Leistungserhebungen zur unmittelbaren Diagnostik im (Informatik-)Unterricht, MINT-Kongress, 08.09.2018, Universität Duisburg-Essen. Details
  • Mike Barkmin & Matthias Kramer: Entwicklung eines Online-Tools zur Bestimmung von Programmierkompetenzen - Aktueller Zwischenstand, Oberseminar "Didaktik der Informatik", 24.01.2018, Essen. Details
  • Mike Barkmin & Matthias Kramer: Towards Automatic Competency Assessment of Programming Skills - Preliminary results of a current development, IZfB "Scientist in Residence" Symposium: "Digitalisation and the Future of Higher Education and Work", 05.12.2017, Essen. Details
  • Matthias Kramer: Entwicklung eines Kompetenzstrukturmodells für objektorientierte Programmierung in der Sekundarstufe II - Schwierigkeiten bei der Konstruktion von Items und die Notwendigkeit einer automatisierten Testumgebung, Doktorandenkolloquium Informatik 2017, 16.03.2017, München. Details
  • Matthias Kramer: Entwicklung eines Kompetenzstrukturmodells für objektorientierte Programmierung in der Sekundarstufe II - Entwurf einer Kompetenzstruktur und Präsentation darauf basierender Items, Doktorandenkolloquium Informatik 2016, 29.02.2016, Koblenz. Details
  • Matthias Kramer: Entwicklung eines Kompetenzstrukturmodells für objektorientierte Programmierung in der Sekundarstufe II, Fachleitertagung Informatik 2015, 20.10.2015, Essen. Details
  • Matthias Kramer: Entwicklung eines Kompetenzstrukturmodells für objektorientierte Programmierung in der Sekundarstufe II - Ergebnisse qualitativer Untersuchung von Schulbuchaufgaben und weitere Schritte, Doktorandenkolloquium Informatik 2015, 25.03.2015, Aachen. Details
  • Matthias Kramer: Entwicklung eines theoretisch fundierten und empirisch abgesicherten Kompetenzmodells zur objektorientierten Programmierung - Erste Ansäzte mittels qualitativer Auswertung von Lehrbuchaufgaben, Doktorandenkolloquium Informatik 2014, 02.10.2014, Paderborn. Details
  • Kramer, M.: Spieleentwicklung im Informatikunterricht - Eingeladener Workshop, 13. Informatiktag NRW, 31.03.2014, Essen. Details

Tutored Theses:

  • Aufgabentypen in E-Assessments zur Programmierung – ein Review (Bachelor Thesis Computer Science, 2018)
  • Was verbinden Schülerinnen und Schüler mit der digitalen vernetzten Welt? – Eine Untersuchung zum begrifflichen Spektrum (Bachelor Thesis Computer Science, 2018)
  • Konstruktion und Erprobung eines Bausteins zur Kompetenzmessung im Bereich der objektorientierten Programmierung in den Dimensionen Syntax und Semantik (Master Thesis Computer Science, 2017)
  • Argumentationsmuster im Zusammenhang der Diskussion um ein Pflichtfach Informatik (Bachelor Thesis Computer Science, 2017)
  • Students conceptions of smartphones (State Exam Thesis Computer Science, 2016)
  • Thematische Strukturierung der objektorientierten Programmierung in den Lehrplänen der verschiedenen Bundesländer (Bachelor Thesis Computer Science, 2016)
  • Schülervorstellungen von relationalen Datenbanken: Eine empirische Untersuchung (Master Thesis Computer Science, 2016)
  • Web 2.0-Technologien in der informatischen Bildung (State Exam Thesis Computer Science, 2015)
  • Methoden im Informatikunterricht (State Exam Thesis Computer Science, 2014)
  • Unterrichtsmethodische Zugänge am Beispiel des Themas Objektorientiertes Modellieren und Programmieren (State Exam Thesis Computer Science, 2014)
  • Eignet sich das Inverted Classroom Model für den Einsatz im Informatikunterricht, speziell bei der Einführung in die objektorientierte Modellierung? (Bachelor Thesis Computer Science, 2014)

Memberships:

International Federation for Information Processing (IFIP)

URL: http://www.ifip.or.at/

  • Working Group 3.1 "Informatics and Digital Technologies in School Education" (since 2014) respectively (until 2013) "Informatics and ICT in Secondary Education" (IFIP WG 3.1)
    • Corresponding member since 2014

German Informatics Society (GI)

URL: http://www.gi.de/

  • GI Special Interest Group "Informatik und Ausbildung, Didaktik der Informatik" (GI FB IAD)
  • GI working group "Didaktik der Informatik" (GI FG DDI)
    URL: http://fg-ddi.gi.de/
  • GI working group "Informatische Bildung in Sachsen und Thüringen" (GI FG IBiSaTh)
  • GI working group "Informatische Bildung in NRW" (GI FG IBN)