Keith Quille - Academia.edu (original) (raw)

Papers by Keith Quille

International Journal of Bank Marketing, 2023

Purpose-This research aims to determine to what extent corporate social responsibility (CSR) acti... more Purpose-This research aims to determine to what extent corporate social responsibility (CSR) actions developed by bank entities in Spain improve the vulnerable customers' emotions and quality perception of the banking service. Consequently, this increases the quality of their relationship regarding satisfaction, trust and engagement. Design/methodology/approach-Data from 734 vulnerable banking customers were analyzed through structural equations modeling (EQS 6.2) to test the relationships of the proposed variables. Findings-Vulnerable customers' emotional disposition exerts a strong influence on their perceived service quality. The antecedent effect is concentrated primarily on the CSR towards the client, with a residual secondary weight on the CSR towards society. These positive service emotions are determinants of the outcome quality perceived by vulnerable customers, directly in terms of higher satisfaction and trust and indirectly through engagement. Practical implications-This research contributes to understanding how financial service providers should adapt to the specific characteristics and needs of vulnerable clients by adopting a strategy of approach, personalization and humanization of the service that seems to move away from the actions implemented by the banking industry in recent years. Originality/value-This study has adopted a theoretical and empirical perspective on the impact of CSR on service emotions and outcome quality of vulnerable banking customers. Moreover, banks can adopt a dual conception of CSR: a macro and external scope toward society and a micro and internal scope toward customers.

Proceedings of the 2020 ACM Conference on International Computing Education Research

This poster describes the use of online technology to deliver K-12 teacher professional developme... more This poster describes the use of online technology to deliver K-12 teacher professional development (PD) during the COVID-19 pandemic in Ireland. Traditionally these sessions are delivered in person, with a focus on hand-on activities, but the sudden changes faced by the closures in Ireland required an alternative approach for delivering these sessions. The PD session presented in this poster was a more technically challenging micro:bit workshop, which was delivered online using the micro:bit classroom. This is typically used as an in-class, one to many instructor tool, and trialing this as a PD collaborative tool, was a novel approach. This poster presents the delivery and methodology of the session, the collaborative online format, and feedback from the participants.

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2

Recent developments, guidelines, and acts by the European Commission have started to frame policy... more Recent developments, guidelines, and acts by the European Commission have started to frame policy for AI and related areas such as ML and data, not only for the broader community, but in the context of education specifically. This poster presents a succinct overview of these developments. Specifically, we look to bring together all publications that might impact the teaching of AI (for example, teacher expectations in the coming years around AI competencies) and publications that affect the use of AI in the classroom. We mean using tools and systems that incorporate both 'Good Old Fashioned' AI and those that can directly impact students. This poster is of value to both the European and the wider CER communities and practitioners, as it brings together several guidelines, acts, and plans that are not easily searchable or linked. The publications presented in this poster will impact the teaching of AI and teaching with AI in Europe, and insights can be drawn and compared for other jurisdictions as the educational world adapts to and with AI.

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

This paper outlines the longitudinal development of a K-12 outreach model, to promote Computer Sc... more This paper outlines the longitudinal development of a K-12 outreach model, to promote Computer Science in Ireland. Over a three-year period, it has been piloted to just under 9700 K-12 students from almost every county in Ireland. The model consists of a two-hour camp that introduces students to a range of Computer Science topics: addressing computing perceptions, introduction to coding and exploration of computational thinking. The model incorporates on-site school delivery and is available at no cost to any interested school across Ireland. The pilot study so far collected over 3400 surveys (pre-and post-outreach delivery). Schools from all over Ireland self-selected to participate, including male only, female only and mixed schools. The no-cost nature of the model meant schools deemed "disadvantaged", to private fee-paying schools participated. Initial findings are very positive, including the balance of male and female participants, where in the 2017-18 academic year it was 56:44 and in 2019-20 (to date), it is 35:65 respectively. Once the model is validated and tweaked (based on survey data), the model will be published (open access) for other institutions to implement the model locally. In addition, the authors intend to link schools (that the team have worked with over the three years) with local institutions, thus developing a sustainable ecosystem for the program to continue. This paper describes the model structure and outlines early findings. CCS CONCEPTS • Social and professional topics → Computer science education.

The United Kingdom and Ireland Computing Education Research (UKICER) Conference

Off-campus internships offer students the opportunity to practice and develop their technical, pr... more Off-campus internships offer students the opportunity to practice and develop their technical, project and professional (soft) skills in an industry setting. It is an opportunity for students to improve their social and professional networks as well as to determine the career paths they wish to pursue after graduation. Internships have proven to be a predominant route to full-time early career graduate roles. Enterprise (for the purposes of this paper enterprise include for-profit business, civil service and public sector bodies) report that internships are beneficial as students bring new energy, fresh perspectives and innovation to the work projects and teams. Additionally, it provides early access to the new talent pool and the opportunity to assess employability of the intern during the internship period. However, not all students for various reasons can access traditional internship roles. This paper presents the development of the on-campus internship programme for computing students, which culminates in a model for delivering such a programme. The programme is a pathway for students who do not obtain off-campus internships, to gain experiential learning competencies to access future graduate careers. The development process is comprised of a comprehensive enterprise consultation, to determine their needs through 1) a focus group, 2) interviews and 3) surveys. Furthermore, this paper presents the findings of an on-campus internship pilot through student surveys. These consultations combined with the pilot informed the model design structured around three skills tracks. The work presented in this paper is of value to the computing education community, as the model provides the opportunity for institutions to develop an alternative student on-campus internship programme while still meeting employability needs. CCS CONCEPTS • Social and professional topics → Employment issues; Computing occupations; Computer science education. This work is licensed under a Creative Commons Attribution International 4.0 License.

The United Kingdom and Ireland Computing Education Research (UKICER) Conference

Many countries have increased their focus on computing in primary and secondary education in rece... more Many countries have increased their focus on computing in primary and secondary education in recent years and the UK and Ireland are no exception. The four nations of the UK have distinct and separate education systems, with England, Scotland, Wales, and Northern Ireland offering different national curricula, qualifications, and teacher education opportunities; this is the same for the Republic of Ireland. This paper describes computing education in these five jurisdictions and reports on the results of a survey conducted with computing teachers. A validated instrument was localised and used for this study, with 512 completed responses received from teachers across all five countries The results demonstrate distinct differences in the experiences of the computing teachers surveyed that align with the policy and provision for computing education in the UK and Ireland. This paper increases our understanding of the differences in computing education provision in schools across the UK and Ireland, and will be relevant to all those working to understand policy around computing education in school.

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1

This work piloted an international replication and generalization study on an existing prediction... more This work piloted an international replication and generalization study on an existing prediction model called PreSS. PreSS has been developed and validated over nearly two decades and can predict student performance in CS1 with nearly 71% accuracy, at a very early stage in the learning module. Motivated by a prior validation study and its competitive modelling accuracy, we chose PreSS for such an international replication and generalization study. The study took place in two countries, with two institutions in Ireland and one institution in the US, totalling 472 students throughout the academic year 2020-21. In doing so, this study addressed a call from the 2015 ITiCSE working group for the educational data mining and learning analytics community: systematically analyse and verify previous studies using data from multiple contexts to tease out tacit factors that contribute to previously observed outcomes. This pilot study achieved ∼90% accuracy, which is higher than the prior work's. This encouraging finding sets the foundations for a largerscale international study. This paper describes in detail the pilot replication and generalization study and our progress on the largerscale study which is taking place across six continents. CCS CONCEPTS • Applied computing → Education; • Computing methodologies → Machine learning.

Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 1

Like many others, our institution had to adapt our traditional proctored, written examinations to... more Like many others, our institution had to adapt our traditional proctored, written examinations to open-book online variants due to the COVID-19 pandemic. This paper describes the process applied to develop open-book online exams for final year (undergraduate) students studying Applied Machine Learning and Applied Artificial Intelligence and Deep Learning courses as part of a four-year BSc in Computer Science. We also present processes used to validate the examinations as well as plagiarism detection methods implemented. Findings from this study highlight positive effects of using open-book online exams, with ∼85% of students reporting that they either prefer online open-book examinations or have no preference between traditional and open-book exams. There were no statistically significant differences reported comparing the exam results of student cohorts who took the open-book online examination, compared to previous cohorts who sat traditional exams. These results are of value to the CSEd community for three reasons. First, it outlines a methodology for developing online open-book exams (including publishing the open-book online exam papers as samples). Second, it provides approaches for deterring plagiarism and implementing plagiarism detection for open-book exams. Finally, we present feedback from students which may be used to guide future online open-book exam development. CCS CONCEPTS • Social and professional topics → Student assessment.

Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education

As the discipline of K-12 computer science (CS) education evolves, international comparisons of c... more As the discipline of K-12 computer science (CS) education evolves, international comparisons of curriculum and teaching provide valuable information for policymakers and educators. Previous academic analyses of K-12 CS intended and enacted curriculum has been conducted via curriculum analyses, country reports, experience reports, and case studies, with K-12 CS comparisons distinctly lacking teacher input. This report presents the process of an international Working Group to develop, pilot, review and test validity and reliability of the MEasuring TeacheR Enacted Computing Curriculum (ME-TRECC) instrument to survey teachers in K-12 schools about their implementation of CS curriculum to understand pedagogy, practice, resources and experiences in classrooms around the world.

This thesis describes a longitudinal study on factors which predict academic success in introduct... more This thesis describes a longitudinal study on factors which predict academic success in introductory programming at undergraduate level, including the development of these factors into a fully automated web based system (which predicts students who are at risk of not succeeding early in the introductory programming module) and interventions to address attrition rates on introductory programming courses (CS1). Numerous studies have developed models for predicting success in CS1, however there is little evidence on their ability to generalise or on their use beyond early investigations. In addition, they are seldom followed up with interventions, after struggling students have been identiﬁed. The approach overcomes this by providing a web-based real time system, with a prediction model at its core that has been longitudinally developed and revalidated, with recommendations for interventions which educators could implement to support struggling students that have been identiﬁed. This t...

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2, 2022

In 2018 Ireland launched a new, nationwide Computer Science curriculum for upper second-level stu... more In 2018 Ireland launched a new, nationwide Computer Science curriculum for upper second-level students. The biggest challenge preventing uptake of the subject is a low supply of teachers qualified to teach the subject resulting in most schools not offering the subject, preventing most students from having the choice in the first place. Currently, approximately 150 secondary schools (of 723 nationally) offer the subject. Most school teachers who aspire to teach CS do not have a degree in computing and typically have very low self-efficacy in programming, as previously reported in the literature. There is a need to help these teachers to confidently deliver the national CS curriculum at second-level in Ireland. CS LINC is a platform and MOOC offering teachers a scaffolded approach towards building their confidence for formal CS content delivery. CS LINC provides courses that teachers can deliver to junior secondlevel students before the official, national CS curriculum is offered at senior-level. This poster provides overview of the benefits of this system for second-level teachers in Ireland, which will also be of value to the computing education community internationally.

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2, 2022

We present an overview of a "Machine Learning and Artificial Intelligence" course that is part of... more We present an overview of a "Machine Learning and Artificial Intelligence" course that is part of a large online course platform for upper second level students. We take a novel approach to teaching fundamental AI concepts that does not require code, and assumes little prior knowledge including only basic mathematics. The design ethos is for students to gain an understanding of how algorithms can "learn". Many misconceptions exist about this term with respect to AI and can lead to confusion and more serious misconceptions, particularly for students who engage with AI-enabled tools regularly. This approach aims to provide insights into how AI actually works, to demystify and remove barriers to more advanced learning, and to emphasize the important roles of ethics and bias in AI. We took several steps to engage students, including videos narrated by a final-year second-level student (US 12th grade). We present design and logistics particulars on this course which is currently being taken by~7,000 students in Ireland. We believe this will be of value to other educators and the wider community.

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2, 2022

PreSS# is an online Machine Learning prediction model that aims to identify students at risk of f... more PreSS# is an online Machine Learning prediction model that aims to identify students at risk of failing or dropping out in an introductory programming course (typically called CS1). PreSS# has been developed over the past 16 years, where the model is capable of predicting at-risk students with an accuracy of ≈71%. There is, however, a need to re-validate the model using a larger international multi-jurisdictional multi-university data set, as up until now the data sets have been predominantly from a single jurisdiction. The goal of this study is to not only re-validate the model using a multijurisdictional data set, but, inline with a 2015 ITiCSE working group report's Grand Challenges, to openly publish the data set itself. This work timely to the CSEd community as other researchers can use this data to further their research, re-validate PreSS# and will be able to then contribute, by submitting their local PreSS# data sets to this global online repository.

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2, 2022

This poster introduces CSLINC, a free scaffolded MOOC framework tailored to second-level students... more This poster introduces CSLINC, a free scaffolded MOOC framework tailored to second-level students in Ireland that consists of: an online platform built for accessibility; a suite of modules developed upon international best practices with varying co-creators; and automated assessment and certificates of completion. Its aim is to provide content to promote national CS curricula to all second-level students in Ireland. In September 2021, CSLINC launched to 10,000 students across 100 schools. Future work will include collecting and collating research to validate CSLINC's objectives, scaffolding that will build foundations for national curriculum learning outcomes, and measure its impact on students, their perceptions and follow on CS uptake at second-level in Ireland.

Proceedings of the 18th Koli Calling International Conference on Computing Education Research, 2018

This paper initially describes the introduction of a new computer science subject for the Irish l... more This paper initially describes the introduction of a new computer science subject for the Irish leaving certificate course. This is comparable to US high school exit exams (AP computer science principals) or the UK A level computer science. In doing so the authors wish to raise international awareness of the new subject's structure and content. Second, this paper presents the current work of the authors, consisting of early initiatives to try and give the new subject the highest chances of success. The initiatives consist of two facets: The first is the delivery of two-hour computing camps at second level schools (to address stereotypes and provide insight on what computer science really is), which was delivered to 2,943 students, in 95 schools between September 2017 and June 2018. Second, the authors followed this with teacher continual professional development (CPD) sessions, totalling 22, to just over 500 teachers. Early findings are presented, showing potentially concerning trends for gender diversity and CPD development. A call is then raised, to the international computer science education community for wisdom and suggestions that the community may have developed from prior experience. This is to obtain feedback and recommendations for the new subject and the authors' current initiatives, to address early concerns and help develop the initiatives further.

Proceedings of the 19th Koli Calling International Conference on Computing Education Research, 2019

This paper presents an international study of K-12 Computer Science implementation across Austral... more This paper presents an international study of K-12 Computer Science implementation across Australia, England, Ireland, Italy, Malta, Scotland and the United States. We present findings from a pilot study, comparing CS curriculum requirements (intended curriculum) captured through country reports, with what surveyed teachers (n=244) identify as enacting in their classroom (the enacted curriculum). We address the extent that teachers are implementing the intended curriculum as enacted curriculum, exploring specifically country differences in terms of programming languages and CS topics implemented. Our findings highlight the similarities and differences of intended and enacted CS curriculum within and across countries and the value of such comparisons.

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education, 2020

Computer Science (CS) is a new subject area for many K-12 teachers around the world, requiring ne... more Computer Science (CS) is a new subject area for many K-12 teachers around the world, requiring new disciplinary knowledge and skills. Teacher social-behavioral factors (e.g. self-esteem) have been found to impact learning and teaching, and a key part of CS curriculum implementation will need to ensure teachers feel confident to deliver CS. However, studies about CS teacher self-esteem are lacking. This paper presents an analysis of publicly available data (n=219) from a pilot study using a Teacher CS Self-Esteem scale. Analysis revealed significant differences, including 1) females reported significantly lower CS self-esteem than males, 2) primary teachers reported lower levels of CS self-esteem than secondary teachers, 3) those with no CS teaching experience reported significantly lower CS self-esteem, 4) teachers with 0-3 years experience had a negative CS self-esteem, but after four years, teachers had a positive CS self-esteem, and 5) teachers who lived further from metropolitan areas and in some countries reported lower CS self-esteem. These initial findings suggest a pressing need for future research to look further into teacher CS self-esteem to inform teacher CS professional development.

Learning to program is difficult and can result in high drop out and failure rates. Numerous rese... more Learning to program is difficult and can result in high drop out and failure rates. Numerous research studies have attempted to determine the factors that influence programming success and to develop suitable prediction models. The models built tend to be statistical, with linear regression the most common technique used. Over a three year period a multi-institutional, multivariate study was performed to determine factors that influence programming success. In this paper an investigation of six machine learning algorithms for predicting programming success, using the pre-determined factors, is described. Naïve Bayes was found to have the highest prediction accuracy. However, no significant statistical differences were found between the accuracy of this algorithm and logistic regression, SMO (support vector machine), back propagation (artificial neural network) and C4.5 (decision tree). The paper concludes with a recent epilogue study that revalidates the factors and the performance ...

Computer science progression rates at third level institutes in Ireland from first year into seco... more Computer science progression rates at third level institutes in Ireland from first year into second year were recently estimated at 74%. It is well acknowledged that a large contributor to the lower progression rates in computer science is that students are struggling to master fundamental concepts in their first programming module. The PreSS model, developed using multiple institutions over three years, is intended to be an early warning system and is able to predict, at a very early stage, with nearly 80% accuracy the likelihood of whether a student would be successful in an introductory programming module. In this paper we want to replicate the accuracy of PreSS for two reasons. Firstly, the landscape, the population and the student profile has significantly changed over the last decade since PreSS was developed. Secondly, validation of any study is important as all too often studies are undertaken and never repeated potentially questioning their validity. This paper documents two independent studies completed in two academic years (2013-2015), that will be used to validate the PreSS model. A number of factors that could potentially improve the prediction accuracy of PreSS further will be presented and their inclusion in a large international study will be discussed. This international study that commenced in September 2015 consists of nearly 1,500 students in 11 different institutions in Europe, varying from Universities and Colleges, to Community Colleges which cover the National Framework of Qualifications (NFQ) levels five up to eight.