computer SYSTEMS HAVE evolved over decades to enable more flexible programmability. Unsurprisingly, such programmability has converged more closely to how humans think and speak. This is perhaps best exemplified in th...
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Integrating AI-driven tools in higher education is an emerging area with transformative potential. This paper introduces Iris, a chat-based virtual tutor integrated into the interactive learning platform Artemis that ...
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ISBN:
(纸本)9798400706004
Integrating AI-driven tools in higher education is an emerging area with transformative potential. This paper introduces Iris, a chat-based virtual tutor integrated into the interactive learning platform Artemis that offers personalized, context-aware assistance in large-scale educational settings. Iris supports computerscience students by guiding them through programming exercises and is designed to act as a tutor in a didactically meaningful way. Its calibrated assistance avoids revealing complete solutions, offering subtle hints or counter-questions to foster independent problem-solving skills. For each question, it issues multiple prompts in a Chain-of-Thought to GPT-3.5-Turbo. The prompts include a tutor role description and examples of meaningful answers through few-shot learning. Iris employs contextual awareness by accessing the problem statement, student code, and automated feedback to provide tailored advice. An empirical evaluation shows that students perceive Iris as effective because it understands their questions, provides relevant support, and contributes to the learning process. While students consider Iris a valuable tool for programming exercises and homework, they also feel confident solving programming tasks in computer-based exams without Iris. The findings underscore students' appreciation for Iris' immediate and personalized support, though students predominantly view it as a complement to, rather than a replacement for, human tutors. Nevertheless, Iris creates a space for students to ask questions without being judged by others.
Based on the Technological Pedagogical and Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) and the Schmidt et al. (2009) instrument which explore TPACK, this study examines a national sample of 1032 s...
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The design of complex systems often requires the incorporation of uncertainty optimization strategies to mitigate system failures resulting from multiple uncertainties during actual operation. Risk-based design optimi...
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The design of complex systems often requires the incorporation of uncertainty optimization strategies to mitigate system failures resulting from multiple uncertainties during actual operation. Risk-based design optimization, as an alternative methodology that accounts for the balance between design cost and performance, has garnered significant attention and recognition. This paper presents a risk design optimization method for tackling hybrid uncertainties via scenario generation and genetic programming. The hybrid uncertainties are quantified through the scenario generation method to obtain risk assessment indicators. The genetic programming method is used to simulate the real output of the objective or constraints. To drive the optimization process, the sample-based discrete gradient expression is constructed, and the optimal scheme aligning the risk requirements is obtained. Three calculation examples of varying computing complexity are presented to verify the efficacy and usability of the suggested approach.
AI-powered education technologies can support students and teachers in computerscience education. However, with the recent developments in generative AI, and especially the increasingly emerging popularity of ChatGPT...
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ISBN:
(纸本)9798400716188
AI-powered education technologies can support students and teachers in computerscience education. However, with the recent developments in generative AI, and especially the increasingly emerging popularity of ChatGPT, the effectiveness of using large language models for solving programming tasks has been underexplored. The present study examines ChatGPT ' s ability to generate code solutions at different difficulty levels for introductory programming courses. We conducted an experiment where ChatGPT was tested on 127 randomly selected programming problems provided by Kattis, an automatic software grading tool for computerscience programs, often used in higher education. The results showed that ChatGPT independently could solve 19 out of 127 programming tasks generated and assessed by Kattis. Further, ChatGPT was found to be able to generate accurate code solutions for simple problems but encountered difficulties with more complex programming tasks. The results contribute to the ongoing debate on the utility of AI-powered tools in programming education.
In computing classrooms, building an open-ended programming project engages students in the process of designing and implementing an idea of their own choice. An explicit planning process has been shown to help studen...
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ISBN:
(纸本)9798400704239
In computing classrooms, building an open-ended programming project engages students in the process of designing and implementing an idea of their own choice. An explicit planning process has been shown to help students build more complex and ambitious open-ended projects. However, novices encounter difficulties in exploring and creatively expressing ideas during planning. We present Idea Builder, a storyboarding-based planning system to help novices visually express their ideas. Idea Builder includes three features: 1) storyboards to help students express a variety of ideas that map easily to programming code, 2) animated example mechanics with example actors to help students explore the space of possible ideas supported by the programming environments, and 3) synthesized starter code to help students easily transition from planning to programming. Through two studies with high school coding workshops, we found that students self-reported as feeling creative and feeling easy to communicate ideas;having access to animated example mechanics of an actor help students to build those actors in their plans and projects;and that most students perceived the synthesized starter code from Idea Builder as helpful and time-saving.
Worldwide, women are underrepresented in computerscience. The differences between the numbers of male and female graduates from computerscience programs are undeniable. This study examines how several previously rep...
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ISBN:
(纸本)9798400706004
Worldwide, women are underrepresented in computerscience. The differences between the numbers of male and female graduates from computerscience programs are undeniable. This study examines how several previously reported factors of students' secondary school years relate to beginning CS students' intention to continue their studies. Among others, we investigated secondary school computerscience education, role models, and extra-curricular activities and conducted a survey (N=424) in the first semester of CS in four universities from four different federal states of Germany. Our data shows that there is a significant relation between female students' intention to continue with their studies and their secondary school computerscience education, with participating in an extra-curricular programming activity, and also negatively with the discouragement they had during their education - which is not the same for male or non-binary students. According to additional qualitative data, families play an essential role in both encouraging and discouraging predominantly female students in their continuity of computerscience education.
Generative artificial intelligence poses new challenges around assessment, increasingly driving introductory programming educators to employ invigilated exams. But exams do not afford more authentic programming experi...
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ISBN:
(纸本)9798400705328
Generative artificial intelligence poses new challenges around assessment, increasingly driving introductory programming educators to employ invigilated exams. But exams do not afford more authentic programming experiences that involve planning, implementing, and debugging programs with computer interaction. In this experience report, we describe code interviews: a more authentic assessment method for take-home programming assignments. Through action research, we experimented with the number and type of questions as well as whether interviews were conducted individually or with groups of students. To scale the program, we converted most of our weekly teaching assistant (TA) sections to conduct code interviews on 5 major weekly take-home programming assignments. By triangulating data from 5 sources, we identified 4 themes. Code interviews (1) pushed students to discuss their work, motivating more nuanced but sometimes repetitive insights;(2) enabled peer learning, reducing stress in some ways but increasing stress in other ways;(3) scaled with TA-led sections, replacing familiar practice with an unfamiliar assessment;(4) focused on student contributions, limiting opportunities for TAs to give guidance and feedback. We reflect on the design of code interviews for student experience, academic integrity, and teacher workload.
CS education lacks sufficiently robust and specific theories of learning for programming language acquisition (PLA) to guide pedagogical design, assessment of students' learning, and research programs. In designin...
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ISBN:
(纸本)9798400706035
CS education lacks sufficiently robust and specific theories of learning for programming language acquisition (PLA) to guide pedagogical design, assessment of students' learning, and research programs. In designing theories of learning for PLA, it is prudent to draw on research from second language acquisition (SLA). I present a theory of learning for PLA and explore its implications.
Teaching programming requires the use of a programming tool (PT) for the classroom. Utilising the strengths of said PT and offsetting its weaknesses requires teachers to analyse the PT taking into account both specifi...
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ISBN:
(纸本)9798400710056
Teaching programming requires the use of a programming tool (PT) for the classroom. Utilising the strengths of said PT and offsetting its weaknesses requires teachers to analyse the PT taking into account both specific computerscience (CS) and teaching aspects - or in other terms CS related pedagogic content knowledge (CS-PCK). This poster presents the results of an exploratory, qualitative study that leads to a suggestion for categorising this knowledge. Results hint at areas where the alignment of perspectives of teachers and teacher educators could be improved.
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