检索结果-内蒙古大学图书馆

20th International Conference on Intelligent Tutoring Systems (ITS)

作者： Nastase, Mariana Madalina Popescu, Elvira Univ Craiova Comp & Informat Technol Dept Craiova Romania

ISBN: (纸本)9783031630309;9783031630316

In the present study, we explore the current research on Kahoot! and address some concerns related to the effectiveness of the tool. We report on an experiment that we conducted with 39 computer science students in an introductory programming course, which aimed to investigate the use of Kahoot! in two-hour-long practice sessions. Results highlight some interesting aspects revealed from the students' feedback: Kahoot! proved to be an exciting and motivational tool that enabled learners to focus better. The students also perceived the tool as helpful in remembering previously taught concepts but not so much for newly taught concepts. Their overall feedback was that Kahoot! is a very useful add-on to the lesson but cannot replace traditional teaching methods. Some of the limitations of Kahoot! are related to teacher involvement (as they need to choose the right questions and allocated time) and the necessity of using a mobile device in the classroom, which might cause distractions.

关键词： Kahoot Microlearning Gamification Computer Science education introductory programming Student motivation

来源：评论

学校读者我要写书评

暂无评论

Evaluating the Performance of Code Generation Models for Solving Parsons Problems With Small Prompt Variations 2023

Evaluating the Performance of Code Generation Models for Sol...

引用

28th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Reeves, Brent Sarsa, Sami Prather, James Denny, Paul Becker, Brett A. Hellas, Arto Kimmel, Bailey Powell, Garrett Leinonen, Juho Abilene Christian Univ Abilene TX 79699 USA Aalto Univ Espoo Finland Univ Auckland Auckland New Zealand Univ Coll Dublin Dublin Ireland

ISBN: (纸本)9798400701382

The recent emergence of code generation tools powered by large language models has attracted wide attention. Models such as OpenAI Codex can take natural language problem descriptions as input and generate highly accurate source code solutions, with potentially significant implications for computing education. Given the many complexities that students face when learning to write code, they may quickly become reliant on such tools without properly understanding the underlying concepts. One popular approach for scaffolding the code writing process is to use Parsons problems, which present solution lines of code in a scrambled order. These remove the complexities of low-level syntax, and allow students to focus on algorithmic and design-level problem solving. It is unclear how well code generation models can be applied to solve Parsons problems, given the mechanics of these models and prior evidence that they underperform when problems include specific restrictions. In this paper, we explore the performance of the Codex model for solving Parsons problems over various prompt variations. Using a corpus of Parsons problems we sourced from the computing education literature, we find that Codex successfully reorders the problem blocks about half of the time, a much lower rate of success when compared to prior work on more free-form programming tasks. Regarding prompts, we find that small variations in prompting have a noticeable effect on model performance, although the effect is not as pronounced as between different problems.

关键词： academic integrity AI artificial intelligence ChatGPT code generation code writing Codex computer programming Copilot CS1 deep learning generative AI introductory programming GitHub GPT-3 large language models machine learning ML neural networks natural language processing novice programming OpenAI

来源：评论

学校读者我要写书评

暂无评论

Exploration of the Robustness and Generalizability of the Additive Factors Model 20

Exploration of the Robustness and Generalizability of the Ad...

引用

10th International Conference on Learning Analytics and Knowledge (LAK)

作者： Effenberger, Tomas Pelanek, Radek Cechak, Jaroslav Masaryk Univ Brno Czech Republic

ISBN: (纸本)9781450377126

Additive Factors Model is a widely used student model, which is primarily used for refining knowledge component models (Q-matrices). We explore the robustness and generalizability of the model. We explicitly formulate simplifying assumptions that the model makes and we discuss methods for visualizing learning curves based on the model. We also report on an application of the model to data from a learning system for introductory programming;these experiments illustrate possibly misleading interpretation of model results due to differences in item difficulty. Overall, our results show that greater care has to be taken in the application of the model and in the interpretation of results obtained with the model.

关键词： student modeling learning curves knowledge components introductory programming

来源：评论

学校读者我要写书评

暂无评论

"It's Weird That it KnowsWhat I Want": Usability and Interactions with Copilot for Novice Programmers

引用

ACM TRANSACTIONS ON COMPUTER-HUMAN INTERACTION 2024年第1期31卷 1-31页

作者： Prather, James Reeves, Brent N. Denny, Paul Becker, Brett A. Leinonen, Juho Luxton-Reilly, Andrew Powell, Garrett Finnie-Ansley, James Santos, Eddie Antonio Abilene Christian Univ Abilene TX 79699 USA Univ Auckland Auckland New Zealand Univ Coll Dublin Dublin Ireland

Recent developments in deep learning have resulted in code-generation models that produce source code from natural language and code-based prompts with high accuracy. This is likely to have profound effects in the classroom, where novices learning to code can now use free tools to automatically suggest solutions to programming exercises and assignments. However, little is currently known about how novices interact with these tools in practice. We present the first study that observes students at the introductory level using one such code auto-generating tool, Github Copilot, on a typical introductory programming (CS1) assignment. Through observations and interviews we explore student perceptions of the benefits and pitfalls of this technology for learning, present new observed interaction patterns, and discuss cognitive and metacognitive difficulties faced by students. We consider design implications of these findings, specifically in terms of how tools like Copilot can better support and scaffold the novice programming experience.

关键词： AI Artificial Intelligence automatic code generation Codex Copilot CS1 GitHub GPT-3 HCI introductory programming large language models LLM novice programming OpenAI

来源：评论

学校读者我要写书评

暂无评论

Neurodiverse Programmers and the Accessibility of Parsons Problems: An Exploratory Multiple-Case Study 2024

Neurodiverse Programmers and the Accessibility of Parsons Pr...

引用

55th ACM Technical Symposium on Computer Science Education (SIGCSE)

作者： Haynes-Magyar, Carl Carnegie Mellon Univ Pittsburgh PA 15213 USA

ISBN: (纸本)9798400704239

Parsons problems are computer programming puzzles that require learners to place code blocks in the correct order and sometimes indentation. introductory computer programming instructors use them to teach novices how to code while optimizing problem-solving efficiency and cognitive load. While there is research on the design of Parsons problems for programmers without disabilities and programmers with visual or motor impairments, research regarding their accessibility for programmers with cognitive disabilities is scant. To identify the accessibility barriers and benefits of Parsons problems for neurodiverse programmers, an exploratory multiple-case study was conducted. Participants were asked to read eight chapters of an interactive eBook on Python and to solve Parsons problems. Within-case analyses of 15 retrospective think-aloud interviews with five novice programmers with disabilities led to four recommendations for improving the cognitive accessibility of Parsons problems. For example, programmers with seizure disorders may experience seizures when solving programming problems that require numeric calculations. Hence, creating a range of Parsons problems that do not require mental arithmetic could improve the learning experience for programmers with seizure disorders and those who struggle with mental calculations by lowering their cognitive load. Given this study's qualitative and exploratory approach, it does not offer conclusive, broadly generalizable results. Yet, it reveals detailed and promising avenues for exploration in computing education research that might elude many quantitative techniques.

关键词： Cognitive Accessibility Inclusive Assessment introductory programming Neurodiversity Parsons Problems

来源：评论

学校读者我要写书评

暂无评论

Parsons Problems for Professional Learners 29

Parsons Problems for Professional Learners

引用

29th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Chee, Geela Venise Fabic Atiq, Arzoo Zable, Alex Burridge, Joshua Nawaz, Sadia Univ Melbourne Melbourne Australia Monash Univ Melbourne Australia

ISBN: (纸本)9798400706035

Parsons problems are well-regarded activities for scaffolding beginner programmers. We present a technique for employing Parsons problems in a cohort of professionals aiming to upskill in programming and data analytics. Recognising the distinct learning needs of this demographic and the limitations of traditional coding exercises in assisting their learning, we developed a series of Parsons problems focused on both foundational programming constructs, and specialised topics within the domain of data analytics. Our approach leverages the H5P platform, integrated into a Learning Management System (LMS) for ease of access and interaction. Initial results from 27 learners revealed a preference for these problems over classical programming exercises. We illustrate the effectiveness of Parsons problems in engaging this unique cohort, and provide insights into adapting programming education in a way that meets the needs of professional learners more broadly.

关键词： parsons problems professional learners novice programming introductory programming data analytics python programming

来源：评论

学校读者我要写书评

暂无评论

Jinter: A Hint Generation System for Java Exercises 2023

Jinter: A Hint Generation System for Java Exercises

引用

28th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Goncalves, Jorge A. Santos, Andre L. Inst Univ Lisboa ISCTE IUL Lisbon Portugal Inst Univ Lisboa ISCTE IUL ISTAR IUL Lisbon Portugal

ISBN: (纸本)9798400701382

programming novices often struggle when solving exercises, slowing down progress and causing a dependency on external aid such as a teacher, a more experienced person, or online resources. We present Jinter1, a tool to generate hints to solve small exercises involving Java methods. The hints are produced taking into account the current state of an exercise and a backing model solution. The aid may refer to spotting errors or missing parts to achieve the desired outcome while taking into account behavioral equivalences of programming constructs (e.g., loop structures, forms of assignment, boolean expressions, etc). We evaluated the approach by surveying 8 programming instructors, finding that about two-thirds of the automated hints either match or are related to those given by instructors.

关键词： introductory programming scaffolding hints feedback

来源：评论

学校读者我要写书评

暂无评论

Validity and Reliability of Student Models for Problem-Solving Activities 21

Validity and Reliability of Student Models for Problem-Solvi...

引用

11th International Conference on Learning Analytics and Knowledge (LAK)

作者： Effenberger, Tomas Pelanek, Radek Masaryk Univ Brno Czech Republic

ISBN: (纸本)9781450389358

Student models are typically evaluated through predicting the correctness of the next answer. This approach is insufficient in the problem-solving context, especially for student models that use performance data beyond binary correctness. We propose more comprehensive methods for validating student models and illustrate them in the context of introductory programming. We demonstrate the insufficiency of the next answer correctness prediction task, as it is neither able to reveal low validity of student models that use just binary correctness, nor does it show increased validity of models that use other performance data. The key message is that the prevalent usage of the next answer correctness for validating student models and binary correctness as the only input to the models is not always warranted and limits the progress in learning analytics.

关键词： student modeling skills difficulties validity reliability performance measures problem solving introductory programming

来源：评论

学校读者我要写书评

暂无评论

Checking Conformance to a Subset of the Python Language 2023

Checking Conformance to a Subset of the Python Language

引用

28th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Wermelinger, Michel Open Univ Sch Comp & Commun Milton Keynes England

ISBN: (纸本)9798400701399

introductory courses usually only teach a small subset of a programming language and its library, in order to focus on the general concepts rather than overwhelm students with the syntactic, semantic and API minutiae of a particular language. This paper presents courseware that checks if a program only uses the subset of the Python language and library defined by the instructor. This allows to automatically check that programming examples, exercises and assessments only use the taught constructs. It also helps detect student code with advanced constructs, possibly copied from Q&A sites or generated by large language models. The tool is easy to install, configure and use. It also checks Python code in Jupyter notebooks, a popular format for interactive textbooks and assessment handouts.

关键词： code checking programming exercises novice programming introductory programming academic integrity

来源：评论

学校读者我要写书评

暂无评论

Parsons Problems to Scaffold CodeWriting: Impact on Performance and Problem-Solving Efficiency 2023

Parsons Problems to Scaffold CodeWriting: Impact on Performa...

引用

28th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Hou, Xinying Ericson, Barbara Jane Wang, Xu Univ Michigan Ann Arbor MI 48109 USA

ISBN: (纸本)9798400701399

Novice programmers struggle with writing code from scratch. One possible way to help them is by using an equivalent Parsons problem on demand, where learners place mixed-up code blocks in the correct order. In a classroom study with 89 undergraduate students, we examined how using a Parsons problem as scaffolding impacts performance and problem-solving efficiency. Results showed that students in the Parsons as Help group achieved significantly higher practice performance and problem-solving efficiency than students who wrote code without help, while achieving the same level of posttest scores. These results improve the understanding of Parsons problems and contribute to the design of future coding practices.

关键词： Parsons problems introductory programming Code Writing

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：