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11h ACM Conference on Learning@Scale (L@S)

作者： Smith, David H. Denny, Paul Fowler, Max Univ Illinois Urbana IL 61801 USA Univ Auckland Auckland New Zealand

ISBN: (纸本)9798400706332

Learning to program requires the development of a variety of skills including the ability to read, comprehend, and communicate the purpose of code. In the age of large language models (LLMs), where code can be generated automatically, developing these skills is more important than ever for novice programmers. The ability to write precise natural language descriptions of desired behavior is essential for eliciting code from an LLM, and the code that is generated must be understood in order to evaluate its correctness and suitability. In introductory computer science courses, a common question type used to develop and assess code comprehension skill is the 'Explain in Plain English' (EiPE) question. In these questions, students are shown a segment of code and asked to provide a natural language description of that code's purpose. The adoption of EiPE questions at scale has been hindered by: 1) the difficulty of automatically grading short answer responses and 2) the ability to provide effective and transparent feedback to students. To address these shortcomings, we explore and evaluate a grading approach where a student's EiPE response is used to generate code via an LLM, and that code is evaluated against test cases to determine if the description of the code was accurate. This provides a scalable approach to creating code comprehension questions and enables feedback both through the code generated from a student's description and the results of test cases run on that code. We evaluate students' success in completing these tasks, their use of the feedback provided by the system, and their perceptions of the activity.

关键词： Explain in plain English EiPE Large language models LLMs Code comprehension Prompting introductory programming CS1

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Performance, Workload, Emotion, and Self-Efficacy of Novice Programmers Using AI Code Generation 29

Performance, Workload, Emotion, and Self-Efficacy of Novice ...

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

作者： Gardella, Nicholas Pettit, Raymond Riggs, Sara L. Univ Virginia Charlottesville VA 22903 USA

ISBN: (纸本)9798400706004

Artificial Intelligence-driven Development Environments (AIDEs) offer developers revolutionary computer programming assistance. There is great potential in incorporating AIDEs into Computer Science education;however, the effects of these tools should be fully examined before doing so. Here, a within-subjects study was conducted to compare the programming performance, workload, emotion, and self-efficacy of seventeen novices coding with and without use of the GitHub Copilot AIDE under time pressure. Results showed that using the AIDE significantly increased programming efficiency and reduced effort and mental workload but did not significantly impact emotion or self-efficacy. However, participants' performance improved with more experience using the AI, and their self-efficacy followed. The results suggest that students who try AIDEs will likely be tempted to use them for time-sensitive work. There is no evidence that providing AIDEs will aid struggling students, but there is a clear need for students to practice with AI to become competent and confident using it.

关键词： Computer Science Education Artificial Intelligence-driven Development Environment introductory programming CS1 AI Code Generators GitHub Copilot Novice Programmers Generative AI

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"I didn't copy his code": Code Plagiarism Detection with Visual Proof 22nd

"I didn't copy his code": Code Plagiarism Detection with Vis...

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22nd International Conference on Artificial Intelligence in Education (AIED) - Mind the Gap - AIED for Equity and Inclusion

作者： John, Samuel Boateng, George FUOYE Oye Ekiti Nigeria Swiss Fed Inst Technol Zurich Switzerland

ISBN: (纸本)9783030782702;9783030782696

Code plagiarism in online courses gives a false idea of the performance of students. In 2020, we run a smartphone-based online coding course, SuaCode Africa 2.0 in which 27% of plagiarism cases was found in the final assignment submissions. Hence, a need arose to develop software that detects plagiarism among source code. The software described in this paper detects plagiarized source code containing English and French texts. Also, the code examples provided by the instructors is taken into consideration. In other words, code blocks present in the examples can be reused by any student. We trained machine learning models on three cosine similarity based metric extracted from the TF-IDF feature vector of the code files. The system provides proof of plagiarism on a GUI tool that visualizes the similar sections of the flagged files. This software will contribute to having a sincere evaluation of the impact of SuaCode on the students, thereby preventing the production of incompetent programmers.

关键词： Code plagiarism Machine learning Online course TD-IDF NLP Coding introductory programming Processing Africa

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Student Perspectives on the Use of a Java Library for Novices 8

Student Perspectives on the Use of a Java Library for Novice...

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8th IEEE Global Engineering Education Conference (EDUCON)

作者： Barros, Joao Paulo Brito, Isabel Sofia Inst Politecn Beja Beja Portugal UNINOVA CTS Monte De Caparica Portugal

ISBN: (纸本)9781509054671

This experience report presents and discusses students' perspectives about the use of a library specifically built for introductory programming courses using the Java programming language. It was motivated by sporadic criticism by some students regarding the use of "non-professional" tools. All the inquired students had already attended an introductory computer programming course (CS1) where the library was used. We used a student-focused approach, based on an anonymous questionnaire and semi-structured interviews, to obtain information about the students' opinions and perceptions related to the use of the library. In order to avoid contamination regarding the opinion about "non-professional" tools, students were also asked about the use of BlueJ IDE. The interviews were conducted after the follow-up programming course, where a professional IDE was used, thus allowing students to express a more informed opinion on the relative merits, for novices, of each IDE. Our results clearly point to a large positive opinion about the use of the BlueJ environment, but less so about the library. Most students do not like the use of graphics as they lack the needed mathematical background, namely Cartesian geometry and simple trigonometry, but would approve the use of the library in part of the semester without the geometry component.

关键词： introductory programming CS1 IDE Java ACM BlueJ novices pedagogy

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Evaluation of a Hybrid AI-Human Recommender for CS1 Instructors in a Real Educational Scenario 18th

Evaluation of a Hybrid AI-Human Recommender for CS1 Instruct...

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18th European Conference on Technology Enhanced Learning (EC-TEL)

作者： Pereira, Filipe Dwan Oliveira, Elaine Rodrigues, Luiz Cabral, Luciano Oliveira, David Carvalho, Leandro Gasevic, Dragan Cristea, Alexandra Dermeval, Diego Mello, Rafael Ferreira Univ Fed Roraima Boa Vista Parana Brazil Univ Durham Durham England Univ Fed Amazonas Manaus Amazonas Brazil Univ Fed Alagoas Maceio Alagoas Brazil CESAR Sch Recife PE Brazil Fed Inst Pernambuco Recife PE Brazil Monash Univ Melbourne Vic Australia

ISBN: (纸本)9783031426810;9783031426827

Automatic code graders, also called programming Online Judges (OJ), can support students and instructors in introduction to programming courses (CS1). Using OJs in CS1, instructors select problems to compose assignment lists, whereas students submit their code solutions and receive instantaneous feedback. Whilst this process reduces the instructors' workload in evaluating students' code, selecting problems to compose assignments is arduous. Recently, recommender systems have been proposed by the literature to support OJ users. Nonetheless, there is a lack of recommenders fitted for CS1 courses and the ones found in the literature have not been assessed by the target users in a real educational scenario. It is worth noting that hybrid human/AI systems are claimed to potentially surpass isolated human or AI. In this study, we adapted and evaluated a state-of-the-art hybrid human/AI recommender to support CS1 instructors in selecting problems to compose variations of CS1 assignments. We compared data-driven measures (e.g., time students take to solve problems, number of logical lines of code, and hit rate) extracted from student logs whilst solving programming problems from assignments created by instructors versus when solving assignments in collaboration with an adaptation of cutting-edge hybrid/AI method. As a result, employing a data analysis comparing experimental and control conditions using multi-level regressions, we observed that the recommender provided problems compatible with human-selected in all data-driven measures tested.

关键词： Hybrid systems evaluation recommender system introductory programming

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Examples of Unsuccessful Use of Code Comprehension Strategies: A Resource for Developing Code Comprehension Pedagogy 23

Examples of Unsuccessful Use of Code Comprehension Strategie...

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19th Annual ACM Conference on International Computing Education Research V.1 (ICER)

作者： Lewis, Colleen M. Univ Illinois Dept Comp Sci Urbana IL 61820 USA

ISBN: (纸本)9781450399760

Background: Code comprehension research has identified gaps between the strategies experts and novices use in comprehending code. In computer science (CS) education, code comprehension has recently received increased attention, and research has identified correlations between code comprehension and code writing. While there is a long history of identifying expert code-comprehension strategies, there has been less work to understand and support the incremental development of code comprehension expertise. Purpose: The goal of the paper is to identify potential code-comprehension strategies that educators could teach students. Methods: In this paper, I analyze and present examples from a novice programmer engaged in a code-comprehension task. Findings: I identify five code-comprehension strategies that overlap with previously identified, expert code-comprehension strategies. While an expert would use these strategies to produce correct inferences about code, I primarily examine a novice's unsuccessful attempts to comprehend code using these strategies. Implications: My case study provides an existence proof that shows that these five strategies can be used by a novice. This is essential for identifying potential strategies to teach novices. My primary empirical contribution is identifying potential building blocks for developing code-comprehension expertise. My primary theoretical contribution is proposing to build code-comprehension pedagogy on specific, expert strategies that I show are usable by a novice. More broadly, I hope to encourage CS education researchers to focus on understanding the complex processes of learning that occur in between the end points of novice and expert.

关键词： code comprehension introductory programming CS1 conceptual change explain in plain English

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Learning Basic programming Concepts by Creating Games with Scratch programming Environment

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Procedia - Social and Behavioral Sciences 2015年 191卷 1479-1482页

作者： Ibrahim Ouahbi Fatiha Kaddari Hassane Darhmaoui Abdelrhani Elachqar Soufiane Lahmine Sidi Mohamed Ben Abdellah University - Faculty of Science Dhar El Mahraz - Laboratory of Didactic Innovation Pedagogy and Curricular PO BOX: 1796 Atlas-Fez Morocco AlAkhawayn University in Ifrane- Center for Learning Technologies PO BOX:1497 Avenue Hassan II Ifrane 53000 Morocco

A number of researchers have documented several difficulties faced by learners of basic programming concepts. Among the suggested pedagogical solutions to overcome these difficulties is the use of serious games inthe learning process. In fact, these games are more likely to boost the motivation of students and allow them to develop their knowledge efficiently. Our studyfocuses on evaluating such usage and the resulting students’ motivation towards programming. We’ve made students create simple games using the Scratch game environment in order for them to learn programming basics. The experiment was conducted with a group of 69 high school science major students. This group of students was arbitrarily chosen and divided into three sub-groups. With the first sub-groupwe experimented with our pedagogical method based on the creation of simple games using Scratch environment. With the other sub-groups we used a conventional method based on Pascal programming language. Twosurveys were distributed at the beginning and at the end of the experimentation in order to identify the programming level of students, their gaming habits, their motivation and interest for programming in the future. The analysis of the surveysshows that using an environment for learning programming such as Scratch highly motivate students and empower them to pursue their studies in programming. In fact, when learners were asked about their desire to continue their studies in programming, 65% of students who have experienced with Scratch environment consider continuing their studies in programming whereas only 10.3% of students who used a standard programming environment showed some interest.

关键词： Serious games introductory programming scratch motivation

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Teaching and Learning CS1 with an Assist of Manipulatives

Teaching and Learning CS1 with an Assist of Manipulatives

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IST-Africa Conference (IST-Africa)

作者： Ramabu, Tlou J. Sanders, Ian Schoeman, Marthie Tshwane Univ Technol Aubrey Matlala Rd ZA-0152 Soshanguve South Africa Univ South Africa ZA-1034 Florida South Africa

ISBN: (纸本)9781905824670

Some educators make use of manipulatives for teaching Computer Science 1 (CS1) concepts in introductory programming courses. Their aim is to foster or enhance CS1 students' comprehension, especially of the concepts that may be difficult or too abstract to comprehend. No framework validating the efficacy of using manipulatives to teach CS1 concepts could be found in the literature. The overall study is embarking on extensive research to identify and test manipulatives suitable for teaching challenging CS1 concepts with the aim of developing such a framework. However, in this paper we discuss manipulatives we used to teach and foster understanding of the assignment statement. The early results indicate the effectiveness of teaching and learning with manipulatives. This is ongoing research and more experiments to test other manipulatives will follow through our practical action research methodology.

关键词： Manipulatives Pedagogy introductory programming Educators Teaching and learning

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Empowering Novice Programmers with Visual Problem Solving tools 23

Empowering Novice Programmers with Visual Problem Solving to...

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16th Annual ACM India Compute Conference (COMPUTE)

作者： Murali, Ritwik Sukumar, Rajkumar Gali, Mary Sanjana Avudaiappan, Veeramanohar Amrita Vishwa Vidyapeetham Amrita Sch Comp Coimbatore Dept Comp Sci & Engn Coimbatore Tamil Nadu India Amrita Vishwa Vidyapeetham Amrita Sch Engn Coimbatore Dept Elect & Elect Engn Coimbatore Tamil Nadu India

ISBN: (纸本)9798400708404

Learning one's first programming language includes challenges of syntax, surplus code and semantics. The learning can be easy or quite hard for a novice programmer depending on the programming language. Even the small "Hello World" program code contains semantic and syntactic complexity. This paper discusses the pros and cons of multiple tools that may be used for syntax independent implementation of solutions. Based on the shortcomings of existing tools, Flowgramming - a platform independent flowcharting software for the novice programmer / problem solver and their instructor, is also proposed in the paper. Flowcharts developed using Flowgramming can be executed by the built-in interpreter which helps the novice programmer focus on understanding the problem solving strategy in a visually appealing manner and also allows for a language independent learning of solution strategies.

关键词： Computational Thinking Education Technologies Flowchart introductory programming Problem Solving Visual Learning

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A Functional I/O System or, Fun for Freshman Kids

A Functional I/O System or, Fun for Freshman Kids

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14th ACM SIGPLAN International Conference on Functional programming

作者： Felleisen, Matthias Findler, Robert Bruce Flatt, Matthew Krishnamurthi, Shriram Northeastern Univ Boston MA 02115 USA

ISBN: (纸本)9781605583327

Functional programming languages ought to play a central role in mathematics education for middle schools (age range: 10-14). After all, functional programming is a form of algebra and programming is a creative activity about problem solving. Introducing it into mathematics courses would make pre-algebra course come alive. If input and output were invisible, students could implement fun simulations, animations, and even interactive and distributed games all while using nothing more than plain mathematics. We have implemented this vision with a simple framework for purely functional I/O. Using this framework, students design, implement, and test plain mathematical functions over numbers, booleans, string, and images. Then the framework wires them up to devices and performs all the translation from external information to internal data (and vice versa) just like every other operating system. Once middle school students are hooked on this form of programming, our curriculum provides a smooth path for them from pre-algebra to freshman courses in college on object-oriented design and theorem proving.

关键词： introductory programming

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