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31st International Conference on Computers in Education (ICCE)

作者： Ta, Nguyen Binh Duong Nguyen, Hua Gia Phuc Gottipati, Swapna Singapore Management Univ Sch Comp & Informat Syst Singapore Singapore

ISBN: (纸本)9786269689019

In introductory programming courses, students as novice programmers would benefit from doing frequent practices set at a difficulty level and concept suitable for their skills and knowledge. However, setting many good programming exercises for individual learners is very time-consuming for instructors. In this work, we propose an automated exercise generation system, named ExGen, which leverages recent advances in pre-trained large language models (LLMs) to automatically create customized and ready-to-use programming exercises for individual students on-demand. The system integrates seamlessly with Visual Studio Code, a popular development environment for computing students and software engineers. ExGen effectively does the following: 1) maintaining a set of seed exercises in a personalized database stored locally for each student;2) constructing appropriate prompts from the seed exercises to be sent to a cloud-based LLM deployment for generating candidate exercises;and 3) implementing a novel combination of filtering checks to automatically select only ready-to-use exercises for a student to work on. Extensive evaluation using more than 600 Python exercises demonstrates the effectiveness of ExGen in generating customized, ready-to-use programming exercises for new computing students.

关键词： introductory programming courses exercise generation large language models prompt engineering auto-filtering

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Software Testing in introductory programming courses A Systematic Mapping Study 19

Software Testing in Introductory Programming Courses A Syste...

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50th ACM-SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Scatalon, Lilian Passos Carver, Jeffrey C. Garcia, Rogerio Eduardo Barbosa, Ellen Francine Univ Sao Paulo ICMC Sao Carlos SP Brazil Univ Alabama Tuscaloosa AL USA Sao Paulo State Univ UNESP FCT Presidente Prudente SP Brazil

ISBN: (纸本)9781450358903

Traditionally, students learn about software testing during intermediate or advanced computing courses. However, it is widely advocated that testing should be addressed beginning in introductory programming courses. In this context, testing practices can help students think more critically while working on programming assignments. At the same time, students can develop testing skills throughout the computing curriculum. Considering this scenario, we conducted a systematic mapping of the literature about software testing in introductory programming courses, resulting in 293 selected papers. We mapped the papers to categories with respect to their investigated topic (curriculum, teaching methods, programming assignments, programming process, tools, program/test quality, concept understanding, and students' perceptions and behaviors) and evaluation method (literature review, exploratory study, descriptive/persuasive study, survey, qualitative study, experimental and experience report). We also identified the benefits and drawbacks of this teaching approach, as pointed out in the selected papers. The goal is to provide an overview of research performed in the area, highlighting gaps that should be further investigated.

关键词： Software testing introductory programming courses systematic mapping

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Learners programming Language a Helping System for introductory programming courses

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MEHRAN UNIVERSITY RESEARCH JOURNAL OF ENGINEERING AND TECHNOLOGY 2016年第3期35卷 347-358页

作者： Naveed, Muhammad Shumail Sarim, Muhammad Ahsan, Kamran Fed Urdu Univ Arts Sci & Technol Dept Comp Sci Karachi Pakistan

programming is the core of computer science and due to this momentousness a special care is taken in designing the curriculum of programming courses. A substantial work has been conducted on the definition of programming courses, yet the introductory programming courses are still facing high attrition, low retention and lack of motivation. This paper introduced a tiny pre-programming language called LPL (Learners programming Language) as a ZPL (Zeroth programming Language) to illuminate novice students about elementary concepts of introductory programming before introducing the first imperative programming course. The overall objective and design philosophy of LPL is based on a hypothesis that the soft introduction of a simple and paradigm specific textual programming can increase the motivation level of novice students and reduce the congenital complexities and hardness of the first programming course and eventually improve the retention rate and may be fruitful in reducing the dropout/failure level. LPL also generates the equivalent high level programs from user source program and eventually very fruitful in understanding the syntax of introductory programming languages. To overcome the inherent complexities of unusual and rigid syntax of introductory programming languages, the LPL provide elementary programming concepts in the form of algorithmic and plain natural language based computational statements. The initial results obtained after the introduction of LPL are very encouraging in motivating novice students and improving the retention rate.

关键词： programming introductory programming courses Imperative programming Student Dropouts

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Exploring the role of a microlearning instructional approach in an introductory database programming course: an exploratory case study

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JOURNAL OF COMPUTING IN HIGHER EDUCATION 2024年 1-34页

作者： Sankaranarayanan, Rajagopal Yang, Mohan Kwon, Kyungbin Univ Texas Austin Off Strateg Acad Initiat Acad Affairs Austin TX 78711 USA Texas A&M Univ Dept Educ Adm & Human Resource Dev College Stn TX USA Indiana Univ Dept Learning Design & Adult Educ Bloomington IN USA

The purpose of this study is to explore the influence of the microlearning instructional approach in an online introductory database programming classroom. The ultimate goal of this study is to inform educators and instructional designers on the design and development of microlearning content that maximizes student learning. Grounded within the frameworks of cognitive theories of learning-Cognitive load theory, Cognitive theory of multimedia learning, and Cognitive, affective theory of learning with media, this exploratory case study collected student assessment data from ten-course topic quizzes and exam scores in midterm and final exams. Additionally, the students' and the course instructor's perceptions while experiencing the microlearning instructional approach were collected and analyzed. As a result, the students scored significantly higher in the course topic quizzes under microlearning instruction compared to the video lectures condition. The students experienced less cognitive load and were more motivated and engaged throughout the learning process under the microlearning instruction. The students also reported some challenges of microlearning instruction, including missing social aspects of learning, fragmented learning for some complex topics, and Canvas LMS platform issues. Overall, this inquiry suggests the potential of microlearning as an instructional approach for introductory programming concepts. Some key implications of the findings are also addressed.

关键词： Cognitive load introductory programming courses Instructional design Microlearning

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Anticipating User Needs: Insights from Design Fiction on Conversational Agents for Computational Thinking 7th

Anticipating User Needs: Insights from Design Fiction on Con...

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7th Conversations International Workshop (CONVERSATIONS)7th International Workshop on Chatbot Research and Design (CONVERSATIONS)

作者： Penney, Jacob Pimentel, Joao Felipe Steinmacher, Igor Gerosa, Marco A. No Arizona Univ Flagstaff AZ 86011 USA Univ Fed Fluminense Niteroi RJ Brazil

ISBN: (纸本)9783031549748;9783031549755

Computational thinking, and by extension, computer programming, is notoriously challenging to learn. Conversational agents and generative artificial intelligence (genAI) have the potential to facilitate this learning process by offering personalized guidance, interactive learning experiences, and code generation. However, current genAI-based chatbots focus on professional developers and may not adequately consider educational needs. Involving educators in conceiving educational tools is critical for ensuring usefulness and usability. We enlisted nine instructors to engage in design fiction sessions in which we elicited abilities such a conversational agent supported by genAI should display. Participants envisioned a conversational agent that guides students stepwise through exercises, tuning its method of guidance with an awareness of the educational background, skills and deficits, and learning preferences. The insights obtained in this paper can guide future implementations of tutoring conversational agents oriented toward teaching computational thinking and computer programming.

关键词： Conversational Agents Scaffolding Computational Thinking Natural Language programming introductory programming courses Design Fiction

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Write a Line: Tests with Answer Templates and String Completion Hints for Self-Learning in a CS1 Course 44

Write a Line: Tests with Answer Templates and String Complet...

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ACM/IEEE 44th International Conference on Software Engineering - Software Engineering Education and Training (ICSE-SEET)

作者： Sychev, Oleg Volgograd State Tech Univ Volgograd Russia

ISBN: (纸本)9781665495929

One of the important tasks in learning programming is writing a line of code performing the necessary action. This allows students to practice skills in a playground with instant feedback before writing more complex programs and increases their proficiency when solving programming problems. However, answers in the form of program code have high variability. Among the possible approaches to grading and providing feedback, we chose template matching. This paper reports the results of using regular-expression-based questions with string completion hints in a CS1 course for 4 years with 497 students. The evaluation results show that Perl-compatible regular expressions provide good precision and recall (more than 99%) when used for questions requiring writing a single line of code while being able to provide string-completion feedback regardless of how wrong the initial student's answer is. After introducing formative quizzes with string-completion hints to the course, the number of questions that teachers and teaching assistants received about questions in the formative quizzes dropped considerably: most of the training question attempts resulted in finding the correct answer without help from the teaching staff. However, some of the students use formative quizzes just to learn correct answers without actually trying to answer the questions.

关键词： regular expressions short-answer questions feedback generation online learning introductory programming courses

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Using NLP to Quantify Program Decomposition in CS1 22

Using NLP to Quantify Program Decomposition in CS1

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9th Annual ACM Conference on Learning at Scale, L@S 2022

作者： Charitsis, Charis Piech, Chris Mitchell, John C. Stanford University StanfordCA United States

ISBN: (纸本)9781450391580

Decomposition is a problem-solving technique that is essential to software development. Nonetheless, it is perceived as the most challenging programming skill for learners to master. Researchers have studied decomposition in introductory programming courses through guided experiments, case studies, and surveys. We believe that the rapid advancements in scientific fields such as machine learning and natural language processing (NLP) opened up opportunities for more scalable approaches. We study the relationship between problem-related entities and functional decomposition. We use an automated system to collect 78,500 code snapshots from two CS1 programming assignments of 250 students and then apply NLP techniques to quantify the learner's ability to break down a problem into a series of smaller, more straightforward tasks. We compare different behaviors and evaluate at scale the impact of decomposition on the time it takes to deliver the solution, its complexity, and the student's performance in the assignment and the course exams. Finally, we discuss the implications of our results for teaching and future research. © 2022 ACM.

关键词： introductory programming courses software development problem-solving approaches problem decomposition

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CorrectWriting: Open-Ended Question with Hints for Teaching programming-Language Syntax 21

CorrectWriting: Open-Ended Question with Hints for Teaching ...

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26th Conference on Innovation and Technology in Computer Science Education

作者： Sychev, Oleg Volgograd State Tech Univ Volgograd Russia

ISBN: (纸本)9781450383974

Teaching students to construct correct statements in programming languages is an important part of introductory programming courses. While modern development environments highlight syntax errors, they do not stimulate thinking in grammatical terms to help the student understand and memorize syntax rules. To facilitate learning syntax, we developed CorrectWriting, a question-type plug-in for the popular LMS Moodle. It finds mistakes in token order and composition and detects typos, including missing and extraneous separators. Mistake messages use teacher-supplied token descriptions to show the grammatical role of each wrong token. Hints are provided about students' mistakes. CorrectWriting questions are actively used by the students of Volgograd State Technical University to prepare for classwork.

关键词： Quizzing Feedback Generation Open-Ended Questions Online Learning Computer Science Education introductory programming courses

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How it Works: Algorithms A Tool for Developing an Understanding of Control Structures 21

How it Works: Algorithms A Tool for Developing an Understand...

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26th Conference on Innovation and Technology in Computer Science Education

作者： Sychev, Oleg Denisov, Mikhail Terekhov, Grigory Volgograd State Tech Univ Volgograd Russia

ISBN: (纸本)9781450383974

Developing an understanding of control structures is one of the important tasks in introductory programming courses. To facilitate active learning with immediate feedback, we developed a constraint-based tutor, "How it Works: Algorithms," that asks students to build an execution trace of the given algorithm and provides explanatory feedback about the mistakes the student made. The reasons for the student's faults are determined by an inference engine, using a set of rules describing the subject domain. Teachers can create exercises using a simple visual block-based interface and sending them to students as permanent links.

关键词： Constraint-Based Tutoring Systems Control-Flow Statements Program Execution Trace Online Learning Computer Science Education introductory programming courses

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Educational Initiatives to Increase Diversity in CS1 courses: A Literature Mapping of US efforts

Educational Initiatives to Increase Diversity in CS1 Courses...

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IEEE Frontiers in Education Conference (FIE)

作者： Holanda, Maristela Ortiz-Lopez, Keishla D. Da Silva, Dilma Furuta, Richard Univ Brasilia Dept Comp Sci Brasilia DF Brazil Texas A&M Univ Dept Comp Sci & Engn College Stn TX 77843 USA

ISBN: (纸本)9781665438513

Full paper. introductory programming courses such as Computer Science 1 (CS1) are challenging for undergraduate students. Additional obstacles to attracting and retaining students from groups underrepresented in Computer Science majors (such as women, African-Americans, Latinx/Hispanic, and Native Americans) motivated several CS1 educational initiatives aiming at better support for students from these groups. In the context of broadening participation in computing, our paper aims to answer the following question: What does the literature tell us about educational initiatives in CS1 courses that focus on underrepresented minority groups in the United States? To answer this question, we deployed a systematic literature mapping process covering the last twelve years (2009-2020) using four academic databases: Scopus, Web of Science, IEEExplore, and ACM Digital Library. We found 67 academic documents published in conferences and journals, covering activities such as modifications to lesson plans, implementation of pedagogical changes, assessment of student sentiment, the establishment of learning communities, and mentoring events targeting to increase inclusion in CS1 courses.

关键词： introductory programming courses CS1 minority underrepresented minority URM

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