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Graph semantic similarity-based automatic assessment for programming exercises

SCIENTIFIC REPORTS 2024年第1期14卷 1-14页

作者： Xiang, Chengguan Wang, Ying Zhou, Qiyun Yu, Zhen Cent China Normal Univ Fac Artificial Intelligence Educ Wuhan 430079 Peoples R China Guizhou Educ Univ Sch Math & Big Data Guiyang 550018 Peoples R China

This paper proposes an algorithm for the automatic assessment of programming exercises. The algorithm assigns assessment scores based on the program dependency graph structure and the program semantic similarity, but does not actually need to run the student's program. By calculating the node similarity between the student's program and the teacher's reference programs in terms of structure and program semantics, a similarity matrix is generated and the optimal similarity node path of this matrix is identified. The proposed algorithm achieves improved computational efficiency, with a time complexity of O ( n 2 ) \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$O(n<^>2)$$\end{document} for a graph with n nodes. The experimental results show that the assessment algorithm proposed in this paper is more reliable and accurate than several comparison algorithms, and can be used for scoring programming exercises in C/C++, Java, Python, and other languages.

关键词： Automatic assessment Program dependency graph Program semantics Similarity programming exercises

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Evaluating Automatically Generated Contextualised programming exercises 2024

Evaluating Automatically Generated Contextualised Programmin...

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

作者： Gutierrez, Andre del Carpio Denny, Paul Luxton-Reilly, Andrew Univ Auckland Auckland New Zealand

ISBN: (纸本)9798400704239

Introductory programming courses often require students to solve many small programming exercises as part of their learning. Researchers have previously suggested that the context used in the problem description for these exercises is likely to impact student engagement and motivation. Furthermore, supplying programming exercises that use a broad range of contexts or even allowing students to select contexts to personalize their own exercises, may support the interests of a diverse student population. Unfortunately, it is time-consuming for instructors to create large numbers of programming exercises that provide a wide range of contextualized problems. However, recent work has shown that large language models may be able to automate the mass production of programming exercises, reducing the burden on instructors. In this research, we explore the potential of OpenAI's GPT-4 to create high-quality and novel programming exercises that implement various contexts. Finally, through prompt engineering, we compare different prompting strategies used to generate many programming exercises with various contextualized problem descriptions and then evaluate the quality of the exercises generated.

关键词： Large language models OpenAI ChatGPT GPT-4 CS1 Prompt engineering programming exercises Novice programmers

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Goliath, a programming exercises Generator Supported by AI 19

Goliath, a Programming Exercises Generator Supported by AI

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19th Conference on Computer Science and Intelligence Systems

作者： Freitas, Tiago Carvalho Varanda Pereira, Maria Joao Neto, Alvaro Costa Henriques, Pedro Rangel Univ Minho Algoritme Res Ctr LASI DI Braga Portugal Inst Politec Braganca Res Ctr Digitalizat & Intelligent Robot CeDRI Lab Sustentabilidade Tecnol Regioes Montanha SusT Campus Santa ApoIonia P-5300253 Braganca Portugal Inst Fed Educacao Ciencia Tecnol Sao Paulo Barretos Brazil

ISBN: (纸本)9798350359718;9788396960160

The teaching-learning process is complex in nature, requiring many tasks and skills to achieve success in the construction of knowledge. As per any particular kind of cognitive development, teaching and learning Computer programming is no different in this regard: tasks must be executed, sometimes repeatedly, and skills must be developed. Despite different approaches and methodologies, exercising what has been studied is proven to be effective in pretty much any teaching-learning process. Many tools have been developed throughout time to aid in the execution of this important task, sometimes approaching the problem from the students' perspective, sometimes from the teachers'. This paper presents Goliath, a semi-automatic generator of Computer programming exercises, whose functionality is based on Artificial Intelligence (AI) models, a Domain-Specific Language (DSL), and an online application that binds them together. Goliath's goals are directed towards teachers (and indirectly, students) by aiming to lower the burden of repeatedly constructing exercises. This is achieved through the use of templates that allow for automatic variations of an exercise to be created instantly, while relying on a common foundation. Goliath is meant to be a facilitator, raising availability of exercise lists, while avoiding repetition and the common mistakes that accompany their construction.

关键词： Computer programming programming Education Artificial Intelligence Domain-Specific Languages programming exercises

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Replication of an Evaluation of Teacher Training in the Classification of programming exercises Using Bloom's Taxonomy 13

Replication of an Evaluation of Teacher Training in the Clas...

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13th IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Masapanta-Carrion, Susana Velazquez-Iturbide, J. Angel Pontificia Univ Catolica Ecuador Dept Engn Quito Ecuador Univ Rey Juan Carlos Dept Comp & Stat Madrid Spain

ISBN: (纸本)9781665444347

Repositories are a key resource for instructors and students interested in accessing high-quality exercises for either formative or summative assessment. One central concern in the design of repositories is the classification of exercises, which is typically based on a number of criteria. One common criterion in computing education is Bloom taxonomy, which is frequently used to develop and classify assessment tasks. However, the existing literature reports on educators' difficulties and divergences in the classification of assessment tasks based on Bloom's taxonomy. The paper makes two proposals aimed at enhancing computing educators' training in Bloom's taxonomy: classification of an exercise into several cognitive processes, and provision of computing examples. These recommendations could be used for education in any field of study by using examples specific to the field. Moreover, the paper presents the result of replicating an evaluation of the effect of these recommendations on computing educators. Some results were positive;for instance, decomposing the process to solve a task into several cognitive activities was natural to educators. However, high variation and low accuracy in educators' classifications persisted. Some lessons were learnt: the period of training should be longer, based on more examples and with more active training activities.

关键词： computer science education CSI Bloom's taxonomy programming exercises educators' training

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The effectiveness of unplugged activities and programming exercises in computational thinking education: A Meta-analysis

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EDUCATION AND INFORMATION TECHNOLOGIES 2022年第6期27卷 7993-8013页

作者： Li, Feng Wang, Xi He, Xiaona Cheng, Liang Wang, Yiyu East China Normal Univ Fac Educ Dept Educ Informat Technol Shanghai Peoples R China Beijing Normal Univ Educ Training Ctr Dept Res & Dev Beijing Peoples R China

This study adopted a meta-analysis to explore the effectiveness of unplugged activities (UA) and programming exercises (PE) teaching approaches on computational thinking (CT) education. Through a two-stage literature collection and selection process, 29 articles were included in the meta-analysis, 31 independent effect sizes (16 of UA and 15 of PE) from these articles were used, and a total of 2,764 participants were involved in these studies. CMA software version 3.3 was used to analyze the collected data. The result of the meta-analysis showed that both the UA and PE teaching approaches are useful in cultivating students' CT. Besides, the effect of the PE teaching approach is better than the UA teaching approach in CT education. Moreover, we analyzed the effect of moderator variables (grade level, interdisciplinary course, and experiments duration) on the relationship between UA or PE and CT education. The results showed that the effects of UA teaching approach in CT education was stronger (a) for primary school students than for secondary school students, (b) in interdisciplinary courses than in computer science courses, (c) with long duration teaching experiments than with medium and short duration teaching experiments. However, these effects are not significant. The effects of the PE teaching approach in CT education were stronger (a) for secondary school students than for primary school students, (b) in interdisciplinary courses than in computer science courses, (c) with short duration teaching experiments than with long and medium duration teaching experiments. These effects are not significant either. Therefore, we suggest that (1) the UA teaching approach should be used more for primary school students, while the PE teaching approach should be used more for secondary students;(2) CT education should be integrated into other subjects through UA and PE teaching approaches, and (3) the UA teaching approach requires more teaching time than the PE teaching appro

关键词： Computational thinking Teaching approaches Unplugged activities programming exercises Meta-analysis

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Developing programming exercises for Teaching Quantum Computing 21

Developing Programming Exercises for Teaching Quantum Comput...

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Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

作者： Mariia Mykhailova Microsoft Redmond WA USA

ISBN: (纸本)9781450380621

Quantum computing harnesses quantum laws of nature to enable new types of algorithms, not feasible on traditional computers, that may lead to breakthroughs in crucial areas like materials science and chemistry. There is a rapidly growing demand for a quantum workforce educated in the basics of quantum computing, supported by government programs like National Quantum Initiative and regional coalitions and hubs that bring together research institutions, universities, and companies and startups in quantum computing industry. Quantum programming education plays an important role in training the quantum workforce. Learning materials and graded assignments that focus on quantum software engineering are crucial for a modern quantum computing curriculum. This demo shows a variety of programming exercises and assignments that can be used in an introductory course on quantum computing. The materials use Microsoft Quantum Development Kit, an open-source cross-platform toolkit for developing quantum applications using its domain-specific programming language Q#. They cover different aspects of quantum software development, from learning the basic concepts of quantum computing and expressing them in a quantum programming language to implementing basic quantum algorithms to using specialized tools for evaluating and validating quantum programs to running them on quantum hardware using Azure Quantum. In this demo I will also summarize my experience using these assignments in university courses.

关键词： programming exercises curriculum development quantum computing

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The Relationship Between Voluntary Practice of Short programming exercises and Exam Performance 19

The Relationship Between Voluntary Practice of Short Program...

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4th ACM Conference on Global Computing Education (CompEd)

作者： Edwards, Stephen H. Murali, Krishnan P. Kazerouni, Ayaan M. Virginia Tech Dept Comp Sci Blacksburg VA 24061 USA

ISBN: (纸本)9781450362597

Learning to program can be challenging. Many instructors use drill-and-practice strategies to help students develop basic programming techniques and improve their confidence. Online systems that provide short programming exercises with immediate, automated feedback are seeing more frequent use in this regard. However, the relationship between practicing with short programming exercises and performance on larger programming assignments or exams are unclear. This paper describes an evaluation of short programming questions in the context of a CS1 course where they were used on both homework assignments, for practice and learning, and on exams, for assessing individual performance. The open-source drill-and-practice system used here provides for full feedback during practice exercises. During exams, it allows limiting feedback to compiler errors and to a very small number of example inputs shown in the question, instead of the more complete feedback received during practice. Using data collected from 200 students in a CS1 course, we examine the relationship between voluntary practice on short exercises and subsequent performance on exams, while using an early exam as a control for individual differences including ability level. Results indicate that, after controlling for ability, voluntary practice does contribute to improved performance on exams, but that motivation to improve may also be important.

关键词： programming exercises homework coding skill development practice exam

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On the Use of Semantic-Based AIG to Automatically Generate programming exercises 18

On the Use of Semantic-Based AIG to Automatically Generate P...

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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Zavala, Laura Mendoza, Benito CUNY Medgar Evers Coll Brooklyn NY 11225 USA CUNY New York City Coll Technol Brooklyn NY 11201 USA

ISBN: (纸本)9781450351034

In introductory programming courses, proficiency is typically achieved through substantial practice in the form of relatively small assignments and quizzes. Unfortunately, creating programming assignments and quizzes is both, time-consuming and error-prone. We use Automatic Item Generation (AIG) in order to address the problem of creating numerous programming exercises that can be used for assignments or quizzes in introductory programming courses. AIG is based on the use of test-item templates with embedded variables and formulas which are resolved by a computer program with actual values to generate test-items. Thus, hundreds or even thousands of test-items can be generated with a single test-item template. We present a semantic-based AIG that uses linked open data (LOD) and automatically generates contextual programming exercises. The approach was incorporated into an existing self-assessment and practice tool for students learning computer programming. The tool has been used in different introductory programming courses to generate a set of practice exercises different for each student, but with the same difficulty and quality.

关键词： semantic web automatic item generation motivation semantic-based aig assessment tools programming exercises contextual examples linked open data

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Encouraging System for Teaching Assistants to Advise Students during programming exercises 25

Encouraging System for Teaching Assistants to Advise Student...

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25th International Conference on Computers in Education (ICCE) - Technology and Innovation - Computer-Based Educational Systems for the 21st Century

作者： Yokoyama, Yuuki Egi, Hironori Univ Electrocommun Tokyo Japan

ISBN: (纸本)9789869401265

Computer programming courses form a basic field of study for both students who major in Computer Sciences and those studying a wide range of other sciences. However, such courses present difficulties for certain students. To overcome these issues, many universities have introduced teaching assistant (TA) programs to support students' learning. However, TAs may not be able to effectively identify students having difficulties in class. Consequently, we designed a support system that enables TAs to better understand students' learning performance during programming classes. The system employs head-mounted displays, which provide TAs with a direct visual representation of students' current and historical class performances, enabling them to determine which students (if any) are facing difficulty and provide them with extra support.

关键词： Teaching Assistants programming exercises Learning Logs Advising

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Design of programming exercises for a MOOC Course of Computer Graphics

Design of Programming Exercises for a MOOC Course of Compute...

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2018 3rd International Conference on Education and Management Science(ICEMS 2018)

作者： Peng-bo BO Xiao-miao ZHANG Harbin Institute of Technology

In order to improve teaching effectiveness of a MOOC course, namely Computer Graphics(CG), a careful design of several programming exercises is requisite. By analyzing fundamental knowledge points in CG, five programming exercises are designed and explained in this paper. A program is provided for each exercise which is a framework with empty functions to be completed by a student. This set of exercises, as a significant supplement to video lectures and problem sets, is of great help to students to understand fundamental concepts in CG and master basic skills for graphics programming.

关键词： Massive open online course programming exercises Computer graphics

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