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18th European-Alliance-for-Innovation (EAI) International Conference on Mobile and Ubiquitous Systems: Computing, Networking and Services (MobiQuitous)

作者： Makhlouf, Jihed Arakawa, Yutaka Watanabe, Ko Osaka Prefecture Univ Osaka Japan Kyushu Univ Fukuoka Japan Univ Kaiserslautern Kaiserslautern Germany DFKI GmbH Kaiserslautern Germany

ISBN: (纸本)9783030948221;9783030948214

There is an abundant and constantly growing amount of information that can be retrieved from online resources. Moreover, the access to such resources is becoming more and more convenient. Yet, finding the exact needed information is not easy, especially for programming search queries. In this paper, we present TrackThinkTS, a privacya-ware browser extension. It tracks users' behaviors when navigating the web. The extension logs various user actions related to tab management, search query, browsing, and clipboard management. The extension is built with a privacy-first mindset. In fact, the users have full control over the registered logs, they can manage, update and export the logs in a completely transparent way. The vision behind this work is twofold. On one hand, we aim to investigate the web search behavior of programming students and detect patterns of a successful search. On the other hand, the objective is to build a knowledge base that will serve as a course supplement for programming students. Therefore, the proposed extension in this paper is one of the building blocks of the whole system. Data collected from this extension will be also synchronized with log data coming from an online IDE used by programming students during the experiment phase.

关键词： Web search Browser extension programming learning Course supplement

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programming Question Generation by a Semantic Network: A Preliminary User Study with Experienced Instructors 23rd

Programming Question Generation by a Semantic Network: A Pre...

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23rd International Conference on Artificial Intelligence in Education (AIED)

作者： Chung, Cheng-Yu Hsiao, I-Han Arizona State Univ Tempe AZ 85281 USA Santa Clara Univ Santa Clara CA 95053 USA

ISBN: (纸本)9783031116476;9783031116469

Questions are widely used in various instructional designs in education. Creating questions can be challenging and time-consuming. It requires not only the expertise of the learning content but also the experience of the question designs and the overall class performance. A considerable amount of research in the field of question generation (QG) has focused on computer models that automatically extract key information from a given context and transform them into meaningful questions. However, due to the complexity of programming knowledge, there are only few studies that have explored the potential of programming QG (PQG) where natural languages and programming languages are often interwoven to constitute an assessment unit. To investigate further, this study experiments with a hybrid semantic network model for PQG based on open information extraction and abstract syntax tree. Our user study showed that experienced instructors had significantly positive feedback on the relevance and extensibility of the machine-generated questions.

关键词： Automatic question generation programming learning Semantic network analysis Local knowledge graphs

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A Stumble Detection Method for programming with Multi-modal Information 1

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20th International Conference on Advances in Mobile Computing and Multimedia Intelligence (MoMM)

作者： Oka, Hiroki Ohnishi, Ayumi Terada, Tsutomu Tsukamoto, Masahiko Kobe Univ Kobe Hyogo Japan

ISBN: (数字)9783031204364

ISBN: (纸本)9783031204357;9783031204364

Various stumbles occur when learning programming, which leads to lower learning efficiency and motivation. If such stumbles could be detected automatically, teachers could monitor learners' progress and support passive students. Stumbles in learning programming can be classified into several types, which could be divided into those that are evident from the source code the learner wrote and those that are expressed in their psychological state. These stumbles could be detected by combining biometric data with code-related metrics. In this study, we propose a method to detect stumbles in learning programming by combining the learner's heart rate information with code-related metrics. We compared the accuracy of models using only code-related metrics, using only heart rate information, and using a combination of both. The results showed that the code-related model and the multimodal model had the highest accuracy and the multimodal model can detect the most variety of stumbles.

关键词： programming learning Stumble Multi-modal Sensing Machine learning

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An analysis of learners' programming skills through data mining

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EDUCATION AND INFORMATION TECHNOLOGIES 2022年第8期27卷 11615-11633页

作者： Zhang, Wei Zeng, Xinyao Wang, Jihan Ming, Daoyang Li, Panpan Cent China Normal Univ Fac Artificial Intelligence Educ 152 LuoYu St Wuhan 430079 Peoples R China

programming skills (PS) are indispensable abilities in the information age, but the current research on PS cultivation mainly focuses on the teaching methods and lacks the analysis of program features to explore the differences in learners' PS and guide programming learning. Therefore, the purpose of this study aims to explore horizontal differences and vertical changes in PS of learners aged 18 to 25 and facilitate the discovery of programming features and behaviors to guide the acquisition of PS through an experiment of statistical analysis and cluster analysis of 2,400 Python programs in four programming tasks. The research found the characteristics and main differences of PS reflected in the function call, interactive loop and several structures nesting. Simple programming task to medium-difficulty programming task is the most important link in programming learning. Furthermore, the research also showed that the difference in program structure is the core and foundation. The difference in type and quantity in simple structure, nested structure and mixed-use of structures is regular, which is an important factor to determine whether the program runs efficiently and whether the programming task can be solved. Finally, some heuristic ideas were put forward to help learners optimize programs and solve programming difficulties, which was of great guiding significance to PS learning.

关键词： programming skills Program features Program structure programming learning

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A modern approach to supporting program visualization: from a 2D notation to 3D representations using augmented reality

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MULTIMEDIA TOOLS AND APPLICATIONS 2021年第1期80卷 543-574页

作者： Schez-Sobrino, Santiago Garcia, Maria A. Lacave, Carmen Molina, Ana I. Glez-Morcillo, Carlos Vallejo, David Redondo, Miguel A. Univ Castilla La Mancha Spain Dept Informat Technol & Syst Paseo Univ 4 Ciudad Real 13071 Spain

The visualization of programs and algorithms has been demonstrated to be essential when learning to program. Nevertheless, existing graphic representations require a high level of abstraction that most beginner programmers cannot understand. Current state-of-the-art approaches provide promising alternatives, but a significant part leaves the advantages of graphic representation in the background. These advantages include abstracting the source code by means of symbols that make them easier to understand without previous training. This work introduces the evolution of a 2-D graphic notation to a 3-D environment, which represents an improvement to a complete platform for collaborative programming learning through problem solving, named COLLECE-2.0. This improvement provides the platform with capabilities to visualize programs through augmented reality by using a new set of graphic representations, which are based on roads and traffic signs in the context of programming learning. These visual models have been evaluated by Computer Science students to know whether the proposed notation is intuitive and useful. The obtained results show that the proposed notation is suitable for representing programming concepts and easy to understand. We also present a series of improvements, integrated as a new subsystem in the aforementioned platform, which allows the automatic construction of 3-D visualizations on an augmented reality environment. These visualizations use the proposed notation and leverage the scalability and architecture of COLLECE-2.0.

关键词： Computer-Supported Collaborative learning (CSCL) Program visualization programming learning Three-dimensional displays Augmented reality Eclipse

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Knowledge Graph and Personalized Answer Sequences for programming Knowledge Tracing

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APPLIED SCIENCES-BASEL 2024年第17期14卷 7952页

作者： Pan, Jianguo Dong, Zhengyang Yan, Lijun Cai, Xia Shanghai Normal Univ Coll Informat Mech & Elect Engn Shanghai 200234 Peoples R China

Knowledge tracing is a significant research area in educational data mining, aiming to predict future performance based on students' historical learning data. In the field of programming, several challenges are faced in knowledge tracing, including inaccurate exercise representation and limited student information. These issues can lead to biased models and inaccurate predictions of students' knowledge states. To effectively address these issues, we propose a novel programming knowledge tracing model named GPPKT (Knowledge Graph and Personalized Answer Sequences for programming Knowledge Tracing), which enhances performance by using knowledge graphs and personalized answer sequences. Specifically, we establish the associations between well-defined knowledge concepts and exercises, incorporating student learning abilities and latent representations generated from personalized answer sequences using Variational Autoencoders (VAE) in the model. This deep knowledge tracing model employs Long Short-Term Memory (LSTM) networks and attention mechanisms to integrate the embedding vectors, such as exercises and student information. Extensive experiments are conducted on two real-world programming datasets. The results indicate that GPPKT outperforms state-of-the-art methods, achieving an AUC of 0.8840 and an accuracy of 0.8472 on the Luogu dataset, and an AUC of 0.7770 and an accuracy of 0.8799 on the Codeforces dataset. This demonstrates the superiority of the proposed model, with an average improvement of 9.03% in AUC and 2.02% in accuracy across both datasets.

关键词： knowledge graph programming learning variational autoencoder knowledge tracing LSTM

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Empirical Evidence of the Usage of programming Languages in the Educational Process

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IEEE TRANSACTIONS ON EDUCATION 2021年第3期64卷 213-222页

作者： Vinueza-Morales, Mariuxi Borrego, Diana A. Galindo, Jose Benavides, David Univ Estatal Milagro Fac Ciencias Ingn Milagro 091050 Ecuador Univ Seville Dept Comp Languages & Syst Seville 41012 Spain

Contribution: A systematic literature review on the empirical evidence regarding the usage of programming languages for learning purposes is presented. The review analyzes different methods and tools at different educational levels and with different objectives. Background: learning programming has gained relevance in the last decade. This is due to the massive presence of programmable elements ranging from computers to toys. Because of this, the interest of researchers on this topic has increased. Questions, such as what to use, in what educational stages to use it, the effectiveness of the method, and the focal objectives for learning programming are questions that do not have obvious answers. Research Questions: 1) What empirical evidence exists on the use of educational programming languages (EPLs)? 2) In what context is the research performed? 3) How is effectiveness reported in the literature after applying EPLs? 4) What pedagogical goals are achieved by using EPLs? Methodology: Following a formal protocol, automated searches were performed for primary studies from 2007 to 2018. A total of 62 studies were identified, of which 29 were selected and analyzed since they include some type of empirical evidence. Findings: After performing the evaluation, the results support the need for better approaches with empirical evidence when reporting research on the usage of EPLs. Some research opportunities are identified which concerns the used programming languages, the areas or stages of their application, or the need to have more empirical evidence in general and more studies in non-WEIRD (Western, educated, industrialized, rich, and democratic) contexts.

关键词： programming profession Databases Computer languages Bibliographies Tools Protocols Computational thinking (CT) educational programming language (EPL) programming learning

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Using hidden Markov model to detect problem-solving strategies in an interactive programming environment

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2025年 1-18页

作者： Wu, Linjing Xiang, Xuelin Yang, Xueyan Jin, Xuan Chen, Liang Liu, Qingtang Cent China Normal Univ Fac Artificial Intelligence Educ Wuhan 430079 Hubei Peoples R China Chongqing Normal Univ Chongqing 400000 Peoples R China

Problem-solving strategies are crucial in learning programming. Owing to their hidden nature, traditional methods such as interviews and questionnaires cannot reflect the details and differences of problem-solving strategies in programming. This study uses the Hidden Markov Model to detect and compare the problem-solving strategies of different groups in an interactive programming environment. The results suggest that high- and low-performance students have significant differences in their problem-solving strategies in programming. High-performance students had more "blank behaviors" in programming than low-performance students in video recordings. Low-performance students spent more time "searching teaching materials" than high-performance students. In the transfer task, high-performance students began the task by "identifying the problem," while low-performance students were involved in the "implementing of strategies." Additionally, high- and low-performance students improved from basic to transfer tasks. These findings shed light on why students performed differently in programming and how and when teachers needed to provide instructions to students in programming education.

关键词： Hidden Markov model Problem-solving strategy programming learning programming performance

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Can Students Learn from Grading Erroneous Computer Programs? 21

Can Students Learn from Grading Erroneous Computer Programs?

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21st IEEE International Conference on Advanced learning Technologies (ICALT)

作者： Paredes, Yancy Vance Hsiao, I-Han Arizona State Univ Sch Comp Informat & Decis Syst Engn Tempe AZ 85287 USA

ISBN: (纸本)9781665441063

learning from erroneous examples involves the intentional inclusion of errors as part of the learning process. Prior works, mostly from the field of mathematics, have investigated how this can be used in blended learning environments to help students. Due to the Covid-19 pandemic, most learning activities have shifted to online, motivating us to study and utilize students' use of an existing grading platform. Students were tasked to evaluate various degrees of erroneous answers as their learning opportunities, resembling program debugging. The grading process was engineered to supply feedback to students by revealing the actual marks and remarks to help them address their misconceptions and prepare them for an upcoming exam. This study presents our findings from clickstream data of students taking a synchronous online Computer Informatics class. How different students approached the activity was looked into: the amount of time spent and the difference of their assigned grade to that of a subject expert's. Although it is still inconclusive whether students learned from erroneous computer programs, we found that students who were proactive in seeking feedback had better midterm scores than those who were not. This underscores the importance of feedback in this learning process.

关键词： erroneous examples clickstream data programming learning

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Investigation and analysis of the current situation of programming education in primary and secondary schools

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HELIYON 2023年第4期9卷 e15530页

作者： Ou, Qizhong Liang, Weijie He, Zhenni Liu, Xiao Yang, Renxing Wu, Xiaojun Nanning Normal Univ Sch Comp & Informat Engn Nanning Peoples R China

With the rapid development of the era of artificial intelligence, the application ability of pro-gramming is also highlighted. As one of the necessary abilities of social talents in the future, primary and secondary schools pay more and more attention to this, and programming education is also in full swing. Therefore, based on previous studies, this paper further clarifies the current situation when the current situation of programming education in primary and secondary schools is ambiguous. This paper is aimed at a wide range of primary and secondary school teachers. With 1500 teachers who participated in the online training class for programming teachers as the object in Chinese primary, middle and high school stages, mainly from the three levels of schools, teachers, and students. The questionnaire with good reliability and validity test was used as the research method, the survey data were statistically described and analyzed, and differences were analyzed using Microsoft Excel2019, SPSS26.0 and so on, it investigates and analyzes the current situation of programming education in primary and secondary schools. Results indicate that the overall quality of programming education offerings in elementary and secondary schools is subpar, and the construction of programming education curriculum in schools requires improvement. Nevertheless, schools prioritize improving students' comprehensive abilities, and teachers hold a positive attitude towards programming education and teaching. Although stu-dents demonstrate a strong interest in learning, their foundation is weak, resulting in poor learning outcomes. Consequently, the author provides specific recommendations regarding pro-gramming education's working mechanism, curriculum standard system, teacher training, and educational resources sharing to better develop programming education in primary and sec-ondary schools.

关键词： programming education in primary and secondary schools programming education for students programming learning Investigation and current situation Primary and secondary education

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