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26th INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION

作者： Paredes, Yancy Vance Hsiao, I-Han Lin, Yiling Arizona State Univ Tempe AZ 85287 USA Natl Chengchi Univ Taipei Taiwan

ISBN: (纸本)9789869401289

Providing feedback is one of the most effective methods to enhance student's learning. The absence of readily available data on paper-based assessments makes it impossible to know whether students received feedback and whether they have acted upon it or not. In our institution, we have been using a homegrown educational technology to support blended-instruction classes by integrating physical and cyberlearning analytics. Using the collected digital footprints of students, we were able to analyze their reviewing behavior. A study was conducted to investigate the effects of personalizing the reviewing sequence of paper-based assessments. Each student is presented with a personalized sequence of questions to review based on the importance of their mistakes. We found that the students who followed the suggested sequence improved significantly higher in the succeeding exam than those who reviewed the assessment arbitrarily or did not have any reviewing strategy. Results showed that personalized guidance on reviewing graded assessments effectively helped improve student performance.

关键词： Personalized feedback personalized learning personalized guidance programming learning formal assessment multimodal learning analytics

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automaTA: Human-Machine Interaction for Answering Context-Specific Questions 19

automaTA: Human-Machine Interaction for Answering Context-Sp...

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6th ACM Conference on learning @ Scale (L@S)

作者： Lee, Changyoon Han, Donghoon Jin, Hyoungwook Oh, Alice Korea Adv Inst Sci & Technol Daejeon South Korea

ISBN: (纸本)9781450368049

When online learners have questions that are related to a specific task, they often use Q&A boards instead of web search because they are looking for context-specific answers. While lecturers, teaching assistants, and other learners can provide context-specific answers on the Q&A boards, there is often a high response latency which can impede their learning. We present automaTA, a prototype that suggests context-specific answers to online learners' questions by capturing the context of the questions. Our solution is to automate the response generation with a human-machine mixed approach, where humans generate high-quality answers, and the human-generated responses are used to train an automated algorithm to provide context-specific answers. automaTA adopts this approach as a prototype in which it generates automated answers for function-related questions in an online programming course. We conduct two user studies with undergraduate and graduate students with little or no experience with Python and found the potential that automaTA can automatically provide answers to context-specific questions without a human instructor, at scale.

关键词： Context-specific learning question answering programming learning human-machine interaction

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Uncovering Reviewing and Reflecting Behaviors From Paper-based Formal Assessment 17

Uncovering Reviewing and Reflecting Behaviors From Paper-bas...

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7th International learning Analytics and Knowledge Conference (LAK)

作者： Hsiao, I-Han Huang, Po-Kai Murphy, Hannah Arizona State Univ Sch Comp Informat & Decis Syst Engn Tempe AZ 85281 USA Arizona State Univ WP Carey Sch Business Tempe AZ USA

ISBN: (纸本)9781450348706

In this paper, we study students' learning effectiveness through their use of a homegrown educational technology, Web programming Grading Assistant (WPGA), which facilitates grading and feedback delivery of paper-based assessments. We designed a classroom study and collected data from a lower-division blended-instruction computer science class. We tracked and modeled students' reviewing and reflecting behaviors from WPGA. The results show that students demonstrated an effort and desire to review assessments regardless of if they were graded for academic performance or for attendance. Hardworking students achieved higher exam scores on average and were found to review their exams and the correct questions frequently. Additionally, student cohorts exhibited similar initial reviewing patterns, but different in-depth reviewing and reflecting strategies. Ultimately, this work contributes to the aggregation of multidimensional learning analytics across the physical and cybersphere.

关键词： Feedback Reflection programming learning Computing Education Cross LAK Orchestration Technology Blended Instruction Classes

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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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A Strategy to Improve Student's Motivation Levels in programming Courses

A Strategy to Improve Student's Motivation Levels in Program...

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40th Annual Frontiers in Education Conference

作者： Martins, Scheila Wesley Mendes, Antonio Jose Figueiredo, Antonio Dias Univ Coimbra Ctr Informat & Syst CISUC P-3000 Coimbra Portugal

ISBN: (纸本)9781424462599

In this paper we present and discuss a pedagogical strategy to promote programming learning. It was conceived to help students maximize their learning through the conscious assessment of their self-efficacy level, while they develop a suitable programming study behavior. We present and discuss the results of a two years experience conducted in the context of a programming course at the University of Coimbra. In those experiences we used several instruments to assess different aspects, like motivation, self-efficacy and satisfaction with course activities and demonstrate an alternative model to make introductory programming courses more productive and attractive, increase motivation for learning and decrease dropout levels among students.

关键词： Student motivation programming learning Research Communities Self-efficacy

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Intelligent Tutor for Designing Function Interface in a programming Language 18th

Intelligent Tutor for Designing Function Interface in a Prog...

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18th International Conference on Intelligent Tutoring Systems (ITS)

作者： Litovkin, Dmitrii Anikin, Anton Kulyukin, Kirill Sychev, Oleg Volgograd State Tech Univ Volgograd Russia Software Engn Sch Volgograd Russia

ISBN: (纸本)9783031096808;9783031096792

Intelligent tutoring systems play an essential role in learning. In programming learning, the specificity of the learning process is related to creating code in a programming language and developing appropriate skills. One of the basic skills in code development is designing functions and their interfaces in a programming language. For these skills mastering using ITS, it is important to detect the student's mistakes early and provide formative explanatory feedback for the student to help them find and fix the errors. In this paper, we propose the intelligent approach to explanatory feedback generation for the task of function prototype creation training. We developed an approach to automatic teaching function design, a formal model of the subject domain based on OWL ontology and Jena rules to detect errors in the students' answers using software reasoners, and intelligent tutor based on the developed formal model.

关键词： Intelligent tutoring systems programming learning Ontology Reasoning Jena rules

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Using early plagiarism detection in programming classes to address the student's difficulties 20

Using early plagiarism detection in programming classes to a...

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20th International Symposium on Computers in Education (SIIE)

作者： Fonseca, Nuno Gil Macedo, Luis Mendes, Antonio Jose Oliveira Hosp Polytech Inst Coimbra Coll Technol & Management Coimbra Portugal Univ Coimbra Ctr Informat & Syst Dept Informat Engn Coimbra Portugal

ISBN: (纸本)9781538665053

Dealing with plagiarism in programming classes is a critical challenge for the teachers. Through the last decades, several systems and approaches were developed to detect plagiarism. This detection is usually done when students submit the final versions of their work. While this effort is essential, we believe that if plagiarism is detected in the early stages of program development, there is still time to intervene and help the student to overcome the problems that they eventually feel. We propose to achieve this, using some new features of CodeInsights, a tool that captures and analyses code snapshots in real-time each time students compile their code. If plagiarism is detected, that information is immediately available to the teachers, enabling them to take the adequate measures. We present some results of a field experiment involving students from an introductory course on server-side web development with PHP.

关键词： plagiarism programming learning progress monitoring

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Enriching programming content semantics: An evaluation of visual analytics approach

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COMPUTERS IN HUMAN BEHAVIOR 2017年第Jul.期72卷 771-782页

作者： Hsiao, I-Han Lin, Yi-Ling Arizona State Univ Sch Comp Informat & Decis Syst Engn 699 S Mill Ave Tempe AZ 85281 USA Natl Sun Yat Sen Univ Dept Informat Management 70 Lienhai Rd Kaohsiung 80424 Taiwan

In this work, we present an intelligent classroom orchestration technology to capture semantic learning analytics from paper-based programming exams. We design and study an innovative visual analytics system, EduAnalysis, to support programming content semantics extraction and analysis. EduAnalysis indexes each programming exam question to a set of concepts based on the ontology. It utilizes automatic indexing algorithm and interactive visualization interfaces to establish the concepts and questions associations. We collect the indexing ground truths of the targeted set from teachers and experts from the crowd. We found that the system significantly extracted more and diverse concepts from exams and achieved high coherence within exam. We also discovered that indexing effectiveness was especially prevalent for complex content. Overall, the semantic enriching approach for programming problems reveals systematic learning analytics from the paper exams. (C) 2016 Elsevier Ltd. All rights reserved.

关键词： Semantic indexing Automatic indexing Visual analytics Interactive visualization learning analytics programming learning

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Using Scaffolding Strategy and Real-Time Assessment programming Tool to Develop a VR-Based Application 1st

Using Scaffolding Strategy and Real-Time Assessment Programm...

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1st International Conference of Innovative Technologies and learning (ICITL)

作者： Jeng, Yu-Lin Tan, Qing Wang, Ya-Chang Southern Taiwan Univ Sci & Technol Dept Informat Management Tainan Taiwan Athabasca Univ Sch Comp & Informat Syst Athabasca AB Canada

ISBN: (纸本)9783319997377;9783319997360

A computer programming course is a great way to foster students' ability in critical thinking and logical thinking. Computer programming skill enables students to build applications using their creativity, and scaffolding strategy helps lecturers to guide students by providing appropriate support. In this study, we proposed a learning activity that combines scaffolding strategy with a real-time assessment programming tool to develop a VR-based game application. During the process of building the VR-based game, the developing logs are collected and analyzed and the error type is sent to the lecturer so that the lecturer is able to provide instant support to the students. After the project, we validated the project results and evaluated the effectiveness of the proposed learning activity by a survey. The survey results indicate that the proposed learning activity is helpful and useful. The experiment results are discussed at the end of the paper.

关键词： programming learning Scaffolding strategy Real-time assessment

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A Privacy-Aware Browser Extension to Track User Search Behavior for programming Course Supplement 18th

A Privacy-Aware Browser Extension to Track User Search Behav...

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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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