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Constructing Knowledge Graphs for Online collaborative programming

IEEE ACCESS 2021年 9卷 117969-117980页

作者： Zhen, Yuanyi Zheng, Lanqin Chen, Penghe Beijing Normal Univ Sch Educ Technol Fac Educ Beijing 10875 Peoples R China Beijing Normal Univ Adv Innovat Ctr Future Educ Beijing 100875 Peoples R China

This study aimed to automatically construct knowledge graphs for online collaborative programming. We proposed several models and developed a system to construct knowledge graphs based on online discussion texts and the target knowledge graph for the C programming language. Our system included two main modules, namely, entity recognition and relation extraction. We proposed an innovative approach for recognizing knowledge entities, which included sequence tagging, text classification, and keyword matching. The extraction of relationships among knowledge entities was performed through queries of the target knowledge graph. The six kinds of knowledge graphs could be automatically generated through our method, including the activated and unactivated knowledge graphs of each student, each group, and each class. The accuracy of entity recognition reached 87.27%. The accuracies of relation extraction for students, groups, and the class reached 89.7%, 90.4%, and 90.2%, respectively. This study is very promising and significant for both teachers and practitioners to provide interventions and personalized learning services based on the constructed knowledge graphs.

关键词： Collaboration collaborative work Text recognition programming profession Text categorization Knowledge engineering Tagging Knowledge graph entity recognition relation extraction deep neural network model online collaborative learning collaborative programming

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A groupware system to support collaborative programming: Design and experiences

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JOURNAL OF SYSTEMS AND SOFTWARE 2013年第7期86卷 1759-1771页

作者： Bravo, Crescencio Duque, Rafael Gallardo, Jesus Univ Castilla La Mancha Dept Informat Syst & Technol E-13071 Ciudad Real Spain Univ Cantabria Dept Math Stat & Comp Sci E-39005 Santander Spain Univ Zaragoza Dept Comp Sci & Syst Engn Teruel 44003 Spain

The advances in network and collaboration technologies enable the creation of powerful environments for collaborative programming. One such environment is COLLECE, a groupware system to support collaborative edition, compilation and execution of programs in a synchronous distributed fashion, which includes advanced tools for communication, coordination and workspace awareness. The article analyses firstly some usability and design issues, discussing strengths and weaknesses of the system as a basis for the development of groupware tools to support collaborative programming. Then, the focus is on a number of experimental activities carried out. COLLECE was used to conduct a set of experimental activities about work productivity and program quality when comparing the activity of pair and solo programmers, and to analyse potential associations between ways of working and collaborating, and specific characteristics of the programs produced. (C) 2012 Elsevier Inc. All rights reserved.

关键词： collaborative programming Distributed pair programming Collaboration and interaction analysis collaborative learning environments

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Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups' collaborative programming

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INTERNATIONAL JOURNAL OF STEM EDUCATION 2022年第1期9卷 1-21页

作者： Ouyang, Fan Dai, Xinyu Chen, Si Zhejiang Univ Coll Educ 866 Yuhangtang Rd Hangzhou 310058 Zhejiang Peoples R China

Background: Instructor scaffolding is proved to be an effective means to improve collaborative learning quality, but empirical research indicates discrepancies about the effect of instructor scaffoldings on collaborative programming. Few studies have used multimodal learning analytics (MMLA) to comprehensively analyze the collaborative programming processes from a process-oriented perspective. This research conducts a MMLA research to examine the immediate and delayed effects of instructor scaffoldings on small groups'collaborative programming in K-12 education context with an aim to provide research, analytics, and pedagogical implications. Results: The results indicated that the instructor provided five types of scaffoldings from the social, cognitive, and metacognitive dimensions, and groups had seven types of responses (i.e., immediate uptake and delayed use) to five instructor scaffoldings, ranging from the low-to-medium and high level of cognitive engagement. After the scaffolding was faded, groups used the content from the high-control cognitive scaffolding frequently to solve problems in a delayed way, but groups did not use the instructor's scaffolding content from the social and low-control cognitive scaffoldings from the pedagogical perspective, instructors should consider scaffolding types, group states and characteristics, as well as the timing of scaffolding to better design and facilitate collaborative programming. From an analytical perspective, MMLA was proved to be conducive to understand collaborative learning from social, cognitive, behavioral, and micro-level dimensions, such that instructors can better understand and reflect on the process of collaborative learning, and use scaffoldings more skillfully to support collaborative learning. .Conclusions: collaborative programming is encouraged to be integrated in STEM education to transform education from the instructor-directed lecturing to the learner-centered learning. Using MMLA methods, this r

关键词： STEM education collaborative programming Multimodal learning analytics collaborative analytics Primary education

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The Use of Wiki in Teaching programming: Effects Upon Achievement, Attitudes, and collaborative programming Behaviors

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INTERNATIONAL JOURNAL OF DISTANCE EDUCATION TECHNOLOGIES 2018年第3期16卷 18-45页

作者： Lin, Yu-Tzu Wu, Cheng-Chih Chiu, Chiung-Fang Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei Taiwan Natl Chi Nan Univ Grad Inst Curriculum Instruct & Technol Puli Township Taiwan

This article explores the feasibility of employing cooperative program editing tools in teaching programming. A quasi-experimental study was conducted, in which the experimental group coedited the programs with peers using the wiki. The control group co-edited the programs with peers using only the face-to-face approach. The findings show that the co-editing platform was effective in assisting collaborative learning of programming, especially for program implementation. By observing editing histories, students could compare programs and then reflect more deeply about programming. The use of the wiki history tool also helped to illuminate nonlinear and dynamic procedures utilized in programming. Students who engaged more in the collaborative programming or interacted more with partners on the wiki showed greater program implementation achievements. The major benefit of using the wiki was the enhanced ability to observe the dynamic programming procedure and to encounter programming conflicts, which contributed to the process of procedural knowledge acquisition and elaboration.

关键词： collaborative Learning collaborative programming Computer programming Co-Writing Social Learning Wiki

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Agent-in-the-Loop: Conversational Agent Support in Service of Reflection for Learning During collaborative programming 21st

Agent-in-the-Loop: Conversational Agent Support in Service o...

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21st International Conference on Artificial Intelligence in Education (AIED)

作者： Sankaranarayanan, Sreecharan Kandimalla, Siddharth Reddy Hasan, Sahil An, Haokang Bogart, Christopher Murray, R. Charles Hilton, Michael Sakr, Majd Rose, Carolyn Carnegie Mellon Univ Pittsburgh PA 15213 USA

ISBN: (纸本)9783030522407;9783030522391

Dynamic conversational agent-based support for collaborative learning has shown significant positive effects on learning over no support or static-support control conditions in prior studies. In order to understand the boundary between human-led and AI-led support for collaboration, we compare in this study an approach where the agent's primary role is to help students regulate their own collaboration with two more typical prompting strategies that are used only during a reflection phase: one designed to provide a specific informational focus for the reflection, and the other designed to draw out evaluation, elaboration, and exploration of alternative perspectives. Significant positive effects on learning over and above just the human-led form of support are observed when either of the prompting strategies are used.

关键词： Conversational agents Human-AI collaboration Reflection prompts Group conversational agents Adaptive collaborative Learning Support (ACLS) collaborative programming

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ATCoPE: Any-Time collaborative programming Environment for Seamless Integration of Real-Time and Non-Real-Time Teamwork in Software Development 12

ATCoPE: Any-Time Collaborative Programming Environment for S...

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17th ACM International Conference on Supporting Group Work (GROUP)

作者： Fan, Hongfei Sun, Chengzheng Shen, Haifeng Nanyang Technol Univ Sch Comp Engn Singapore Singapore Flinders Univ S Australia Sch Comp Sci Engn & Math Flinders Australia

ISBN: (纸本)9781450314862

Real-time collaborative programming and non-real-time collaborative programming are two classes of methods and techniques for supporting programmers to jointly conduct complex programming work in software development. They are complementary to each other, and both are useful and effective under different programming circumstances. However, most existing programming tools and environments have been designed for supporting only one of them, and little has been done to provide integrated support for both. In this paper, we contribute a novel Any-Time collaborative programming Environment (ATCoPE) to seamlessly integrate conventional non-real-time collaborative programming tools and environments with emerging real-time collaborative programming techniques and support collaborating programmers to work in and flexibly switch among different collaboration modes according to their needs. We present the general design objectives for ATCoPE, the system architecture, functional design and specifications, rationales beyond design decisions, and major technical issues and solutions in detail, as well as a proof-of-concept implementation of the ATCoEclipse prototype system.

关键词： Any-time non-real-time real-time collaborative programming seamless integration compatibility transparency

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Effects of the interaction between metacognition teaching and students' learning achievement on students' computational thinking, critical thinking, and metacognition in collaborative programming learning

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EDUCATION AND INFORMATION TECHNOLOGIES 2023年第10期28卷 12919-12943页

作者： Li, Wei Liu, Cheng-Ye Tseng, Judy C. R. Wenzhou Univ STEM Educ Res Ctr Wenzhou Zhejiang Peoples R China Chung Hua Univ Ph D Program Engn Sci Hsinchu Taiwan Chung Hua Univ Dept Comp Sci & Informat Engn Hsinchu 300 Taiwan

collaborative programming can develop computational thinking and knowledge of computational programming. However, the researchers pointed out that because students often fail to mobilize metacognition to regulate and control their cognitive activities in a cooperation, this results in poor learning effects. Especially low-achieving students need more metacognitive support. Therefore, this study proposed a metacognition-based collaborative programming approach (M-CPA) to improve students' performance in collaborative programming. To evaluate the effectiveness of the method for students with different levels of learning achievement, a 7-week experiment was conducted. A total of 222 middle school students were divided into the experimental group with the M-CPA learning and the control group with the conventional collaborative programming approach (C-CPA). The results showed that learning methods and learning achievement had interactive effects on computational thinking tendency, critical thinking tendency, and metacognition tendency. M-CPA could significantly improve students' computational thinking tendency, critical thinking tendency, and metacognition tendency. Moreover, the proposed approach is more effective for low-achieving students. The results also showed that M-CPA could improve the students' achievement in program analysis questions.

关键词： Metacognition teaching collaborative programming Learning achievement Computational thinking tendency Critical thinking tendency Metacognition tendency

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Coding together - coding alone: the role of trust in collaborative programming

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INFORMATION COMMUNICATION & SOCIETY 2021年第13期24卷 1944-1961页

作者： Stephany, Fabian Braesemann, Fabian Graham, Mark Univ Oxford Oxford Internet Inst Oxford England

In the digital economy, innovation processes increasingly rely on highly specialised know-how and open-source software shared on digital platforms on collaborative programming. The information that feeds into the content on these platforms is provided voluntarily by a vast crowd of knowledgeable users from all over the world. In contributing to the platforms, users invest their time and share knowledge with strangers to add to the rising body of digital knowledge. This requires an open mindset and trust. In this study, we argue that such a mindset is not just an individual asset but determined by the local communities the users are embedded in. We, therefore, hypothesise that places with higher levels of trust should contribute more to Stack Overflow, the world's largest question-and-answer platform for programming questions. In relating the city-level contributions of 266 OECD metropolitan areas to infrastructure, economic, and trust measures, we find support for this hypothesis. In contrast, click rates to the platform are solely driven by infrastructure and economic variables, but not by trust. These findings highlight the importance of societal values in the twenty-first-century knowledge economy: if policymakers want to develop a lively local digital economy, it is not enough to provide fast Internet access and business opportunities. Instead, it is equally important to establish a trust-building environment that fosters sharing of innovative ideas, collaborations, and knowledge spillovers.

关键词： Digital knowledge economy Social data science platform innovation collaborative programming stack overflow trust

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Exploring the Benefits and Barriers of Using Computational Notebooks for collaborative programming Assignments 20

Exploring the Benefits and Barriers of Using Computational N...

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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Borowski, Marcel Zagermann, Johannes Klokmose, Clemens N. Reiterer, Harald Radle, Roman Aarhus Univ Aarhus Denmark Univ Konstanz Constance Germany

ISBN: (纸本)9781450367936

programming assignments in computer science courses are often processed in pairs or groups of students. While working together, students face several shortcomings in today's software: The lack of real-time collaboration capabilities, the setup time of the development environment, and the use of different devices or operating systems can hamper students when working together on assignments. Text processing platforms like Google Docs solve these problems for the writing process of prose text, and computational notebooks like Google Colaboratory for data analysis tasks. However, none of these platforms allows users to implement interactive applications. We deployed a web-based literate programming system for three months during an introductory course on application development to explore how collaborative programming practices unfold and how the structure of computational notebooks affect the development. During the course, pairs of students solved weekly programming assignments. We analyzed data from weekly questionnaires, three focus groups with students and teaching assistants, and keystroke-level log data to facilitate the understanding of the subtleties of collaborative programming with computational notebooks. Findings reveal that there are distinct collaboration patterns;the preferred collaboration pattern varied between pairs and even varied within pairs over the course of three months. Recognizing these distinct collaboration patterns can help to design future computational notebooks for collaborative programming assignments.

关键词： computational notebooks collaborative programming application development programming assignments

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An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings

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JOURNAL OF COMPUTING IN HIGHER EDUCATION 2022年第2期34卷 489-516页

作者： Zheng, Lanqin Zhen, Yuanyi Niu, Jiayu Zhong, Lu Beijing Normal Univ Sch Educ Technol Fac Educ 19 XinJieKouWai St Beijing 100875 Peoples R China

programming skills have gained increasing attention in recent years because digital technologies have become an indispensable part of life. However, little is known about the roles of fade-in and fade-out scaffolding in online collaborative programming settings. To close this research gap, the present study aims to examine the roles of fade-in and fade-out scaffolding for novice programmers in online collaborative programming. A total of 90 undergraduate students participated in the exploratory study and were assigned to 15 fade-in groups and 15 fade-out groups. All of the participants completed the same programming task. The findings reveal that fade-in scaffolding can significantly improve collaborative knowledge building, programming skills, metacognitive behaviors, emotions, and collective efficacy. Goal setting, planning, monitoring and control, enacting strategies, and evaluation and reflection are identified as the crucial metacognitive behaviors. The main contribution of this exploratory study is to shed light on how to design and implement scaffolding for novice programmers.

关键词： Fade-in scaffolding Fade-out scaffolding collaborative programming programming skills Metacognitive behaviors Emotion

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