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The impact of a large language model-based programming learning environment on students' motivation and programming ability

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年第6期30卷 8109-8138页

作者： Choi, Seongyune Kim, Hyeoncheol Korea Univ Inst Comp Informat & Commun 145 Anam Ro Seoul South Korea Korea Univ Dept Comp Sci & Engn 145 Anam Ro Seoul South Korea

Attention to programming education from K-12 to higher education has been growing with the aim of fostering students' programming ability. This ability involves employing appropriate algorithms and computer codes to solve problems and can be enhanced through practical learning. However, in a formal educational setting, it is challenging to provide personalized support to students during their practice owing to limited teacher availability and large class sizes. The integration of large language model-based programming learning environments (LPLEs) is a promising approach to this issue as this setting supports adaptive learning by providing feedback on student codes and responses to questions with human-like interactions. However, a research gap exists regarding the efficacy of LPLEs. To address this gap, this study integrated an LPLE for first-year high school students in South Korea engaged in learning programming for the first time as part of the national curriculum. We examined the impact of the LPLE using a mixed-methods approach with a quasi-experimental design through the lens of self-determination theory. We also investigated students' learning behaviors within the LPLE and their perceptions of how specific elements of the LPLE satisfy their basic psychological needs. The results provide evidence that the LPLE supports students' basic psychological needs, enhances autonomous motivation, and improves programming ability. Based on these findings, implications regarding effective utilization and development of the LPLE are discussed from a theoretical and practical perspective.

关键词： Large language models programming education Self-determination theory Motivation programming ability

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Effective instruction conditions for educational robotics to develop programming ability of K-12 students: A meta-analysis

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JOURNAL OF COMPUTER ASSISTED LEARNING 2023年第2期39卷 380-398页

作者： Sun, Lihui Zhou, Danhua Minzu Univ China Sch Educ Beijing Peoples R China Beijing Normal Univ Fac Educ Beijing Peoples R China

Background As one of the mainstream forms of programming education, educational robotics (ER) have been a crucial way to develop K-12 students' programming ability. Objectives The purpose of this study is to clarify the content of programming ability, to verify the effectiveness of ER as a teaching method to improve students' programming abilities and the conditions for more effective instructional design. Methods The method of meta-analysis was adopted to conduct this study. 4180 K-12 students from 36 studies with a total of 85 effect sizes were captured. Based on the contents of included literature, an ER programming ability model was put forward, which was composed of essential ability and generative ability. The meta-analysis of essential ability (N = 22) and generative ability (N = 64) was carried out respectively. Results and conclusion The results showed that ER activity has a positive effect on the essential ability (Hedges' g = 0.539 CI [0.327, 0.752], p < 0.001) and generative ability (Hedges' g = 0.535 CI [0.426, 0.643], p < 0.001). Additionally, the results of moderator analysis showed that utilizing ER to solve mathematics problems is able to more effectively develop students' essential ability, while the STEM interdisciplinary ER instruction had the largest effect on generative ability. Simultaneously, the individual programming form is conducive to students' essential ability, while the generative ability is significantly affected by the cooperative programming form. No matter for the evaluation of essential ability or generative ability, ER had the greatest effect on kindergarten children' programming ability. Moreover, the intervention duration ranging from 1 to 5 weeks, the samples size less than 50 and the choice of measurement scale can effectively improve students' programming ability. Implications This research enriched the theoretical basis of programming ability, and provided reference and guidance for K-12 programming teaching practitioners

关键词： educational robotics instruction conditions K-12 meta-analysis programming ability

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Evaluation Method of GA-BP Neural Network programming ability Based on Entropy Weight-Deviation 10

Evaluation Method of GA-BP Neural Network Programming Abilit...

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10th International Forum on Electrical Engineering and Automation, IFEEA 2023

作者： Li, Yangdi Lin, Shuang Zhen, Zhou He, Deming Qian, Jian Xie, Wei Electric Power Science Research Institute State Grid Fujian Electric Power Co. Ltd. Fujian China

ISBN: (纸本)9798350309379

Aiming at the lack of objective feedback on programming ability and the difficulty in determining the weights of evaluation indexes in power system applications, we establish a programming ability evaluation model of genetic algorithm (GA) optimized back propagation (BP) neural network (GA-BP). By mining the data in power system applications, the programming ability assessment indexes are extracted, and the objective combination of the two-parameter balanced entropy weight method and the deviation maximization method is used to determine the weights of the indexes as well as the assessment value of the programming ability, which is taken as the desired output of the GA-BP neural network, and compared with the programming ability assessment results determined by a single BP neural network. The results of the study show that the model can be used to achieve a more accurate assessment of the programming capability of neural networks in power system applications. © 2023 IEEE.

关键词： combination weighting entropy weight method genetic algorithm-back propagation (GA-BP) neural network maximizing deviations online judge system programming ability

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Developing K-12 students' programming ability: A systematic literature review

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EDUCATION AND INFORMATION TECHNOLOGIES 2022年第5期27卷 7059-7097页

作者： Sun, Lihui Guo, Zhen Zhou, Danhua Minzu Univ China Sch Educ 27 Zhongguancun South Ave Beijing 100081 Peoples R China Tianjin Univ Sch Educ 135 Yaguan Rd Tianjin 300354 Peoples R China Beijing Normal Univ Fac Educ 19 Xinjiekou Wai St Beijing 100091 Peoples R China

In the program-driven information age, programming education is concerned by the global education system, which makes the cultivation of children's programming ability become the focus of attention. However, there is no clear definition of programming ability and teaching model. Through the snowball method, 86 studies from 1980 to 2020 were reviewed. The results showed that K-12 programming ability is defined as a stable personality and psychological characteristic that consisted of metacognition, cognition, operation and communication, including 17 sub-abilities. On this basis, the K-12 programming ability teaching model was constructed by integrating the educational levels, teaching methods, teaching tools, assessment approach in each research. Among them, the programming education of K-12 was committed to cultivate students' cognitive and operational ability. Additionally, There are most researches on teaching intervention for primary school students. Block-based tools are most widely used in research, and project-based learning and problem-based learning are common teaching methods in current programming teaching, while game-based learning, blended learning and cooperative learning have also become the trend in programming teaching. In the meanwhile, programming testing, observation and interview are widely used in programming teaching. This model provides more scientific and standardized reference and guidance for researchers and teachers, and contribute to significant implication for policy, theory and practice of K-12 programming education.

关键词： programming ability K-12 Instructional intervention Teaching model Systematic literature review

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Performance Prediction Model Based on Multi-Layer Attention Mechanism for programming ability 12

Performance Prediction Model Based on Multi-Layer Attention ...

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12th IEEE International Conference on Software Engineering and Service Science (IEEE ICSESS)

作者： Li, Chao Zhang, Zhaojing Zhao, Changhai Beihang Univ Sch Comp Sci & Engn Beijing Peoples R China China Natl Petr Corp Res & Dev Ctr BGP Inc Beijing Peoples R China

ISBN: (纸本)9781665415064

In the course of programming Design and Data Structure, how to improve students' programming ability has become a focus of attention for teachers. Currently, OnlineJudge systems that can automatically judge students' code submitted to a programming exercise problem has been widely adopted by a large number of universities for programming practice. If OnlineJudge systems can predict the score obtained by a student for a new problem, it can effectively help teacher know more about the actual programming ability of each student. Score prediction can also be taken as an important basis for improving teaching techniques. In this paper, we propose a performance prediction model based on multi-layer attention mechanism for students' programming ability, which can predict the performance of student when solving a new programming exercise problem. Real-world dataset filtered from an OnlineJudge system is used to train and test the model. Experimental results show that the model proposed in this paper has better performance and interpretability comparing with other models.

关键词： programming ability performance prediction multilayer attention teaching

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Influencing Factors Analysis and Evaluation for Undergraduate programming ability 21

Influencing Factors Analysis and Evaluation for Undergraduat...

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21st IEEE International Conference on Software Quality, Reliability and Security (QRS)

作者： Wang, Jing Wang, Yong Wang, Xue Anhui Polytech Univ Wuhu Peoples R China

ISBN: (纸本)9781665478366

programming ability is the core ability of computer related professional personnel training in universities. At present, there is no unified index system and evaluation method for undergraduate' programming ability. In order to obtain evaluation data of undergraduate programming ability, we design the questionnaire related to programming ability, collected the grade of undergraduate programming ability related courses, then we computed the correlation between the course grade data and the questionnaire data. We found that comparation with classmates(SE2), visit related websites(IN3), the amount of code they wrote(SC), the number of programming courses they liked(EDU3) seem to be a reliable way to measure programming experience. it is concluded that the main factors affecting undergraduate' programming ability. Finally, the evaluation model of programming ability is constructed by stepwise regression to verify the correctness of the model and obtain the evaluation model of programming ability of undergraduate. With our analysis, we initiate a path toward measuring programming ability with a valid and reliable tool, so that we can control its influence on professional personnel training in universities.

关键词： programming ability spearman correlations stepwise regression

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Measuring programming ability for Novice Programmers

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JOURNAL OF INTERNET TECHNOLOGY 2022年第3期23卷 573-581页

作者： Wang, Xue Wang, Yong Yang, Fei Le, Wenge Wang, Shouhang Anhui Polytech Univ Sch Comp & Informat Wuhu Peoples R China Nanjing Univ State Key Lab Novel Software Technol Nanjing Peoples R China Zhejiang Lab Hangzhou Zhejiang Peoples R China Minjiang Univ Fujian Prov Key Lab Informat Proc & Intelligent C Fujian Peoples R China

Coding is a key activity in the software development process and a programmer???s programming ability determines the software quality. Different from professional programmers, novice programmers usually refers to programmers who have learned a programming language for about three years. At this stage, measuring their programming ability is of great significance to improve their programming abilities. In previous work, researchers have proposed a variety of ways to measure programming ability for professional programmers. We set out to find out the best way to measure novice programming ability. We first exacted a questionnaire from published comprehension experiments for measuring programming ability. Then, we performed control experiments to compare the answers to the questionnaire with their performance. We found that module number and the number of programming-related websites visited seem to be a reliable way to measure programming ability for novice programmers. Furthermore, we perform exploratory factor analysis to generate a model to verify the effectiveness of our findings.

关键词： programming ability Measurement Novice programmers

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The Scaffolding Instruction of New Engineering Talent programming ability Based on C Language Course

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TEHNICKI VJESNIK-TECHNICAL GAZETTE 2020年第4期27卷 1316-1319页

作者： Yu, Bo Qiao, Ruibo Jilin Inst Chem Technol Coll Informat & Control Engineer 45 Chengde St Jilin 132022 Jilin Peoples R China Shanghai Marine Diesel Engine Res Inst 3111 Huaning Rd Shanghai 201108 Peoples R China

The fundamental problem of cultivating new engineering talents is ability training, and computer programming ability is an important ability of new engineering talents. In view of the difficulty of students' programming ability in C language teaching, it is necessary to implement C language teaching reform in order to train the programming ability of new engineering talents. Based on Vygotsky's theory of "proximal development zone" and constructivism learning theory, design and application of scaffolding C language teaching it is proved that the teaching of scaffolding C can make the teaching of programming ability clear, objective and and operable.

关键词： C language new engineering programming ability scaffolding instruction

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Effects of Abstract Thinking and Familiarity with programming Languages on Computer programming ability in High Schools

Effects of Abstract Thinking and Familiarity with Programmin...

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International Conference on Teaching, Assessment and Learning (TALE)

作者： Park, Chan Jung Hyun, Jung Suk Jeju Natl Univ Dept Comp Educ Jeju Si Jeju Do South Korea Jeju Natl Univ Dept Management Informat Syst Jeju Si Jeju Do South Korea

ISBN: (纸本)9781479976720

Due to the increase in the importance of coding education, the research about the factors that affect the computer programming has been performed. This paper analyzed the relationship among abstract thinking, familiarity with programming languages, and programming ability. To achieve our research goals, we surveyed 226 high school students on their thinking styles and programming ability. We found that there existed a moderating effect on programming ability between abstract thinking and familiarity. From this research, we can provide a new educational method to improve high school students' programming skills by educating them to increase their abstract thinking ability.

关键词： abstract thinking familiarity programming ability mathematical analytic thinking

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An Empirical Study on the ability Relationships Between programming and Testing

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IEEE ACCESS 2020年 8卷 161438-161448页

作者： Yang, Peng Liu, Zixi Xu, Jin Huang, Yong Pan, Ya Guangzhou Panyu Polytech Sch Informat Engn Guangzhou 511483 Peoples R China Mooctest Inc Nanjing 210000 Peoples R China Southwest Univ Sci & Technol Sch Comp Sci & Technol Mianyang 621002 Sichuan Peoples R China

Under the software quality management mechanism, developers are generally required to review and test their own code firstly to ensure that the submitted code meets specific quality standards. At the same time, with the popularity of test-driven development (TDD) and extreme programming (XP), programming and testing are complementary in the process of software development, i.e., software testing has become as important as programming. Despite its importance, there is no empirical study that investigates the ability relationships between programming and testing. This article presents such a study, where we designed software tasks to investigate the ability of programming and testing. We distributed the program tasks to software vocational students and analyzed the results from multiple dimensions. Our main findings show that (i) almost half of the developers with strong programming ability do not have a good testing ability;(ii) some developers with weak programming ability can do well in testing;(iii) compared with programming ability, testing fundamentals have a greater impact on the testing ability;and (iv) most developers can do well at finding bugs but lack experience in writing test scripts.

关键词： programming Task analysis Software Software testing Encoding Software testing programming ability testing ability

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