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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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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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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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Data Mining of Students' Behaviors in programming exercises 2nd

Data Mining of Students' Behaviors in Programming Exercises

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3rd International KES Conference on Smart Education and e-Learning

作者： Kato, Toshiyasu Kambayashi, Yasushi Kodama, Yasushi Nippon Inst Technol Saitama Japan Hosei Univ Tokyo Japan

ISBN: (纸本)9783319396903;9783319396897

programming exercises are time-consuming activities for many students. Therefore, most classes provide meticulous supports for students by employing teaching assistants (TAs). However, the programming behaviors of a particular student are quite different from other students' behavior, even though they are solving the same problem. It is hard for TAs to understand the detailed features of each student's programming behavior. We have performed data mining over the records of students' programming behaviors in order to elicit the detailed features of each student's programming behavior. The purpose of this study is to present the elicited such features for TAs so that they can provide effective assistances. We have performed data mining over the chronological records of the compilation and execution of individual students. As a result, we have found that there is a correlation between the programming activities and the duration time for problem solving. Based on the data mining, we have provided TAs some guidelines for each particular group of students. We have confirmed that our classifications and guidelines are reasonable through experiments over programming exercises. We have observed students who received appropriate guidance based on our data mining improved their programming performances.

关键词： programming exercises Teacher assistants teaching Learning analytics

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TSW: A Web-Based Automatic Correction System for C programming exercises

TSW: A Web-Based Automatic Correction System for C Programmi...

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2nd World Summit on the Knowledge Society (WSKS 2009)

作者： Longo, Pietro Sterbini, Andrea Temperini, Marco Univ Roma La Sapienza DI Via Salaria 113 I-00198 Rome Italy Univ Roma La Sapienza DIS I-00185 Rome Italy

ISBN: (纸本)9783642047534

We present the TSW system (TestSystem Web), a web-based environment currently developed at the Rome I University, for the delivery of C programming exercises and their automatic correction. The core of the correction system automatically tests the student's programs by applying unit-tests and/or by comparing the behaviour of the student's code to a reference implementation. Care is taken to avoid error propagation from a function to other functionally depending procedures by redirecting the failing calls to the corresponding reference implementation. The system "instruments" the student's code by using a code analyser and rewriter to handle instruction tracing and function calls redirection. The rewriter can be easily extended to develop other analysis instruments. As an example, we have developed: a code coverage tool that reports how much of the student's code has been visited during the test, a cyclomatic complexity evaluator to compare the number of different logic paths in the code, a tracker for stack depth usage to check for proper implementation of recursive functions, a function/loop execution counter for the evaluation of the execution complexity. Additional care is taken to capture disruptive errors that would abort the program: "segmentation faults" caused by wrong pointer dereferentiation, and time-out caused by run-away processes. With these tools, the teacher can write rich unit tests that can either compare the behaviour of the function under analysis with a reference implementation (e.g. by generating random input and comparing the results), or by submitting well-crafted special inputs to elicit special cases or by comparing the complexity and/or stack depth counters. Each test applied will then explain to the student what was the problem found. TSW is the core component of a future larger social knowledge project, in which students will cooperatively/competitively participate to the definition and test of each-other's programs,sharing ideas and lea

关键词： automatic grading automatic correction 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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Automatic Correction of programming exercises in ViPLab 17

Automatic Correction of Programming Exercises in ViPLab

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IEEE International Symposium on Multimedia (ISM)

作者： Richter, Thomas Vanvinkenroye, Jan Univ Stuttgart Tech Informat & Kommunikat Dienste Allmandring 3a D-70550 Stuttgart Germany

ISBN: (纸本)9781509003792

We describe the ViPLab plug-in for the ILIAS learning management system (LMS) that offers students a virtual programming laboratory and hence allows them to run programming exercises without ever having to leave the browser. In particular, this article introduces one new component of the system that allows automatic correction of programming exercises and hence simplifies the implementation of programming classes in freshmen courses significantly.

关键词： Automatic Correction ILIAS ILIAS Plugin LMS programming exercises Virtual Laboratory

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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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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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