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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Zavala, Laura Mendoza, Benito CUNY Medgar Evers Coll Brooklyn NY 11225 USA CUNY New York City Coll Technol Brooklyn NY 11201 USA

ISBN: (纸本)9781450351034

In introductory programming courses, proficiency is typically achieved through substantial practice in the form of relatively small assignments and quizzes. Unfortunately, creating programming assignments and quizzes is both, time-consuming and error-prone. We use Automatic Item Generation (AIG) in order to address the problem of creating numerous programming exercises that can be used for assignments or quizzes in introductory programming courses. AIG is based on the use of test-item templates with embedded variables and formulas which are resolved by a computer program with actual values to generate test-items. Thus, hundreds or even thousands of test-items can be generated with a single test-item template. We present a semantic-based AIG that uses linked open data (LOD) and automatically generates contextual programming exercises. The approach was incorporated into an existing self-assessment and practice tool for students learning computer programming. The tool has been used in different introductory programming courses to generate a set of practice exercises different for each student, but with the same difficulty and quality.

关键词： semantic web automatic item generation motivation semantic-based aig assessment tools programming exercises contextual examples linked open data

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Estimating Grades from Students' Behaviors in programming exercises using Deep Learning

Estimating Grades from Students' Behaviors in Programming Ex...

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International Conference on Computational Science and Computational Intelligence (CSCI)

作者： Kato, Toshiyasu Kambayashi, Yasushi Terawaki, Yuki Kodama, Yasushi Nippon Inst Technol Saitama Japan Hollywood Grad Sch Beauty Business Tokyo Japan Hosei Univ Tokyo Japan

ISBN: (纸本)9781538626528

programming exercises are time-consuming activities for many students. Therefore, many classes provide meticulous support for students through teaching assistants (TAs). However, individual students' programming behaviors are quite different from each other's, even when they are solving the same problem. It can be hard for TAs to understand the unique features of each student's programming behavior. We have used data mining to analyze students' programming behaviors in order to identify their various features. The purpose of this study is to present such behavioral features to TAs to improve the effectiveness of the assistance they can provide. In order to grasp the timing of guidance, we estimated the grades from the history of programming behavior.

关键词： programming exercises Teaching Assistants Learning analytics Deep Learning Grading estimate

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AN AUTOMATIC GRADING SCHEME FOR SIMPLE programming exercises

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COMMUNICATIONS OF THE ACM 1969年第5期12卷 272-&页

作者： HEXT, JB WININGS, JW Univ. of Sydney Australia Univ. of Sydney Australia

Discusses the alterations that have been made to the University of Sydney's batch processing system to record the results of programming exercises in three different languages. Provision for testing with programme... 详细信息

关键词： automatic grading program programming exercises

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Developing programming exercises for Teaching Quantum Computing 21

Developing Programming Exercises for Teaching Quantum Comput...

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Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

作者： Mariia Mykhailova Microsoft Redmond WA USA

ISBN: (纸本)9781450380621

Quantum computing harnesses quantum laws of nature to enable new types of algorithms, not feasible on traditional computers, that may lead to breakthroughs in crucial areas like materials science and chemistry. There is a rapidly growing demand for a quantum workforce educated in the basics of quantum computing, supported by government programs like National Quantum Initiative and regional coalitions and hubs that bring together research institutions, universities, and companies and startups in quantum computing industry. Quantum programming education plays an important role in training the quantum workforce. Learning materials and graded assignments that focus on quantum software engineering are crucial for a modern quantum computing curriculum. This demo shows a variety of programming exercises and assignments that can be used in an introductory course on quantum computing. The materials use Microsoft Quantum Development Kit, an open-source cross-platform toolkit for developing quantum applications using its domain-specific programming language Q#. They cover different aspects of quantum software development, from learning the basic concepts of quantum computing and expressing them in a quantum programming language to implementing basic quantum algorithms to using specialized tools for evaluating and validating quantum programs to running them on quantum hardware using Azure Quantum. In this demo I will also summarize my experience using these assignments in university courses.

关键词： programming exercises curriculum development quantum computing

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Getting more oomph from programming exercises 81

Getting more oomph from programming exercises

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Proceedings of the twelfth SIGCSE technical symposium on Computer science education

作者： Alan L. Tharp Computer Science Department North Carolina State University Raleigh North Carolina

ISBN: (纸本)9780897910361

Much attention has been given to the content of introductory computer science courses, but based upon a perusal of introductory textbooks, it appears that somewhat less attention has been given to the programming exercises to be used in these courses. programming exercises can be modified to provide a better educational experience for the student. An example of how atypical programming exercises were incorporated into an introductory programming language course is described.

关键词： Applications Motivation New technology programming exercises Practical knowledge Introductory courses

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Design of programming exercises for a MOOC Course of Computer Graphics

Design of Programming Exercises for a MOOC Course of Compute...

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2018 3rd International Conference on Education and Management Science(ICEMS 2018)

作者： Peng-bo BO Xiao-miao ZHANG Harbin Institute of Technology

In order to improve teaching effectiveness of a MOOC course, namely Computer Graphics(CG), a careful design of several programming exercises is requisite. By analyzing fundamental knowledge points in CG, five programming exercises are designed and explained in this paper. A program is provided for each exercise which is a framework with empty functions to be completed by a student. This set of exercises, as a significant supplement to video lectures and problem sets, is of great help to students to understand fundamental concepts in CG and master basic skills for graphics programming.

关键词： Massive open online course programming exercises Computer graphics

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Quickly Producing "Isomorphic" exercises: Quantifying the Impact of programming Question Permutations 29

Quickly Producing "Isomorphic" Exercises: Quantifying the Im...

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29th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Fowler, Max Smith, David H. Zilles, Craig Univ Illinois Urbana IL 61820 USA

ISBN: (纸本)9798400706004

Small, auto-gradable programming exercises provide a useful tool with which to assess students' programming skills in introductory computer science. To reduce the time needed to produce programming exercises of similar difficulty, previous research has applied a permutation strategy to existing questions. Prior work has left several open questions: is prior exposure to a question typically indicative of higher student performance? Are observed changes in difficulty due to the specific surface feature permutations applied? How is student performance impacted by the first version of a question to which they may be exposed? In this work, we pursue this permutation strategy in multiple semesters of an introductory Python course to investigate these open questions. We use linear regression models to tease out the impacts of different surface feature changes and usage conditions. Our analysis finds similar tendencies as in prior work: question versions available in study materials tend to have 5 - 11 percentage point higher scores than novel permutations and more "substantial" surface feature changes tend to produce harder questions. Our results suggest this last finding is sensitive to how evenly permutations are applied across existing questions, as the precise impact of individual permutations changes between semesters.

关键词： CS1 introductory computer science programming surface features assessment programming exercises

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Elicast: Embedding Interactive exercises in Instructional programming Screencasts 18

Elicast: Embedding Interactive Exercises in Instructional Pr...

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5th Annual ACM Conference on Learning at Scale (L at S)

作者： Park, Jungkook Park, Yeong Hoon Kim, Jinhan Cha, Jeongmin Kim, Suin Oh, Alice Korea Adv Inst Sci & Technol Sch Comp Daejeon South Korea Univ Minnesota Dept Comp Sci & Engn Minneapolis MN 55455 USA

ISBN: (纸本)9781450358866

In programming education, instructors often supplement lectures with active learning experiences by offering programming lab sessions where learners themselves practice writing code. However, widely accessed instructional programming screencasts are not equipped with assessment format that encourages such hands-on programming activities. We introduce Elicast, a screencast tool for recording and viewing programming lectures with embedded programming exercises, to provide hands-on programming experiences in the screencast. In Elicast, instructors embed multiple programming exercises while creating a screencast, and learners engage in the exercises by writing code within the screencast, receiving auto-graded results immediately. We conducted an exploratory study of Elicast with five experienced instructors and 63 undergraduate students. We found that instructors structured the lectures into small learning units using embedded exercises as checkpoints. Also, learners more actively engaged in the screencast lectures, checked their understanding of the content through the embedded exercises, and more frequently modified and executed the code during the lectures.

关键词： screencast instructional screencast programming exercises embedded quizzes

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A Study on How to Classify exercises in Introductory programming Courses: A Moodle Plugin Contribution 53

A Study on How to Classify Exercises in Introductory Program...

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53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023

作者： Versissimo, Thiago Gomes De Oliveira Brandao, Leônidas Haar, Ewout Ter University of São Paulo Institute of Mathematics and Statistics São Paulo Brazil University of São Paulo Institute of Physics São Paulo Brazil

ISBN: (纸本)9798350336429

This full paper reports the results of the development of a Moodle plugin, programming Exercise Teaching Assistant (PETA), created to support teachers from introductory programming courses to identify problematic exercises by analyzing how students interact with them. Moodle is an open source learning management system that allows personalization of its functionality through plugins. In introductory programming courses, it is common to propose problems to students, for which they need to elaborate solution code. The VPL (Virtual programming Lab) is a popular plugin that allows teachers to create this kind of problem, with automatic evaluation built on top of test-cases. The iAssign (interactive Assignment) is another plugin of the same sort, but with block-based programming. Our plugin is an open-source project, initially developed to integrate with iAssign, and created to integrate easily with any similar plugin used in programming tasks. Our primary goal is to empower teachers and students by supplying a tool that improves the quality of programming in education. Over the last few years, the University of São Paulo has increased its public policy for social inclusion, bringing in even more learners with diverse educational backgrounds. Understanding the students' profiles and being able to modify problems based on these new contexts is fundamental to improve the quality of teaching. This plugin aims to meet the needs of teachers and learners, exploring data from their educational context to improve the learning experience. The plugin automatically extracts data from students' interaction with the coding exercise, e.g. the time between submission (TBS), code changing between submissions (CCBS), and grades. Using these variables, we calculated derived metrics in an attempt to classify exercises according to different parameters. First, we considered time-related metrics, the highest time between submissions (HT). Secondly, we evaluated metrics related to code change

关键词： Formative Assessment Learning Analytics Moodle programming exercises

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Automated Data-Driven Hint Generation in Intelligent Tutoring Systems for Code-Writing: On the Road of Future Research

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING 2018年第9期13卷 174-189页

作者： Bui Trong Hieu Mustapha, Syed Ho Chi Minh City Univ Transport Informat Technol Fac Ho Chi Minh City Vietnam Asia E Univ Sch Sci & Technol Kuala Lumpur Malaysia Taif Univ Coll Comp & Informat Comp Sci Dept At Taif Saudi Arabia

Introductory programming is an essential part of the curriculum in any engineering discipline in universities. However, for many beginning students, it is very difficult to learn. In particular, these students often get stuck and frustrated when attempting to solve programming exercises. One way to assist beginning programmers to overcome difficulties in learning to program is to use intelligent tutoring systems (ITSs) for programming, which can provide students with personalized hints of students' solving process in programming exercises. Currently, mostly these systems manually construct the domain models. They take much time to construct, especially for exercises with very large solution spaces. One of the major challenges associated with handling ITSs for programming comes from the diversity of possible code solutions that a student can write. The use of data-driven approaches to develop these ITSs is just starting to be explored in the field. Given that this is still a relatively new research field, many challenges are still remained unsolved. Our goal in this paper is to review and classify analysis techniques that are requested to generate data-driven hints in ITSs for programming. This work also aims equally to identify the possible future directions in this research field.

关键词： intelligent tutoring systems data-driven hint generation programming exercises

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