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This paper presents a systematic literature review of the recent (2006--2010) development of automatic assessment tools for programming exercises. We discuss the major features that the tools support and the different approaches they are using both from the pedagogical and the technical point of view. Examples of these features are ways for the teacher to(More)
In this paper, we present a tool that facilitates the learning of programming by providing a mobile application for Parsons problems. These are small assignments where learners build programs by ordering and indenting fragments of code. Parsons problems are well-suited to the mobile context as the assignments form small chunks of learning content that(More)
The idea of using visualization technology to enhance the understanding of abstract concepts, like data structures and algorithms, has become widely accepted. Several attempts have been made to introduce a system that levels out the burden of creating new visualizations. However, one of the main obstacles to fully taking advantage of algorithm visualization(More)
The programming task known as the Rainfall Problem has developed a reputation for being surprisingly difficult for introductory-level (CS1) students. We contribute a survey of studies of the problem as well as a new study of students' solutions collected at three institutions. In all three CS1s, at least about half of the students were able to fully solve(More)
Many commercial or open-source systems for organizing courses are available, offering access to course materials, communication support, and receiving and grading student submissions. However, most of these systems are by default not ideally prepared to address specific demands of Computer Science (CS) education. We explore how Moodle as one of the most(More)
Scaffolded learning tasks where programs are constructed from predefined code fragments by dragging and dropping them (i.e. Parsons problems) are well suited to mobile touch devices, but quite limited in their applicability. They do not adequately cater for different approaches to constructing a program. After studying solutions to automatically assessed(More)
Name of the thesis: Automatic test data generation for programmign exercises with symbolic execution and Java PathFinder Besides of software industry applications, a typical example where automated verification techniques are applied is the automatic assessment of programming exercises The assessment is typically based on testing. Although automatic(More)
Learning to program should include learning about proper software testing. Some automatic assessment systems, e.g. Web-CAT, allow assessing student-generated test suites using coverage metrics. While this encourages testing, we have observed that sometimes students can get rewarded from high coverage although their tests are of poor quality. Exploring(More)
Educational data mining and learning analytics promise better understanding of student behavior and knowledge, as well as new information on the tacit factors that contribute to student actions. This knowledge can be used to inform decisions related to course and tool design and pedagogy, and to further engage students and guide those at risk of failure.(More)
The process of solving a programming assignment is generally invisible to the teacher. We only see the end result and maybe a few snapshots along the way. In order to investigate this process with regard to Parsons problems, we used an online environment for Parsons problems in Python to record a detailed trace of all the interaction during the solving(More)