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Evaluation of a Data-driven Feedback Algorithm for Open-ended Programming
A novel, data-driven algorithm for generating feedback for students on open-ended programming problems, which goes beyond next-step hints, annotating a student’s whole program with suggested edits, including code that should be moved or reordered.
Evaluation of a Frame-based Programming Editor
An empirical evaluation of Stride, a frame-based language used in the Greenfoot IDE, is presented and it is found that the two groups reported similarly low levels of frustration and high levels of satisfaction, but students using Stride progressed through the activity more quickly and completed more objectives.
Generating Data-driven Hints for Open-ended Programming
A new data-driven algorithm is presented, based on the Hint Factory, to generate hints for open-ended programming assignments, that can provide hints that successfully lead students to solutions from any state, help students achieve assignment objectives, and align with the student’s future solution.
An Exploration of Data-Driven Hint Generation in an Open-Ended Programming Problem
Current strategies for generating data-driven hints for programming problems are reviewed and their applicability to larger, more open-ended problems, with multiple, loosely ordered goals is examined.
Question Answering in the Context of Stories Generated by Computers
The QUEST model of question answering is a computational-cognitive model designed to describe a person’s mental narrative comprehension process, which predicts behavioral responses to openended
Exploring Instructional Support Design in an Educational Game for K-12 Computing Education
The motivations, design process, and study's results provide insight into the design of Supports for programming games, suggesting Bugs may be a promising strategy, as demonstrated by the lower completion time and solution code length in assessment puzzles.
ProgSnap2: A Flexible Format for Programming Process Data
This paper investigated three metrics designed to quantify students' difficulty with compiler errors - the Error Quotient, Repeated Error Density and Watwin score - and compared their distributions and ability to predict students' performance.
The Impact of Adding Textual Explanations to Next-step Hints in a Novice Programming Environment
Automated hints, a powerful feature of many programming environments, have been shown to improve students' performance and learning. New methods for generating these hints use historical data,
Creating Data-Driven Feedback for Novices in Goal-Driven Programming Projects
A novel subtree-based state matching technique is proposed that will find partially overlapping solutions to generate feedback across diverse student programs and provide insight into how to leverage structural similarities across complex, creative problem solutions to provide data-driven feedback for intelligent tutoring.
Comparing Textual and Block Interfaces in a Novice Programming Environment
It is found that while the interface did not seem to affect users' attitudes or perceived difficulty, students using the block interface spent less time off task and completed more of the activity's goals in less time.