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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.
Evaluation of a template-based puzzle generator for an educational programming game
It is shown that the template-based, automatic puzzle generator can generate puzzles with expert-designed educational goals while saving experts more than 80% of creation time, and these puzzles exhibit structural and visual novelty compared to expert-created puzzles.
PRADA: A Practical Model for Integrating Computational Thinking in K-12 Education
Initial findings indicate that the PRADA model supported core content teachers in successfully infusing CT into their existing curricula and increased their self-efficacy in CT integration.
BOTS: Selecting Next-Steps from Player Traces in a Puzzle Game
The problems with the current hint policy, assuming all edges are the same cost, are discussed, and potential alternative hint selection policies the authors have considered are discussed.
Toward Data-Driven Example Feedback for Novice Programming
This work presents a method for automatically generating and selecting adaptive, example-based programming feedback using historical student data, and suggests that the DDF approach allows more relevant examples to be selected than existing approaches, and that it may be able to leverage interactivity with the student to further improve example quality.
iSnap: Towards Intelligent Tutoring in Novice Programming Environments
Results from a pilot study of iSnap are shared, indicating that students are generally willing to use hints and that hints can create positive outcomes, and some key challenges encountered in the pilot study are highlighted.
Infusing computational thinking into middle grade science classrooms: lessons learned
Initial lessons learned while conducting design-based implementation research on integrating computational thinking into middle school science classes are presented and case studies suggest that several factors including teacher engagement, teacher attitudes, student prior experience with CS/CT, and curriculum design can all impact student engagement in integrated science-CT lessons.
Use, Modify, Create: Comparing Computational Thinking Lesson Progressions for STEM Classes
A comparison study between two CT lesson progressions for middle school science classes and illustrates differences in perception of assignment difficulty from both the students and teachers, as well as student perception of artifact "ownership" between conditions.
Defining Tinkering Behavior in Open-ended Block-based Programming Assignments
This study is the first in this domain to define tinkering based on student behaviors in a block-based programming environment and introduces three general categories of tinkering behaviors derived from student data, and uses case studies to demonstrate how students exhibited these behaviors in problem-solving.