Clean up bibliography

bibliography.bib

@@ -602,7 +602,7 @@
   author = {Bonar, Jeffrey G and Cunningham, Robert},
   year = {1988},
   month = may,
-  institution = {CARNEGIE-MELLON UNIV PITTSBURGH PA ARTIFICIAL INTELLIGENCE AND PSYCHOLOGY}
+  institution = {{University of Pittsburgh, Artificial Intelligence and Psychology}}
 }
 
 @article{borteBarriersStudentActive2020,
@@ -1336,7 +1336,9 @@
   title = {Assertions and {{Protocol}} for the {{OASIS Security Assertion Markup Language}} ({{SAML}})},
   author = {Farrell, Stephen and Reid, Irving and Orchard, David and Sankar, Krishna and Moses, Tim and Edwards, Entrust Nigel and Pato, Joe and Knouse, Charles and Cantor, Oblix Scott and Platt, Darren},
   year = {2002},
-  journal = {Organization for the Advancement of Structured Information Standards (OASIS) Standard (November 2002), http://www. oasis-open. org/committees/download. php/1371/oasis-sstc-saml-core-1.0. pdf},
+  month = nov,
+  journal = {Organization for the Advancement of Structured Information Standards (OASIS) Standard},
+  url = {http://www.oasis-open.org/committees/download.php/1371/oasis-sstc-saml-core-1.0.pdf},
   file = {/home/charlotte/sync/Zotero/storage/US6RPQBH/Farrell et al. - 2002 - Assertions and Protocol for the OASIS Security Ass.pdf}
 }
 
@@ -1642,7 +1644,7 @@
 }
 
 @inproceedings{guoOnlinePythonTutor2013,
-  title = {Online Python Tutor: Embeddable Web-Based Program Visualization for Cs Education},
+  title = {Online Python Tutor: Embeddable Web-Based Program Visualization for {{CS}} Education},
   shorttitle = {Online Python Tutor},
   booktitle = {Proceeding of the 44th {{ACM}} Technical Symposium on {{Computer}} Science Education},
   author = {Guo, Philip J.},
@@ -2267,7 +2269,7 @@
 @inproceedings{kosowskiApplicationOnlineJudge2008,
   title = {Application of an {{Online Judge}} \& {{Contester System}} in {{Academic Tuition}}},
   booktitle = {Advances in {{Web Based Learning}} -- {{ICWL}} 2007},
-  author = {Kosowski, Adrian and Ma{\l}afiejski, Micha{\l} and Noi{\'n}ski, Tomasz},
+  author = {Kosowski, Adrian and Ma{\l}afiejski, Micha{\l} and Noinski, Tomasz},
   editor = {Leung, Howard and Li, Frederick and Lau, Rynson and Li, Qing},
   year = {2008},
   series = {Lecture {{Notes}} in {{Computer Science}}},
@@ -2933,6 +2935,23 @@
   file = {/home/charlotte/sync/Zotero/storage/XQTH79N6/Moons et al. - 2022 - Atomic, reusable feedback a semi-automated soluti.pdf;/home/charlotte/sync/Zotero/storage/AGV6NCUM/S2666557322000143.html}
 }
 
+@article{moonsComparingReusableAtomic,
+  title = {Comparing Reusable, Atomic Feedback with Classic Feedback on a Linear Equations Task Using Text Mining and Qualitative Techniques},
+  author = {Moons, Filip and Holvoet, Alexander and Klingbeil, Katrin and Vandervieren, Ellen},
+  journal = {British Journal of Educational Technology},
+  volume = {n/a},
+  number = {n/a},
+  issn = {1467-8535},
+  doi = {10.1111/bjet.13447},
+  url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13447},
+  urldate = {2024-03-05},
+  abstract = {In this crossover experiment, we investigated the impact of a statement bank, enabling the reuse of previously written feedback (SA condition), on 45 math teachers' feedback for 60 completed linear equation tests, compared to traditional pen-and-paper feedback (PP condition). In the SA condition, teachers were encouraged to use atomic feedback, a set of formulation requirements that makes feedback items significantly more reusable. A previous study found that significantly more feedback was written in the SA condition but did not investigate the content of the feedback. To address this gap, we employed a novel approach of combining text mining with qualitative methods. Results indicate similar wording and sentiments in both conditions. However, SA feedback was more elaborate yet general, focusing on major and minor strengths and deficits, while PP feedback was shorter but more concrete, emphasising main issues. Despite low feedback quality in both conditions, the statement bank led to less effective diagnostic activities, implying that teachers' careless use of statement banks, although convenient, might lead to lower-quality feedback. Practitioner notes What is already known about this topic High-quality feedback should strike a balance between the volume and focus on the main issues, as more feedback does not necessarily equate to better feedback. Feedback should analyse a student's solution whenever possible: interpreting mistakes and communicating that interpretation as feedback. Text mining identifies meaningful patterns and new insights in text using computer algorithms. When teachers can reuse already given feedback using a software tool (statement bank), they tend to write more feedback instead of saving time. What this paper adds Feedback is compared when teachers could use a tool to reuse already given feedback (referred to as `statement banks') versus a scenario without such a tool. Both approaches observed similar word frequencies, sentiments and amounts of erroneous, descriptive and corrective feedback. However, feedback with a statement bank tended to be more elaborate yet less specific to individual student solutions. In contrast, feedback without the tool was shorter but more concrete, focusing on main issues. Overall, the tool for reusing feedback directed teachers towards less effective diagnostic activities. The paper introduces a novel methodological approach by combining text mining with qualitative techniques in educational research. While text mining provides an overall understanding of differences and similarities in feedback approaches, qualitative methods are essential for in-depth analysis of content characteristics and feedback quality. Implications for practice and/or policy Statement banks can support teachers by giving more feedback, but in order to improve feedback quality, further measures are necessary (eg, improving pedagogical content knowledge). Teachers may not confuse handiness with quality: statement banks can help, but when used carelessly, teachers tend to describe and correct students' work instead of analysing underlying (mis-)conceptions using it. Continued attention to feedback quality remains necessary when using such tools.},
+  copyright = {{\copyright} 2024 The Authors. British Journal of Educational Technology published by John Wiley \& Sons Ltd on behalf of British Educational Research Association.},
+  langid = {english},
+  keywords = {atomic,feedback,handwritten tasks,reusable feedback,semi-automated assessment,statement banks},
+  file = {/home/charlotte/sync/Zotero/storage/JGPPJEV2/Moons et al. - Comparing reusable, atomic feedback with classic f.pdf;/home/charlotte/sync/Zotero/storage/C7LZVXT6/bjet.html}
+}
+
 @inproceedings{munaiahAssistedDiscoverySoftware2018,
   title = {Assisted Discovery of Software Vulnerabilities},
   booktitle = {Proceedings of the 40th {{International Conference}} on {{Software Engineering}}: {{Companion Proceeedings}}},
@@ -3090,7 +3109,7 @@
 @techreport{nievergeltACSESAutomatedComputer1976,
   title = {{{ACSES}}: {{The Automated Computer Science Education System}} at the {{University}} of {{Illinois}}},
   shorttitle = {{{ACSES}}},
-  author = {Nievergelt, J. and Others, And},
+  author = {Nievergelt, J.},
   year = {1976},
   month = aug,
   url = {https://eric.ed.gov/?id=ED134229},
@@ -4192,7 +4211,6 @@
   url = {https://www.sciencedirect.com/science/article/pii/S2352711023002741},
   urldate = {2023-11-16},
   abstract = {Dodona () is an intelligent tutoring system for computer programming. It provides real-time data and feedback to help students learn better and teachers teach better. Dodona is free to use and has more than 61 thousand registered users across many educational and research institutes, including 20 thousand new users in the last year. The source code of Dodona is available on GitHub under the permissive MIT open-source license. This paper presents Dodona and its design and look-and-feel. We highlight some of the features built into Dodona that make it possible to shorten feedback loops, and discuss an example of how these features can be used in practice. We also highlight some of the research opportunities that Dodona has opened up and present some future developments.},
-  copyright = {All rights reserved},
   keywords = {Computer-assisted instruction,Education,Interactive learning environments},
   file = {/home/charlotte/sync/Zotero/storage/J5SWQJST/Van Petegem et al. - 2023 - Dodona Learn to code with a virtual co-teacher th.pdf;/home/charlotte/sync/Zotero/storage/MK2GCFAF/S2352711023002741.html}
 }
@@ -4212,7 +4230,6 @@
   url = {https://dl.acm.org/doi/10.1145/3587103.3594165},
   urldate = {2023-11-16},
   abstract = {Dodona (dodona.ugent.be) is an intelligent tutoring system for learning computer programming, statistics and data science. It bridges the gap between assessment and learning by providing real-time data and feedback to help students learn better, teachers teach better and educational technology become more effective. We show how Dodona can be used as a virtual co-teacher to stimulate active learning and support challenge-based education in open and collaborative learning environments. We also highlight some of the opportunities and challenges we have faced in practice. Dodona is free to use and has more than 50 thousand registered users across many educational and research institutions, including 15 thousand new users in the last year. Dodona's source code is available on GitHub under the permissive MIT open-source license.},
-  copyright = {All rights reserved},
   isbn = {9798400701399},
   keywords = {active learning,automated assessment,classroom management,computer programming,computer-assisted learning,computer-assisted teaching,feedback,intelligent tutoring system,learning analytics},
   file = {/home/charlotte/sync/Zotero/storage/VJLK34R8/Van Petegem et al. - 2023 - Dodona Learn to Code with a Virtual Co-teacher th.pdf}