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@ -8,7 +8,7 @@
number = {Volume: 2, Number: 2},
url = {https://iugspace.iugaza.edu.ps/handle/20.500.12358/25066},
urldate = {2021-09-20},
abstract = {Educational data mining concerns with developing methods for discovering knowledge from data that come from educational domain. In this paper we used educational data mining to improve graduate students' performance, and overcome the problem of low grades of graduate students. In our case study we try to extract useful knowledge from graduate students data collected from the college of Science and Technology{\textendash}Khanyounis. The data include fifteen years period [1993-2007]. After preprocessing the data, we applied data mining techniques to discover association, classification, clustering and outlier detection rules. In each of these four tasks, we present the extracted knowledge and describe its importance in educational domain.},
abstract = {Educational data mining concerns with developing methods for discovering knowledge from data that come from educational domain. In this paper we used educational data mining to improve graduate students' performance, and overcome the problem of low grades of graduate students. In our case study we try to extract useful knowledge from graduate students data collected from the college of Science and Technology--Khanyounis. The data include fifteen years period [1993-2007]. After preprocessing the data, we applied data mining techniques to discover association, classification, clustering and outlier detection rules. In each of these four tasks, we present the extracted knowledge and describe its importance in educational domain.},
copyright = {Creative Commons (CC-BY)},
langid = {english},
annotation = {Accepted: 2018-11-19T09:24:34Z},
@ -1154,7 +1154,7 @@
issn = {1552-2237},
url = {https://www.learntechlib.org/p/44796/},
urldate = {2022-10-03},
abstract = {This paper depicts the sustainability of Open Educational Resources (OERs) in terms of the three models: funding, technical, and content. Discussion and recommendations are focused on the sustainability of OERs and the requirement that we think of OERs as only part of a larger picture {\textendash} one that includes volunteers and incentives, community and partnerships, co-production and sharing, distributed management and control.},
abstract = {This paper depicts the sustainability of Open Educational Resources (OERs) in terms of the three models: funding, technical, and content. Discussion and recommendations are focused on the sustainability of OERs and the requirement that we think of OERs as only part of a larger picture -- one that includes volunteers and incentives, community and partnerships, co-production and sharing, distributed management and control.},
langid = {english},
file = {/home/charlotte/sync/Zotero/storage/H3X3P7FN/Downes - 2007 - Models for Sustainable Open Educational Resources.pdf;/home/charlotte/sync/Zotero/storage/EBCULPC9/44796.html}
}
@ -1255,7 +1255,7 @@
year = {2006},
url = {https://www.semanticscholar.org/paper/Web-CAT-%3A-the-Web-based-Center-for-Automated-Edwards/9bad816ad294dfdf13599a7e3ac11e72d77af7fc},
urldate = {2024-02-20},
abstract = {The Web-CAT software system for evaluating student programming assignments has had substantial impact both within Virginia Tech and in other universities. Web-CAT, the Web-based Center for Automated Testing, is a tool that provides rapid, directed comments on student work, encourages students to write software tests for their own work, and empowers students with the responsibility of demonstrating the correctness and validity of their own programs. Web-CAT has allowed Dr. Edwards to transform the way programming assignments are given and assessed in our freshman and sophomore CS programming courses. While students have always focused on ``writing code,'' Web-CAT has given instructors a tool that encourages students to step back and reflect on their own work and what they are trying to achieve. Web-CAT does not grade student programs for correctness{\textemdash}instead, the student is responsible for demonstrating correctness by writing and running test cases. Each test case is a minihypothesis about how the student believes his or her program should work, and students continually write, refine, and experimentally validate these hypotheses as they develop solutions. Web-CAT then grades students on how well they test their own programs, that is, how rigorous and convincing is their own demonstration of the correctness of their own work. As a result, students learn more and produce higher-quality code. Students who use Web-CAT produce an average of 28\% fewer program bugs, are more likely to turn their work in on time, and receive higher scores. Further, students see clear benefits to using Web-CAT, since it increases their confidence in the correctness of their own work, helps them incrementally develop solutions, and reduces some of the most frustrating factors that cause students to fail to complete working solutions. The lessons learned from these development efforts have been disseminated through journal articles, conference papers, demonstrations, poster presentations, workshop papers, and four tutorials at national conferences.}
abstract = {The Web-CAT software system for evaluating student programming assignments has had substantial impact both within Virginia Tech and in other universities. Web-CAT, the Web-based Center for Automated Testing, is a tool that provides rapid, directed comments on student work, encourages students to write software tests for their own work, and empowers students with the responsibility of demonstrating the correctness and validity of their own programs. Web-CAT has allowed Dr. Edwards to transform the way programming assignments are given and assessed in our freshman and sophomore CS programming courses. While students have always focused on ``writing code,'' Web-CAT has given instructors a tool that encourages students to step back and reflect on their own work and what they are trying to achieve. Web-CAT does not grade student programs for correctness---instead, the student is responsible for demonstrating correctness by writing and running test cases. Each test case is a minihypothesis about how the student believes his or her program should work, and students continually write, refine, and experimentally validate these hypotheses as they develop solutions. Web-CAT then grades students on how well they test their own programs, that is, how rigorous and convincing is their own demonstration of the correctness of their own work. As a result, students learn more and produce higher-quality code. Students who use Web-CAT produce an average of 28\% fewer program bugs, are more likely to turn their work in on time, and receive higher scores. Further, students see clear benefits to using Web-CAT, since it increases their confidence in the correctness of their own work, helps them incrementally develop solutions, and reduces some of the most frustrating factors that cause students to fail to complete working solutions. The lessons learned from these development efforts have been disseminated through journal articles, conference papers, demonstrations, poster presentations, workshop papers, and four tutorials at national conferences.}
}
@article{elbadrawyPredictingStudentPerformance2016,
@ -1360,7 +1360,7 @@
doi = {10.1080/01621459.1982.10477894},
url = {https://www.tandfonline.com/doi/abs/10.1080/01621459.1982.10477894},
urldate = {2021-02-19},
abstract = {An example is given of a family of distributions on [{\textemdash} 1, 1] with a continuous one-dimensional parameterization that joins the triangular distribution (when {$\Theta$} = 0) to the uniform (when {$\Theta$} = 1), for which the maximum likelihood estimates exist and converge strongly to {$\Theta$} = 1 as the sample size tends to infinity, whatever be the true value of the parameter. A modification that satisfies Cram{\'e}r's conditions is also given.},
abstract = {An example is given of a family of distributions on [--- 1, 1] with a continuous one-dimensional parameterization that joins the triangular distribution (when {$\Theta$} = 0) to the uniform (when {$\Theta$} = 1), for which the maximum likelihood estimates exist and converge strongly to {$\Theta$} = 1 as the sample size tends to infinity, whatever be the true value of the parameter. A modification that satisfies Cram{\'e}r's conditions is also given.},
keywords = {Asymptotic efficiency,Inconsistency,Maximum likelihood estimates,Mixtures},
file = {/home/charlotte/sync/Zotero/storage/QEWUSYDZ/01621459.1982.html}
}
@ -1398,7 +1398,7 @@
}
@inproceedings{fonsecaWebbasedPlatformMethodology2023,
title = {A Web-Based Platform and a Methodology to Teach Programming Languages in Electrical Engineering Education {\textendash} Evolution and Student Feedback},
title = {A Web-Based Platform and a Methodology to Teach Programming Languages in Electrical Engineering Education -- Evolution and Student Feedback},
booktitle = {2023 32nd {{Annual Conference}} of the {{European Association}} for {{Education}} in {{Electrical}} and {{Information Engineering}} ({{EAEEIE}})},
author = {Fonseca, In{\'a}cio and Martins, Nuno Cid and Lopes, Fernando},
year = {2023},
@ -1408,7 +1408,7 @@
doi = {10.23919/EAEEIE55804.2023.10181316},
url = {https://ieeexplore.ieee.org/abstract/document/10181316},
urldate = {2023-10-02},
abstract = {The teaching of diverse programming topics and languages is a fundamental component of electrical engineering education. However, it is a complex task facing many challenges such as the need to accommodate students with very different programming backgrounds and with very different levels of motivation for the programming field {\textendash} these are classical difficulties with electrical engineering candidates.A web-based collaborative tool and a methodology to support student interaction and assistance in classroom teaching of programming languages in electrical engineering courses were presented in [1]. The main technological choices and functionalities, as well as examples of implemented courses, were described. The tool was developed aiming to be flexible, scalable and with high evolution potential.In this paper, we present the evolution of the basis tool through technology improvements, a set of new functionalities and added programming languages. The main technology upgrades include the full integration of the Visual Studio Code for the Web editor, a new web interface we called iWeb-TD and the expansion of the multi-user capabilities. In terms of functionalities, in addition to PHP and Octave, it is now possible to teach C/C++, Python, Java, and ipynb. A new major component is the integration of active debugging with step execution for all supported languages. This is a fundamental aspect that allows students with weak programming skills to evolve in a structured form. The tool can also allow the teacher to develop and test pedagogical elements in Python or Octave and publish them for student access in read-only mode using the Jupyter-Notebook technology.The paper includes example pedagogical elements for two electrical engineering courses taught using the enhanced platform, including the compilation of associated student feedback.},
abstract = {The teaching of diverse programming topics and languages is a fundamental component of electrical engineering education. However, it is a complex task facing many challenges such as the need to accommodate students with very different programming backgrounds and with very different levels of motivation for the programming field -- these are classical difficulties with electrical engineering candidates.A web-based collaborative tool and a methodology to support student interaction and assistance in classroom teaching of programming languages in electrical engineering courses were presented in [1]. The main technological choices and functionalities, as well as examples of implemented courses, were described. The tool was developed aiming to be flexible, scalable and with high evolution potential.In this paper, we present the evolution of the basis tool through technology improvements, a set of new functionalities and added programming languages. The main technology upgrades include the full integration of the Visual Studio Code for the Web editor, a new web interface we called iWeb-TD and the expansion of the multi-user capabilities. In terms of functionalities, in addition to PHP and Octave, it is now possible to teach C/C++, Python, Java, and ipynb. A new major component is the integration of active debugging with step execution for all supported languages. This is a fundamental aspect that allows students with weak programming skills to evolve in a structured form. The tool can also allow the teacher to develop and test pedagogical elements in Python or Octave and publish them for student access in read-only mode using the Jupyter-Notebook technology.The paper includes example pedagogical elements for two electrical engineering courses taught using the enhanced platform, including the compilation of associated student feedback.},
file = {/home/charlotte/sync/Zotero/storage/WPW7AYUK/Fonseca et al. - 2023 - A web-based platform and a methodology to teach pr.pdf;/home/charlotte/sync/Zotero/storage/SIFC9TWB/10181316.html}
}
@ -1454,7 +1454,7 @@
doi = {10.1177/009102600903800103},
url = {https://doi.org/10.1177/009102600903800103},
urldate = {2021-04-30},
abstract = {Applicants for the jobs of engineering aide and plumber with a large public employer were asked to provide their assessments of the perceived fairness of two different HR selection devices{\textemdash}a background information form and a written job knowledge test. Significant differences were found in the applicants' perceptions of the fairness of the two selection devices. In addition, the differences found depended on the classification of the job for which individuals were applying. Specifically, engineering aide applicants saw the background information inventory as more just, while plumber applicants preferred the written exam. Implications of the results for HR selection are discussed.},
abstract = {Applicants for the jobs of engineering aide and plumber with a large public employer were asked to provide their assessments of the perceived fairness of two different HR selection devices---a background information form and a written job knowledge test. Significant differences were found in the applicants' perceptions of the fairness of the two selection devices. In addition, the differences found depended on the classification of the job for which individuals were applying. Specifically, engineering aide applicants saw the background information inventory as more just, while plumber applicants preferred the written exam. Implications of the results for HR selection are discussed.},
langid = {english},
file = {/home/charlotte/sync/Zotero/storage/4IGJ3LIJ/Forsberg and Shultz - 2009 - Perceived Fairness of a Background Information For.pdf}
}
@ -1697,7 +1697,7 @@
doi = {10.1007/s10664-017-9579-0},
url = {https://doi.org/10.1007/s10664-017-9579-0},
urldate = {2023-11-16},
abstract = {Program comprehension is an important skill for programmers {\textendash} extending and debugging existing source code is part of the daily routine. Syntax highlighting is one of the most common tools used to support developers in understanding algorithms. However, most research in this area originates from a time when programmers used a completely different tool chain. We examined the influence of syntax highlighting on novices' ability to comprehend source code. Additional analyses cover the influence of task type and programming experience on the code comprehension ability itself and its relation to syntax highlighting. We conducted a controlled experiment with 390 undergraduate students in an introductory Java programming course. We measured the correctness with which they solved small coding tasks. Each test subject received some tasks with syntax highlighting and some without. The data provided no evidence that syntax highlighting improves novices' ability to comprehend source code. There are very few similar experiments and it is unclear as of yet which factors impact the effectiveness of syntax highlighting. One major limitation may be the types of tasks chosen for this experiment. The results suggest that syntax highlighting squanders a feedback channel from the IDE to the programmer that can be used more effectively.},
abstract = {Program comprehension is an important skill for programmers -- extending and debugging existing source code is part of the daily routine. Syntax highlighting is one of the most common tools used to support developers in understanding algorithms. However, most research in this area originates from a time when programmers used a completely different tool chain. We examined the influence of syntax highlighting on novices' ability to comprehend source code. Additional analyses cover the influence of task type and programming experience on the code comprehension ability itself and its relation to syntax highlighting. We conducted a controlled experiment with 390 undergraduate students in an introductory Java programming course. We measured the correctness with which they solved small coding tasks. Each test subject received some tasks with syntax highlighting and some without. The data provided no evidence that syntax highlighting improves novices' ability to comprehend source code. There are very few similar experiments and it is unclear as of yet which factors impact the effectiveness of syntax highlighting. One major limitation may be the types of tasks chosen for this experiment. The results suggest that syntax highlighting squanders a feedback channel from the IDE to the programmer that can be used more effectively.},
langid = {english},
keywords = {Code colouring,IDE interface,Program comprehension,Source code typography,Syntax highlighting},
file = {/home/charlotte/sync/Zotero/storage/IWUEEJV7/Hannebauer et al. - 2018 - Does syntax highlighting help programming novices.pdf}
@ -1843,7 +1843,7 @@
doi = {10.1145/367415.367422},
url = {https://doi.org/10.1145/367415.367422},
urldate = {2022-08-16},
abstract = {Fifteen months ago the first version of an ``automatic grader'' was tried with a group of twenty students taking a formal course in programming. The first group of twenty programs took only five minutes on the computer (an IBM 650). With such a satisfactory beginning, the grader was then used for the entire course with this group of students and have been used at Rensselaer ever since. For all exercises, the average time spent on the computer has run from half a minute to a minute for each student. In general only an eighth as much computer time is required when the grader is used as is required when each student is expected to run his own program, probably less than a third as much staff time, and considerably less student time. The grader easily justifies itself on economic grounds. It accomplishes more than savings in time and money; it makes possible the teaching of programming to large numbers of students. This spring we had 80 students taking a full semester course in programming; over 120 are expected next spring. We could not accommodate such numbers without the use of the grader. Even though the grader makes the teaching of programming to large numbers of students possible and economically feasible, a most serious question remains, how well did the students learn? After fifteen months, our experience leads us to believe that students learn programming not only as well but probably better than they did under the method we did use{\textemdash}laboratory groups of four or five students. They are not as skilled in machine operation, however, since they get only a brief introduction to it late in the course. After learning programming, very little time is needed for each student to become at least an adequate machine operator. Students seem to like the grader and are not reluctant to suggest improvements!},
abstract = {Fifteen months ago the first version of an ``automatic grader'' was tried with a group of twenty students taking a formal course in programming. The first group of twenty programs took only five minutes on the computer (an IBM 650). With such a satisfactory beginning, the grader was then used for the entire course with this group of students and have been used at Rensselaer ever since. For all exercises, the average time spent on the computer has run from half a minute to a minute for each student. In general only an eighth as much computer time is required when the grader is used as is required when each student is expected to run his own program, probably less than a third as much staff time, and considerably less student time. The grader easily justifies itself on economic grounds. It accomplishes more than savings in time and money; it makes possible the teaching of programming to large numbers of students. This spring we had 80 students taking a full semester course in programming; over 120 are expected next spring. We could not accommodate such numbers without the use of the grader. Even though the grader makes the teaching of programming to large numbers of students possible and economically feasible, a most serious question remains, how well did the students learn? After fifteen months, our experience leads us to believe that students learn programming not only as well but probably better than they did under the method we did use---laboratory groups of four or five students. They are not as skilled in machine operation, however, since they get only a brief introduction to it late in the course. After learning programming, very little time is needed for each student to become at least an adequate machine operator. Students seem to like the grader and are not reluctant to suggest improvements!},
file = {/home/charlotte/sync/Zotero/storage/JS69Q9SX/Hollingsworth - 1960 - Automatic graders for programming classes.pdf}
}
@ -2057,7 +2057,7 @@
}
@article{jesionkowskaActiveLearningAugmented2020,
title = {Active {{Learning Augmented Reality}} for {{STEAM Education}}{\textemdash}{{A Case Study}}},
title = {Active {{Learning Augmented Reality}} for {{STEAM Education}}---{{A Case Study}}},
author = {Jesionkowska, Joanna and Wild, Fridolin and Deval, Yann},
year = {2020},
month = aug,
@ -2163,7 +2163,7 @@
address = {{US}},
issn = {1939-2176},
doi = {10.1037/0022-0663.83.2.221},
abstract = {Correlates of help seeking among college students were examined. In the 1st study (N\hspace{0.6em}=\hspace{0.6em}612), college students' help-seeking tendencies, given the prospect of poor performance, were (a) directly related to their rated likelihood of engaging in instrumental achievement activities, (b) directly related to persistent global self-esteem, and (c) inversely related to students' perceptions that seeking help is threatening. In Study 2 (N\hspace{0.6em}=\hspace{0.6em}541), help seeking was directly related to the use of cognitive, metacognitive, and resource management learning strategies. Study 3 (N\hspace{0.6em}=\hspace{0.6em}386) replicated the results of Study 2 and also found that correlations between help seeking and learning strategy use were unchanged when controlling for individual differences in the perceived threat to self-esteem posed by help seeking. Evidence from all 3 studies is consistent with viewing help seeking in an academic context as an achievement-related rather than as a dependent behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)},
abstract = {Correlates of help seeking among college students were examined. In the 1st study (N{\enspace}={\enspace}612), college students' help-seeking tendencies, given the prospect of poor performance, were (a) directly related to their rated likelihood of engaging in instrumental achievement activities, (b) directly related to persistent global self-esteem, and (c) inversely related to students' perceptions that seeking help is threatening. In Study 2 (N{\enspace}={\enspace}541), help seeking was directly related to the use of cognitive, metacognitive, and resource management learning strategies. Study 3 (N{\enspace}={\enspace}386) replicated the results of Study 2 and also found that correlations between help seeking and learning strategy use were unchanged when controlling for individual differences in the perceived threat to self-esteem posed by help seeking. Evidence from all 3 studies is consistent with viewing help seeking in an academic context as an achievement-related rather than as a dependent behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)},
keywords = {Educational Counseling,Help Seeking Behavior,Individual Differences,Learning Strategies,Self-Esteem,Threat},
file = {/home/charlotte/sync/Zotero/storage/CR2SZPLV/1991-28915-001.html}
}
@ -2252,7 +2252,7 @@
@inproceedings{kosowskiApplicationOnlineJudge2008,
title = {Application of an {{Online Judge}} \& {{Contester System}} in {{Academic Tuition}}},
booktitle = {Advances in {{Web Based Learning}} {\textendash} {{ICWL}} 2007},
booktitle = {Advances in {{Web Based Learning}} -- {{ICWL}} 2007},
author = {Kosowski, Adrian and Ma{\l}afiejski, Micha{\l} and Noi{\'n}ski, Tomasz},
editor = {Leung, Howard and Li, Frederick and Lau, Rynson and Li, Qing},
year = {2008},
@ -2570,6 +2570,23 @@
file = {/home/charlotte/sync/Zotero/storage/2ATKA34V/mah2016.pdf.pdf;/home/charlotte/sync/Zotero/storage/SFY9BQJN/Mah - 2016 - Learning Analytics and Digital Badges Potential I.pdf}
}
@article{maloneyScratchProgrammingLanguage2010,
title = {The {{Scratch Programming Language}} and {{Environment}}},
author = {Maloney, John and Resnick, Mitchel and Rusk, Natalie and Silverman, Brian and Eastmond, Evelyn},
year = {2010},
month = nov,
journal = {ACM Transactions on Computing Education},
volume = {10},
number = {4},
pages = {16:1--16:15},
doi = {10.1145/1868358.1868363},
url = {https://dl.acm.org/doi/10.1145/1868358.1868363},
urldate = {2024-02-21},
abstract = {Scratch is a visual programming environment that allows users (primarily ages 8 to 16) to learn computer programming while working on personally meaningful projects such as animated stories and games. A key design goal of Scratch is to support self-directed learning through tinkering and collaboration with peers. This article explores how the Scratch programming language and environment support this goal.},
keywords = {programming environment,programming language,Scratch,visual programming language},
file = {/home/charlotte/sync/Zotero/storage/Q3J6XEQ2/Maloney et al. - 2010 - The Scratch Programming Language and Environment.pdf;/home/charlotte/sync/Zotero/storage/YGE92SII/maloney2010.pdf.pdf}
}
@article{malouffBiasGradingMetaanalysis2016,
title = {Bias in Grading: {{A}} Meta-Analysis of Experimental Research Findings},
shorttitle = {Bias in Grading},
@ -3235,6 +3252,15 @@
file = {/home/charlotte/sync/Zotero/storage/PJBF6F66/Pattis - 1993 - The “procedures early” approach in CS 1 a heresy.pdf}
}
@article{patton2019app,
title = {{{MIT}} App Inventor: {{Objectives}}, Design, and Development},
author = {Patton, Evan W and Tissenbaum, Michael and Harunani, Farzeen},
year = {2019},
journal = {Computational thinking education},
pages = {31--49},
publisher = {{Springer Singapore}}
}
@inproceedings{pawlikMinimalEditBasedDiffs2020,
title = {Minimal {{Edit-Based Diffs}} for {{Large Trees}}},
booktitle = {Proceedings of the 29th {{ACM International Conference}} on {{Information}} \& {{Knowledge Management}}},
@ -3453,7 +3479,7 @@
doi = {10.1080/10508406.2013.836656},
url = {https://doi.org/10.1080/10508406.2013.836656},
urldate = {2021-09-15},
abstract = {As secondary students' interest in science is decreasing, schools are faced with the challenging task of providing adequate instruction to engage students{\textemdash}and more particularly the disadvantaged students{\textemdash}to learn science and improve their science inquiry skills. In this respect, the integration of Web-based collaborative inquiry can be seen as a possible answer. However, the differential effects of Web-based inquiry on disadvantaged students have barely been studied. To bridge this gap, this study deals with the implementation of a Web-based inquiry project in 19 secondary classes and focuses specifically on gender, achievement level, and academic track. Multilevel analysis was applied to uncover the effects on knowledge acquisition, inquiry skills, and interest in science. The study provides quantitative evidence not only that a Web-based collaborative inquiry project is an effective approach for science learning, but that this approach can also offer advantages for students who are not typically successful in science or who are not enrolled in a science track. This approach can contribute to narrowing the gap between boys and girls in science and can give low-achieving students and general-track students an opportunity to develop confidence and skills for learning science, bringing them to a performance level that is closer to that of high-achieving students.},
abstract = {As secondary students' interest in science is decreasing, schools are faced with the challenging task of providing adequate instruction to engage students---and more particularly the disadvantaged students---to learn science and improve their science inquiry skills. In this respect, the integration of Web-based collaborative inquiry can be seen as a possible answer. However, the differential effects of Web-based inquiry on disadvantaged students have barely been studied. To bridge this gap, this study deals with the implementation of a Web-based inquiry project in 19 secondary classes and focuses specifically on gender, achievement level, and academic track. Multilevel analysis was applied to uncover the effects on knowledge acquisition, inquiry skills, and interest in science. The study provides quantitative evidence not only that a Web-based collaborative inquiry project is an effective approach for science learning, but that this approach can also offer advantages for students who are not typically successful in science or who are not enrolled in a science track. This approach can contribute to narrowing the gap between boys and girls in science and can give low-achieving students and general-track students an opportunity to develop confidence and skills for learning science, bringing them to a performance level that is closer to that of high-achieving students.},
file = {/home/charlotte/sync/Zotero/storage/5A6P3CLX/Raes et al. - 2014 - Web-based Collaborative Inquiry to Bridge Gaps in .pdf;/home/charlotte/sync/Zotero/storage/ECGB3N97/10508406.2013.html}
}
@ -3917,7 +3943,7 @@
}
@article{strijbolTESTedEducationalTesting2023,
title = {{{TESTed}}{\textemdash}{{An}} Educational Testing Framework with Language-Agnostic Test Suites for Programming Exercises},
title = {{{TESTed}}---{{An}} Educational Testing Framework with Language-Agnostic Test Suites for Programming Exercises},
author = {Strijbol, Niko and Van Petegem, Charlotte and Maertens, Rien and Sels, Boris and Scholliers, Christophe and Dawyndt, Peter and Mesuere, Bart},
year = {2023},
month = may,
@ -3958,7 +3984,7 @@
doi = {10.1145/2950290.2950321},
url = {https://dl.acm.org/doi/10.1145/2950290.2950321},
urldate = {2023-11-23},
abstract = {Detecting ``similar code'' is useful for many software engineering tasks. Current tools can help detect code with statically similar syntactic and{\textendash}or semantic features (code clones) and with dynamically similar functional input/output (simions). Unfortunately, some code fragments that behave similarly at the finer granularity of their execution traces may be ignored. In this paper, we propose the term ``code relatives'' to refer to code with similar execution behavior. We define code relatives and then present DyCLINK, our approach to detecting code relatives within and across codebases. DyCLINK records instruction-level traces from sample executions, organizes the traces into instruction-level dynamic dependence graphs, and employs our specialized subgraph matching algorithm to efficiently compare the executions of candidate code relatives. In our experiments, DyCLINK analyzed 422+ million prospective subgraph matches in only 43 minutes. We compared DyCLINK to one static code clone detector from the community and to our implementation of a dynamic simion detector. The results show that DyCLINK effectively detects code relatives with a reasonable analysis time.},
abstract = {Detecting ``similar code'' is useful for many software engineering tasks. Current tools can help detect code with statically similar syntactic and--or semantic features (code clones) and with dynamically similar functional input/output (simions). Unfortunately, some code fragments that behave similarly at the finer granularity of their execution traces may be ignored. In this paper, we propose the term ``code relatives'' to refer to code with similar execution behavior. We define code relatives and then present DyCLINK, our approach to detecting code relatives within and across codebases. DyCLINK records instruction-level traces from sample executions, organizes the traces into instruction-level dynamic dependence graphs, and employs our specialized subgraph matching algorithm to efficiently compare the executions of candidate code relatives. In our experiments, DyCLINK analyzed 422+ million prospective subgraph matches in only 43 minutes. We compared DyCLINK to one static code clone detector from the community and to our implementation of a dynamic simion detector. The results show that DyCLINK effectively detects code relatives with a reasonable analysis time.},
isbn = {978-1-4503-4218-6},
keywords = {code clones,Code relatives,link analysis,runtime behavior,subgraph matching},
file = {/home/charlotte/sync/Zotero/storage/TGV3LVY3/Su et al. - 2016 - Code relatives detecting similarly behaving softw.pdf}
@ -4479,7 +4505,7 @@
doi = {10.1038/sdata.2016.18},
url = {https://www.nature.com/articles/sdata201618},
urldate = {2021-08-24},
abstract = {There is an urgent need to improve the infrastructure supporting the reuse of scholarly data. A diverse set of stakeholders{\textemdash}representing academia, industry, funding agencies, and scholarly publishers{\textemdash}have come together to design and jointly endorse a concise and measureable set of principles that we refer to as the FAIR Data Principles. The intent is that these may act as a guideline for those wishing to enhance the reusability of their data holdings. Distinct from peer initiatives that focus on the human scholar, the FAIR Principles put specific emphasis on enhancing the ability of machines to automatically find and use the data, in addition to supporting its reuse by individuals. This Comment is the first formal publication of the FAIR Principles, and includes the rationale behind them, and some exemplar implementations in the community.},
abstract = {There is an urgent need to improve the infrastructure supporting the reuse of scholarly data. A diverse set of stakeholders---representing academia, industry, funding agencies, and scholarly publishers---have come together to design and jointly endorse a concise and measureable set of principles that we refer to as the FAIR Data Principles. The intent is that these may act as a guideline for those wishing to enhance the reusability of their data holdings. Distinct from peer initiatives that focus on the human scholar, the FAIR Principles put specific emphasis on enhancing the ability of machines to automatically find and use the data, in addition to supporting its reuse by individuals. This Comment is the first formal publication of the FAIR Principles, and includes the rationale behind them, and some exemplar implementations in the community.},
copyright = {2016 The Author(s)},
langid = {english},
annotation = {Bandiera\_abtest: a Cg\_type: Nature Research Journals Primary\_atype: Comments \& Opinion Subject\_term: Publication characteristics;Research data Subject\_term\_id: publication-characteristics;research-data},
@ -4529,7 +4555,7 @@
doi = {10.1080/03075079.2015.1130032},
url = {https://doi.org/10.1080/03075079.2015.1130032},
urldate = {2022-03-04},
abstract = {For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students' use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students' difficulties with decoding terminology, to their unwillingness to expend effort. Thematic analysis identified four underlying psychological processes: awareness, cognisance, agency, and volition. We argue that these processes should be considered when designing interventions to encourage students' engagement with feedback. Whereas the barriers identified could all in principle be removed, we propose that doing so would typically require {\textendash} or would at least benefit from {\textendash} a sharing of responsibility between teacher and student. The data highlight the importance of training students to be proactive receivers of feedback.},
abstract = {For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students' use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students' difficulties with decoding terminology, to their unwillingness to expend effort. Thematic analysis identified four underlying psychological processes: awareness, cognisance, agency, and volition. We argue that these processes should be considered when designing interventions to encourage students' engagement with feedback. Whereas the barriers identified could all in principle be removed, we propose that doing so would typically require -- or would at least benefit from -- a sharing of responsibility between teacher and student. The data highlight the importance of training students to be proactive receivers of feedback.},
keywords = {communication,feedback,focus groups,interventions,proactivity,student engagement},
file = {/home/charlotte/sync/Zotero/storage/YAYDZ6ZE/Winstone et al. - 2017 - ‘It'd be useful, but I wouldn't use it’ barriers .pdf;/home/charlotte/sync/Zotero/storage/5RVZ6F2W/03075079.2015.html}
}
@ -4726,7 +4752,7 @@
doi = {10.18608/jla.2024.7979},
url = {https://learning-analytics.info/index.php/JLA/article/view/7979},
urldate = {2024-01-29},
abstract = {Predictive learning analytics has been widely explored in educational research to improve student retention and academic success in an introductory programming course in computer science (CS1). General-purpose and interpretable dropout predictions still pose a challenge. Our study aims to reproduce and extend the data analysis of a privacy-first student pass{\textendash}fail prediction approach proposed by Van Petegem and colleagues (2022) in a different CS1 course. Using student submission and self-report data, we investigated the reproducibility of the original approach, the effect of adding self-reports to the model, and the interpretability of the model features. The results showed that the original approach for student dropout prediction could be successfully reproduced in a different course context and that adding self-report data to the prediction model improved accuracy for the first four weeks. We also identified relevant features associated with dropout in the CS1 course, such as timely submission of tasks and iterative problem solving. When analyzing student behaviour, submission data and self-report data were found to complement each other. The results highlight the importance of transparency and generalizability in learning analytics and the need for future research to identify other factors beyond self-reported aptitude measures and student behaviour that can enhance dropout prediction.},
abstract = {Predictive learning analytics has been widely explored in educational research to improve student retention and academic success in an introductory programming course in computer science (CS1). General-purpose and interpretable dropout predictions still pose a challenge. Our study aims to reproduce and extend the data analysis of a privacy-first student pass--fail prediction approach proposed by Van Petegem and colleagues (2022) in a different CS1 course. Using student submission and self-report data, we investigated the reproducibility of the original approach, the effect of adding self-reports to the model, and the interpretability of the model features. The results showed that the original approach for student dropout prediction could be successfully reproduced in a different course context and that adding self-report data to the prediction model improved accuracy for the first four weeks. We also identified relevant features associated with dropout in the CS1 course, such as timely submission of tasks and iterative problem solving. When analyzing student behaviour, submission data and self-report data were found to complement each other. The results highlight the importance of transparency and generalizability in learning analytics and the need for future research to identify other factors beyond self-reported aptitude measures and student behaviour that can enhance dropout prediction.},
copyright = {Copyright (c) 2024 Journal of Learning Analytics},
langid = {english},
keywords = {research paper},
@ -4747,7 +4773,7 @@
doi = {10.1088/1742-6596/1840/1/012029},
url = {https://dx.doi.org/10.1088/1742-6596/1840/1/012029},
urldate = {2023-10-02},
abstract = {This study analyzes various publications of scientists on the training of future IT specialists and the features of training programming using online simulators. The authors of the article made a comparative description of different online platforms for teaching programming according to certain criteria, selected interesting tasks from the online platform hackerrank.com, which have already been used to teach students. Online programming simulators have significant potential in organizing an effective distance learning system in Ukrainian universities. It is important to use online simulators in the learning process as an additional tool for the formation of professional competencies, which provides more intensive involvement of students in the process of writing code and practical (situational) application of existing knowledge. Gamification of the process of training future IT specialists helps to increase cognitive activity, and hence {\textendash} the quality of the educational process and distance learning in particular. The authors recommend the use of online programming simulators as an additional tool for teaching computer science disciplines, taking into account their functionality, as well as the level of preparation of students and the expected learning outcomes.},
abstract = {This study analyzes various publications of scientists on the training of future IT specialists and the features of training programming using online simulators. The authors of the article made a comparative description of different online platforms for teaching programming according to certain criteria, selected interesting tasks from the online platform hackerrank.com, which have already been used to teach students. Online programming simulators have significant potential in organizing an effective distance learning system in Ukrainian universities. It is important to use online simulators in the learning process as an additional tool for the formation of professional competencies, which provides more intensive involvement of students in the process of writing code and practical (situational) application of existing knowledge. Gamification of the process of training future IT specialists helps to increase cognitive activity, and hence -- the quality of the educational process and distance learning in particular. The authors recommend the use of online programming simulators as an additional tool for teaching computer science disciplines, taking into account their functionality, as well as the level of preparation of students and the expected learning outcomes.},
langid = {english},
file = {/home/charlotte/sync/Zotero/storage/PHEIIZ9J/Zinovieva et al. - 2021 - The use of online coding platforms as additional d.pdf}
}