Volume
OASIcs, Volume 122
5th International Computer Programming Education Conference (ICPEC 2024)
-
Part of:
Series:
Open Access Series in Informatics (OASIcs)
Conference: International Computer Programming Education Conference (ICPEC)
Event
ICPEC 2024, June 27-28, 2024, Lisbon, PortugalEditors
Publication Details
- published at: 2024-09-25
- Publisher: Schloss Dagstuhl – Leibniz-Zentrum für Informatik
- ISBN: 978-3-95977-347-8
- DBLP: db/conf/icpec/icpec2024
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Document
Complete Volume
OASIcs, Volume 122, ICPEC 2024, Complete Volume
Abstract
OASIcs, Volume 122, ICPEC 2024, Complete Volume
Cite as
5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 1-238, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@Proceedings{santos_et_al:OASIcs.ICPEC.2024,
title = {{OASIcs, Volume 122, ICPEC 2024, Complete Volume}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {1--238},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024},
URN = {urn:nbn:de:0030-drops-209684},
doi = {10.4230/OASIcs.ICPEC.2024},
annote = {Keywords: OASIcs, Volume 122, ICPEC 2024, Complete Volume}
}
Document
Front Matter
Front Matter, Table of Contents, Preface, Conference Organization
Abstract
Front Matter, Table of Contents, Preface, Conference Organization
Cite as
5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 0:i-0:xii, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{santos_et_al:OASIcs.ICPEC.2024.0,
author = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
title = {{Front Matter, Table of Contents, Preface, Conference Organization}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {0:i--0:xii},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.0},
URN = {urn:nbn:de:0030-drops-209694},
doi = {10.4230/OASIcs.ICPEC.2024.0},
annote = {Keywords: Front Matter, Table of Contents, Preface, Conference Organization}
}
Document
Invited Talk
Hedy: An Inclusive, Multi-Lingual, and Gradual Programming Language (Invited Talk)
Abstract
Software is playing an increasing role in everyone’s lives, and therefore it is important (and fun!) for kids to become creators in the digital world. However, existing programming languages are not necessarily designed for learnability, with cryptic error messages and a lack of easily accessible resources. In this talk, Felienne will outline what issues existing tools have, and how these issues disproportionally affect underrepresented minorities in programming including girls, kids with disabilities and non-English learners. She will then outline her story of inventing and creating Hedy, an inclusive, multi-lingual and gradual programming language for learners. Hedy is open source, runs in the browser, is free to use, and is available in 54 different languages (Including English, Spanish, Chinese, Arabic and Hindi). Hedy was launched in early 2020 and now serves about 500,000 monthly users.
Cite as
Felienne Hermans. Hedy: An Inclusive, Multi-Lingual, and Gradual Programming Language (Invited Talk). In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, p. 1:1, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{hermans:OASIcs.ICPEC.2024.1,
author = {Hermans, Felienne},
title = {{Hedy: An Inclusive, Multi-Lingual, and Gradual Programming Language}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {1:1--1:1},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.1},
URN = {urn:nbn:de:0030-drops-209704},
doi = {10.4230/OASIcs.ICPEC.2024.1},
annote = {Keywords: programming education, gradual programming, outreach, Hedy}
}
Document
A Domain-Specific Language for Dynamic White-Box Evaluation of Java Assignments
Abstract
Programming exercises involving algorithms typically involve time and spatial constraints. Automated assessments for such implementations are often carried out in a black-box manner or through static analysis of the code, without considering the internal execution properties, which could lead to falsely positive evaluations of students' solutions. We present Witter, a domain-specific language for defining white-box test cases for the Java language. We evaluated programming assignment submissions from a Data Structures and Algorithms course against Witter’s test cases to determine if our approach could offer additional insight regarding incomplete algorithmic behaviour requirements. We found that a significant amount of student solutions fail to meet the desired algorithmic behavior (approx. 21%), despite passing black-box tests. Hence, we conclude that white-box tests are useful to achieve a thorough automated evaluation of this kind of exercises.
Cite as
Afonso B. Caniço and André L. Santos. A Domain-Specific Language for Dynamic White-Box Evaluation of Java Assignments. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 2:1-2:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{b.canico_et_al:OASIcs.ICPEC.2024.2,
author = {B. Cani\c{c}o, Afonso and Santos, Andr\'{e} L.},
title = {{A Domain-Specific Language for Dynamic White-Box Evaluation of Java Assignments}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {2:1--2:13},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.2},
URN = {urn:nbn:de:0030-drops-209715},
doi = {10.4230/OASIcs.ICPEC.2024.2},
annote = {Keywords: White-box assessment, student assessment, programming education}
}
Document
Seven Years Later: Lessons Learned in Automated Assessment
Abstract
Automatic assessment tools (AATs) are software systems used in teaching environments to automatically evaluate code written by students. We have been using such a system since 2017, in multiple courses and across multiple evaluation types. This paper presents a set of lessons learned from our experience of using said system. These recommendations should help other teachers and instructors who wish to use or already use AATs in creating assessments which give students useful feedback in terms of improving their work and reduce the likelihood of unfair evaluations.
Cite as
Bruno Pereira Cipriano and Pedro Alves. Seven Years Later: Lessons Learned in Automated Assessment. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 3:1-3:14, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{cipriano_et_al:OASIcs.ICPEC.2024.3,
author = {Cipriano, Bruno Pereira and Alves, Pedro},
title = {{Seven Years Later: Lessons Learned in Automated Assessment}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {3:1--3:14},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.3},
URN = {urn:nbn:de:0030-drops-209725},
doi = {10.4230/OASIcs.ICPEC.2024.3},
annote = {Keywords: learning to program, automatic assessment tools, unit testing, feedback, large language models}
}
Document
Adaptation of Automated Assessment System for Large Programming Courses
Abstract
This paper presents a new automated assessment system tailored for programming courses, addressing the challenge of evaluating a large number of students in extensive courses at the Technical University of Košice. The primary issue with current systems is their inability to handle massive course loads while ensuring objective evaluation and timely feedback. Our proposed system enhances the scalability of the assessment process, allowing for the simultaneous handling of a greater volume of assignments. It is designed to provide regular and systematic feedback to students, supporting their continuous learning and improvement. To ensure the objectivity of evaluations, the system utilizes a variety of unit test suites, selecting them randomly in each assessment to discourage students from hardcoding solutions. This approach not only supports fair and precise assessments but also significantly reduces the administrative burden on educators, enabling them to meet a wide range of educational demands.
Cite as
Marek Horváth, Tomáš Kormaník, and Jaroslav Porubän. Adaptation of Automated Assessment System for Large Programming Courses. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 4:1-4:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{horvath_et_al:OASIcs.ICPEC.2024.4,
author = {Horv\'{a}th, Marek and Korman{\'\i}k, Tom\'{a}\v{s} and Porub\"{a}n, Jaroslav},
title = {{Adaptation of Automated Assessment System for Large Programming Courses}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {4:1--4:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.4},
URN = {urn:nbn:de:0030-drops-209735},
doi = {10.4230/OASIcs.ICPEC.2024.4},
annote = {Keywords: Automated Assessment, Informatics Education, Programming Feedback Systems, Continuous Integration in Education, Code Quality Analysis, Educational Technology, Computer Science Education}
}
Document
Kumon-Inspired Approach to Teaching Programming Fundamentals
Abstract
Integration of introductory programming into higher education programs beyond computer science has lead to an increase in the failure and drop out rates of programming courses. In this context, programming instructors have explored new methodologies by introducing dynamic elements in the teaching-learning process, such as automatic code evaluation systems and gamification. Even though these methods have shown to be successful in improving students' engagement, they do not address all the existing problems and new strategies should be explored. In this work, we propose a new approach that combines the strengths of the Kumon method for personalized learning and progressive skill acquisition with the ability of online judge systems to provide automated assessment and immediate feedback. This approach has been used in teaching Programming I to students in several bachelor degrees and led to a 10% increase in exam approval rates compared to the baseline editions in which our Kumon-inspired methodology was not implemented.
Cite as
Ivone Amorim, Pedro Baltazar Vasconcelos, and João Pedro Pedroso. Kumon-Inspired Approach to Teaching Programming Fundamentals. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 5:1-5:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{amorim_et_al:OASIcs.ICPEC.2024.5,
author = {Amorim, Ivone and Vasconcelos, Pedro Baltazar and Pedroso, Jo\~{a}o Pedro},
title = {{Kumon-Inspired Approach to Teaching Programming Fundamentals}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {5:1--5:13},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.5},
URN = {urn:nbn:de:0030-drops-209749},
doi = {10.4230/OASIcs.ICPEC.2024.5},
annote = {Keywords: Programming teaching, Programming education, Kumon method, Progressive learning, Online judge system}
}
Document
An Experience with Adaptive Formative Assessment for Motivating Novices in Introductory Programming Learning
Abstract
This study presents empirical research that uses adaptive formative assessment framework in addition to traditional lectures to motivate novice students in an introductory programming course. The primary goal of this work is to provide guidance for the creation of adaptive formative assessments in Python programming language to inspire novice students. The experiment is based on lessons learned from the literature and pedagogical theories that support learning through assessment and scaffolding. This study investigates how the experiment helped the novices, whether it increased their confidence, whether it assisted in identifying and correcting common errors, and whether it covered the material on learning modular programming components. It report on extensive survey results of over 265 attempts of 90 students taking CS1 (introductory programming) that included five quizzes covering fundamental concepts. The students responded favorably to the experiment, and results are also included.
Cite as
Jagadeeswaran Thangaraj, Monica Ward, and Fiona O’Riordan. An Experience with Adaptive Formative Assessment for Motivating Novices in Introductory Programming Learning. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 6:1-6:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{thangaraj_et_al:OASIcs.ICPEC.2024.6,
author = {Thangaraj, Jagadeeswaran and Ward, Monica and O’Riordan, Fiona},
title = {{An Experience with Adaptive Formative Assessment for Motivating Novices in Introductory Programming Learning}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {6:1--6:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.6},
URN = {urn:nbn:de:0030-drops-209755},
doi = {10.4230/OASIcs.ICPEC.2024.6},
annote = {Keywords: Assessment and feedback, Computer programming, CS1, Formative assessment, Introductory programming, Novice students}
}
Document
Promoting Deep Learning Through a Concept Map-Building Collaborative Activity in an Introductory Programming Course
Abstract
Programming courses focus heavily on problem-solving and coding practice. However, students also face numerous interrelated concepts that should be given more attention to foster more effective and comprehensive learning. Often, students only get an incomplete knowledge of those concepts and their relations as no adequate reflection is promoted or even seen as necessary. The result is a superficial surface learning about essential programming concepts and their relations. This experience report presents a learning activity to promote deep learning of concepts and their relations. The activity challenges students to specify relations between concepts. Students search definitions for a given set of concepts and define relations between those concepts in textual form. To that end, they use a freely available tool that produces a graph from textual descriptions. This tool dramatically simplifies and speeds up the creation of readable graphical representations. Although many different courses can take advantage of the presented activity, we present the activity’s application to an introductory object-oriented programming course. We also present and discuss the student’s feedback, which was highly positive. In the end, we provide recommendations, including possible variations. These can help educators to effectively foster active learning of concepts and their relations in their classrooms.
Cite as
João Paulo Barros. Promoting Deep Learning Through a Concept Map-Building Collaborative Activity in an Introductory Programming Course. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 7:1-7:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{barros:OASIcs.ICPEC.2024.7,
author = {Barros, Jo\~{a}o Paulo},
title = {{Promoting Deep Learning Through a Concept Map-Building Collaborative Activity in an Introductory Programming Course}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {7:1--7:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.7},
URN = {urn:nbn:de:0030-drops-209767},
doi = {10.4230/OASIcs.ICPEC.2024.7},
annote = {Keywords: active-learning, ontologies, concepts, concept maps, learning activity, object-oriented programming, oop, pedagogy, education}
}
Document
Scientific Whispers: Mapping Innovative Pedagogies in STEAM and Programming Education
Abstract
Traditional education, especially in STEAM and programming, faces several challenges in capturing the attention and stimulating the new student generation. These challenges are exacerbated by rigid teaching methods and reflect a global difficulty in the educational sector, primarily stemming from the disconnect between traditional teaching and the contemporary needs of the modern world. This article presents a systematic literature review with a mapping study to explore innovative approaches currently employed in teaching, specifically focusing on STEAM and programming education. The conclusions reached make a significant contribution to the field of education, and the mapping conducted has identified the teaching methodologies most researched and investigated by the scientific community. This research also presents a classifying proposal for those methodologies, considering their characteristics and weighing up three dimensions: resources, implementation and receptiveness. As a final reflection, some emerging methodologies were identified that are believed to have great potential to be used for STEAM and programming education.
Cite as
Margarida Antunes and António Trigo. Scientific Whispers: Mapping Innovative Pedagogies in STEAM and Programming Education. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 8:1-8:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{antunes_et_al:OASIcs.ICPEC.2024.8,
author = {Antunes, Margarida and Trigo, Ant\'{o}nio},
title = {{Scientific Whispers: Mapping Innovative Pedagogies in STEAM and Programming Education}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {8:1--8:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.8},
URN = {urn:nbn:de:0030-drops-209770},
doi = {10.4230/OASIcs.ICPEC.2024.8},
annote = {Keywords: Education, STEAM Education, Programming Education, Teaching Methodologies, Innovative Approaches, Mapping, Systematic Literature Review}
}
Document
Teaching Programming Courses with Digital Educational Escape Rooms (DEER): A Conceptual Proposal Conducive to Learning by Trial and Error
Abstract
In the field of programming education, the advent of new technologies such as ChatGPT has reshaped the landscape, challenging traditional methods and requiring new approaches to engage students effectively. Conventional teaching techniques find it hard to compete in a world where digital requests with instant feedback are plentiful. This shift emphasises the importance of innovative strategies, such as educational digital escape rooms, in programming education. By taking advantage of immersive storytelling and interactive challenges, these digital environments captivate students' interest and facilitate active learning. Instead of passively consuming information, students have the ability to apply programming concepts in a dynamic and gamified environment, promoting a deeper understanding and retention of the concepts. This paper presents a first effort in a work in progress to build an educational platform based on the digital escape room concept to be used in the classroom (or at home) throughout the school term.
Cite as
Antonio Trigo and Margarida Antunes. Teaching Programming Courses with Digital Educational Escape Rooms (DEER): A Conceptual Proposal Conducive to Learning by Trial and Error. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 9:1-9:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{trigo_et_al:OASIcs.ICPEC.2024.9,
author = {Trigo, Antonio and Antunes, Margarida},
title = {{Teaching Programming Courses with Digital Educational Escape Rooms (DEER): A Conceptual Proposal Conducive to Learning by Trial and Error}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {9:1--9:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.9},
URN = {urn:nbn:de:0030-drops-209789},
doi = {10.4230/OASIcs.ICPEC.2024.9},
annote = {Keywords: Education, University, Programming, Serious Games, Escape Rooms, Gamification}
}
Document
Educational Program Visualizations Using Synthetized Execution Information
Abstract
Visualization is a powerful tool for explaining, understanding, and debugging computations. Over the years, several visualization tools have been developed for educational purposes. Most of these tools feed visualization engines using the raw program state data available provided by the debugger API. While this suffices in certain contexts, there are situations where additional relevant information could aid in building up more comprehensive visualizations. This paper presents two novel visualizations of Paddle, an educational programming environment based on synthesized program execution information. We generate execution traces and relevant program states through static and dynamic analysis of the execution data. The synthesized information captures program behaviors that facilitate the creation of comprehensive and rich visualizations involving arrays that depict position reads, writes, moves, and swaps.
Cite as
Rodrigo Mourato and André L. Santos. Educational Program Visualizations Using Synthetized Execution Information. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 10:1-10:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{mourato_et_al:OASIcs.ICPEC.2024.10,
author = {Mourato, Rodrigo and Santos, Andr\'{e} L.},
title = {{Educational Program Visualizations Using Synthetized Execution Information}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {10:1--10:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.10},
URN = {urn:nbn:de:0030-drops-209799},
doi = {10.4230/OASIcs.ICPEC.2024.10},
annote = {Keywords: Introductory programming, visualization, comprehension}
}
Document
Client-Side Gamification Engine for Enhanced Programming Learning
Abstract
This study introduces the development of a client-based software layer within the FGPE project, aimed at enhancing the usability of the FGPE programming learning environment through client-side processing. The primary goal is to enable the evaluation of programming exercises and the application of gamification rules directly on the client-side, thereby facilitating offline functionality. This approach is particularly beneficial in regions with unreliable internet connectivity, as it allows continuous student interaction and feedback without the need for a constant server connection. The implementation promises to reduce server load significantly by shifting the evaluation workload to the client-side. This not only improves response times but also alleviates the burden on server resources, enhancing overall system efficiency. Two main strategies are explored: 1) caching the gamification service interface on the client-side, and 2) implementing a complete client-side gamification service that synchronizes with the server when online. Each approach is evaluated in terms of its impact on user experience, system performance, and potential security concerns. The findings suggest that while client-side processing offers considerable benefits in terms of scalability and user engagement, it also introduces challenges such as increased system complexity and potential data synchronization issues. The study concludes with recommendations for balancing these factors to optimize the design and implementation of client-based systems for educational environments.
Cite as
Ricardo Queirós, Robertas Damaševičius, Rytis Maskeliūnas, and Jakub Swacha. Client-Side Gamification Engine for Enhanced Programming Learning. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 11:1-11:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{queiros_et_al:OASIcs.ICPEC.2024.11,
author = {Queir\'{o}s, Ricardo and Dama\v{s}evi\v{c}ius, Robertas and Maskeli\={u}nas, Rytis and Swacha, Jakub},
title = {{Client-Side Gamification Engine for Enhanced Programming Learning}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {11:1--11:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.11},
URN = {urn:nbn:de:0030-drops-209809},
doi = {10.4230/OASIcs.ICPEC.2024.11},
annote = {Keywords: Code generation, Computer Programming, Gamification}
}
Document
Game Development: Enhancing Creativity and Independent Creation in University Course
Abstract
In this study, we tested a novel method of teaching the Unity engine to computer game design and development students. Our objective was to determine if a flexible assignment structure is the most effective for students with minimal engine experience. The study demonstrated that independent work significantly improves students’ comprehension and problem-solving skills. Key findings include a 90% increase in students achieving more than the minimum required grade, a significant improvement in self-reported confidence with Unity (with 66.3% of students moving from no experience to higher skill levels), and diverse, innovative final projects that exceeded initial expectations. These results suggest that the flexible assignment approach enhances creativity and maintains high expectations for student work, ensuring their success in the game development industry. The combination of student project grades, innovative project elements, and positive feedback indicates that this method is highly beneficial and could be applied effectively in various educational settings.
Cite as
Lenka Bubenkova and Emilia Pietrikova. Game Development: Enhancing Creativity and Independent Creation in University Course. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 12:1-12:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{bubenkova_et_al:OASIcs.ICPEC.2024.12,
author = {Bubenkova, Lenka and Pietrikova, Emilia},
title = {{Game Development: Enhancing Creativity and Independent Creation in University Course}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {12:1--12:13},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.12},
URN = {urn:nbn:de:0030-drops-209817},
doi = {10.4230/OASIcs.ICPEC.2024.12},
annote = {Keywords: novice programmers, assessment, learning analytics, motivation, unity engine, game development, problem-solving skills}
}
Document
Learning Paths: A New Teaching Strategy with Gamification
Abstract
Education’s primary objective should be to equip students with the skills and knowledge necessary for professional success. However, the current education system often employs a one-size-fits-all approach, treating all students alike and expecting uniform performance. As students progress, their strengths and weaknesses become more apparent, yet they face the same challenges.
This article addresses this issue by challenging the conventional approach in higher education, demonstrating that it can accommodate diverse student needs and aspirations while maintaining academic rigour and incorporating gamification strategies. Within the TechTeach paradigm, a two-path strategy was developed and implemented with 114 students at the University of Minho.
The first path caters to students aiming for satisfactory grades, considering the subject’s minimal relevance to their future careers. The second path is designed for aspiring experts in the subject.
The results indicate a high level of student approval, with 90% expressing satisfaction. Additionally, 49.43% of students achieved final grades between 14 and 18, highlighting the effectiveness of tailored learning pathways in meeting diverse student needs and goals.
Cite as
Filipe Portela. Learning Paths: A New Teaching Strategy with Gamification. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 13:1-13:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{portela:OASIcs.ICPEC.2024.13,
author = {Portela, Filipe},
title = {{Learning Paths: A New Teaching Strategy with Gamification}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {13:1--13:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.13},
URN = {urn:nbn:de:0030-drops-209820},
doi = {10.4230/OASIcs.ICPEC.2024.13},
annote = {Keywords: TechTeach, Information Systems, Gamification, Higher Education, Learning Paths, Personalized Learning}
}
Document
Code Review for CyberSecurity in the Industry: Insights from Gameplay Analytics
Abstract
In pursuing a secure software development lifecycle, industrial developers employ a combination of automated and manual techniques to mitigate vulnerabilities in source code. Among manual techniques, code review is a promising approach, with growing interest within the industry around it. However, the effectiveness of code reviews for security purposes relies on developers' empowerment and awareness, particularly in the domain-specific knowledge required for identifying security issues. Our study explores the use of DuckDebugger, a serious game designed specifically to enhance industrial practitioners' security knowledge for code reviews. By exploring analytics data collected from game interactions, we provide insights into player behavior and explore how the game influences their approach to security-focused code reviews. Altogether, we explore data from 13 events conducted in the industry together with 224 practitioners, and derive metrics such as the time it takes participants spend to reviewing a line of code and the time required to compose a comment. We offer empirical indicators on how serious games may effectively be utilized to empower developers, propose potential design improvements for educational tools, and discuss broader implications for the use of Serious Games in industrial settings. Furthermore, our discussion extends to include a discussion outlining the next steps for our work, together with possible limitations.
Cite as
Andrei-Cristian Iosif, Ulrike Lechner, Maria Pinto-Albuquerque, and Tiago Espinha Gasiba. Code Review for CyberSecurity in the Industry: Insights from Gameplay Analytics. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 14:1-14:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{iosif_et_al:OASIcs.ICPEC.2024.14,
author = {Iosif, Andrei-Cristian and Lechner, Ulrike and Pinto-Albuquerque, Maria and Espinha Gasiba, Tiago},
title = {{Code Review for CyberSecurity in the Industry: Insights from Gameplay Analytics}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {14:1--14:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.14},
URN = {urn:nbn:de:0030-drops-209836},
doi = {10.4230/OASIcs.ICPEC.2024.14},
annote = {Keywords: Cybersecurity, Code Review, Developer Empowerment}
}
Document
Implementing a Digital Twin for a Robotic Platform to Support Large-Scale Coding Classes
Abstract
Constructionist learning involves learners that are actively engaged in the construction of an entity that reflects the learning achievements. When learning to code, such a physical entity can take the shape of a robot, or of a robotic arm, or any other hardware device that is used to manifest the effect of the code that students are writing. Hardware devices have been used in primary and secondary schools, and also in Higher Education. Unfortunately, the use of hardware devices is limited as it does not scale to large cohorts and requires a physical space for face-to-face teaching.
In this paper we introduce a digital twin for a robotic platform to replicate a classroom setting used for teaching first year undergraduate Computer Science students. We describe the architecture of the system and its implementation.
Cite as
Michael Heeney, Kelly Androutsopoulos, and Franco Raimondi. Implementing a Digital Twin for a Robotic Platform to Support Large-Scale Coding Classes. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 15:1-15:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{heeney_et_al:OASIcs.ICPEC.2024.15,
author = {Heeney, Michael and Androutsopoulos, Kelly and Raimondi, Franco},
title = {{Implementing a Digital Twin for a Robotic Platform to Support Large-Scale Coding Classes}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {15:1--15:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.15},
URN = {urn:nbn:de:0030-drops-209848},
doi = {10.4230/OASIcs.ICPEC.2024.15},
annote = {Keywords: digital twin, introductory programming, constructionism, robotics, computer science education}
}
Document
To Kill a Mocking Bug: Open Source Repo Mining of Security Patches for Programming Education
Abstract
The use of third-party components (TPCs) and open-source software (OSS) has become increasingly popular in software development, and this trend has also increased the chance of detecting security vulnerabilities. Understanding practical recurring vulnerabilities that occur in real-world applications (TPCs and OSS) is a very important step to educate not only aspiring software developers, but also seasoned ones. To achieve this goal, we analyze publicly available OSS software on GitHub to identify the most common security vulnerabilities and their frequency of occurrence between 2009 and 2022. Our work looks at programming language and type of vulnerability and also analyses the number of code lines needed to be changed to fix different vulnerabilities. Furthermore, our work contributes to the understanding of real-world and human-made data quality required for training machine learning algorithms by highlighting the importance of homogeneous and complete data. We provide insights for both developers and researchers seeking to improve cybersecurity in software education and mitigate risks associated with OSS and TPCs. Finally, our analysis contributes to software education by shedding light on common sources of poor code quality and the effort required to fix different vulnerabilities.
Cite as
Andrei-Cristian Iosif, Tiago Espinha Gasiba, Ulrike Lechner, and Maria Pinto-Albuquerque. To Kill a Mocking Bug: Open Source Repo Mining of Security Patches for Programming Education. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 16:1-16:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{iosif_et_al:OASIcs.ICPEC.2024.16,
author = {Iosif, Andrei-Cristian and Espinha Gasiba, Tiago and Lechner, Ulrike and Pinto-Albuquerque, Maria},
title = {{To Kill a Mocking Bug: Open Source Repo Mining of Security Patches for Programming Education}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {16:1--16:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.16},
URN = {urn:nbn:de:0030-drops-209853},
doi = {10.4230/OASIcs.ICPEC.2024.16},
annote = {Keywords: Open-source software, Software quality, Cybersecurity, Repository Mining}
}
Document
Improving Industrial Cybersecurity Training: Insights into Code Reviews Using Eye-Tracking
Abstract
In industrial cybersecurity, effective mitigation of vulnerabilities is crucial. This study investigates the importance of code reviews among cybersecurity professionals and analyses their performance in identifying vulnerabilities using eye-tracking technology. With the insights gained from this study, we aim to inform future tools and training in cybersecurity, particularly in the context of code reviews. Through a survey of industry experts, we reveal what tasks industry professionals consider the most important in mitigating cybersecurity vulnerabilities. A study was conducted to analyse how industrial cybersecurity professionals look at code during code reviews. We determined the types of issues our participants most easily discovered and linked our results with patterns and data obtained from an eye-tracking device used during the study. Our findings underscore the pivotal role of code reviews in cybersecurity and provide valuable insights for industrial professionals and researchers alike.
Cite as
Samuel Riegel Correia, Maria Pinto-Albuquerque, Tiago Espinha Gasiba, and Andrei-Cristian Iosif. Improving Industrial Cybersecurity Training: Insights into Code Reviews Using Eye-Tracking. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 17:1-17:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{riegelcorreia_et_al:OASIcs.ICPEC.2024.17,
author = {Riegel Correia, Samuel and Pinto-Albuquerque, Maria and Espinha Gasiba, Tiago and Iosif, Andrei-Cristian},
title = {{Improving Industrial Cybersecurity Training: Insights into Code Reviews Using Eye-Tracking}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {17:1--17:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.17},
URN = {urn:nbn:de:0030-drops-209863},
doi = {10.4230/OASIcs.ICPEC.2024.17},
annote = {Keywords: code review, cybersecurity, development lifecycle, eye-tracking}
}
Document
Using ChatGPT During Implementation of Programs in Education
Abstract
This paper examines the impact of ChatGPT on programming education by conducting an empirical study with computer science students at the Department of Computers and Informatics at the Technical University in Košice. The study involves an experiment where students in a Component Programming course use ChatGPT to solve a programming task involving linked lists, comparing their performance and understanding with a control group that does not use the AI (artificial intelligence) tool. The task necessitated the implementation of a function to add two numbers represented as linked lists in reverse order. Our findings indicate that while ChatGPT significantly enhances the speed of task completion - students using it were nearly three times quicker on average - it may also detract from deep understanding and critical thinking, as evidenced by the uniformity and superficial engagement in solutions among the ChatGPT group. On the other hand, the group working independently displayed a broader variety of solutions and deeper interaction with the problem, despite slower completion times and occasional inaccuracies. The results highlight a dual-edged impact of AI tools in education: while they enhance efficiency, they may undermine the development of critical thinking and problem-solving skills. We discuss the implications of these findings for educational practices, emphasizing the need for a balanced approach that integrates AI tools without compromising the depth of learning and understanding in students.
Cite as
Norbert Baláž, Jaroslav Porubän, Marek Horváth, and Tomáš Kormaník. Using ChatGPT During Implementation of Programs in Education. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 18:1-18:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{balaz_et_al:OASIcs.ICPEC.2024.18,
author = {Bal\'{a}\v{z}, Norbert and Porub\"{a}n, Jaroslav and Horv\'{a}th, Marek and Korman{\'\i}k, Tom\'{a}\v{s}},
title = {{Using ChatGPT During Implementation of Programs in Education}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {18:1--18:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.18},
URN = {urn:nbn:de:0030-drops-209876},
doi = {10.4230/OASIcs.ICPEC.2024.18},
annote = {Keywords: generative artificial intelligence, chatbot, ChatGPT, prompt engineering, source code generation}
}
Document
Exercisify: An AI-Powered Statement Evaluator
Abstract
A growing concern with current teaching approaches underscores the need for innovative paradigms and tools in computer programming education, aiming to address disparate user profiles, enhance engagement, and cultivate deeper understanding among learners This article proposes an innovative approach to teaching programming, where students are challenged to write statements for solutions automatically generated. With this approach, rather than simply solving exercises, students are encouraged to develop code analysis and problem formulation skills. For this purpose, a Web application was developed to materialize these ideas, using the OpenAI API to generate exercises and evaluate statements written by the students. The transformation of this application in H5P and its integration in a LMS gamified workflow is explored for wider and more effective adoption.
Cite as
Ricardo Queirós. Exercisify: An AI-Powered Statement Evaluator. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 19:1-19:6, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{queiros:OASIcs.ICPEC.2024.19,
author = {Queir\'{o}s, Ricardo},
title = {{Exercisify: An AI-Powered Statement Evaluator}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {19:1--19:6},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.19},
URN = {urn:nbn:de:0030-drops-209884},
doi = {10.4230/OASIcs.ICPEC.2024.19},
annote = {Keywords: Code generation, Computer Programming, Gamification}
}
Document
Use of Programming Aids in Undergraduate Courses
Abstract
The use of external tips and applications to help with programming assignments, by novice programmers, is a double-edged sword, it can help by showing examples of problem-solving strategies, but it can also prevent learning because recognizing a good solution is not the same skill as creating one. A study was conducted during the 2superscript{nd} semester of 23/24 in the course of Object Oriented Programming to help understand the impact of the programming aids in learning. The main questions that drove this study were: Which type(s) of assistance do students use when learning to program? When / where do they use it? Does it affect grades? Results, even though with a relatively small sample, seem to indicate that students who used aids have a perception of improved learning when using advice from Colleagues, Copilot-style tools, and Large Language Models. Results of correlating average grades with the usage of tools suggest that experience in using these tools is key for its successful use, but, contrary to students' perceptions, learning gains are marginal in the end result.
Cite as
Ana Rita Peixoto, André Glória, José Luís Silva, Maria Pinto-Albuquerque, Tomás Brandão, and Luís Nunes. Use of Programming Aids in Undergraduate Courses. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 20:1-20:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{peixoto_et_al:OASIcs.ICPEC.2024.20,
author = {Peixoto, Ana Rita and Gl\'{o}ria, Andr\'{e} and Silva, Jos\'{e} Lu{\'\i}s and Pinto-Albuquerque, Maria and Brand\~{a}o, Tom\'{a}s and Nunes, Lu{\'\i}s},
title = {{Use of Programming Aids in Undergraduate Courses}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {20:1--20:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.20},
URN = {urn:nbn:de:0030-drops-209894},
doi = {10.4230/OASIcs.ICPEC.2024.20},
annote = {Keywords: Teaching Programming, Programming aids}
}
Document
Authoring Programming Exercises for Automated Assessment Assisted by Generative AI
Abstract
Generative AI presents both challenges and opportunities for educators. This paper explores its potential for automating the creation of programming exercises designed for automated assessment. Traditionally, creating these exercises is a time-intensive and error-prone task that involves developing exercise statements, solutions, and test cases. This ongoing research analyzes the capabilities of the OpenAI GPT API to automatically create these components. An experiment using the OpenAI GPT API to automatically create 120 programming exercises produced interesting results, such as the difficulties encountered in generating valid JSON formats and creating matching test cases for solution code. Learning from this experiment, an enhanced feature was developed to assist teachers in creating programming exercises and was integrated into Agni, a virtual learning environment (VLE). Despite the challenges in generating entirely correct programming exercises, this approach shows potential for reducing the time required to create exercises, thus significantly aiding teachers. The evaluation of this approach, comparing the efficiency and usefulness of using the OpenAI GPT API or authoring the exercises oneself, is in progress.
Cite as
Yannik Bauer, José Paulo Leal, and Ricardo Queirós. Authoring Programming Exercises for Automated Assessment Assisted by Generative AI. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 21:1-21:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)
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@InProceedings{bauer_et_al:OASIcs.ICPEC.2024.21,
author = {Bauer, Yannik and Leal, Jos\'{e} Paulo and Queir\'{o}s, Ricardo},
title = {{Authoring Programming Exercises for Automated Assessment Assisted by Generative AI}},
booktitle = {5th International Computer Programming Education Conference (ICPEC 2024)},
pages = {21:1--21:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-347-8},
ISSN = {2190-6807},
year = {2024},
volume = {122},
editor = {Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.21},
URN = {urn:nbn:de:0030-drops-209901},
doi = {10.4230/OASIcs.ICPEC.2024.21},
annote = {Keywords: ChatGPT, generative AI, programming exercises, automated assessment}
}