As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research.

Machine Learning and Artificial Intelligence (AI) more broadly have great immediate and future potential for transforming almost all aspects of medicine. However, in many applications, even outside medicine, a lack of transparency in AI applications has become increasingly problematic. This is particularly pronounced where users need to interpret the output of AI systems. Explainable AI (XAI) provides a rationale that allows users to understand why a system has produced a given output. The output can then be interpreted within a given context. One area that is in great need of XAI is that of Clinical Decision Support Systems (CDSSs). These systems support medical practitioners in their clinic decision-making and in the absence of explainability may lead to issues of under or over-reliance. Providing explanations for how recommendations are arrived at will allow practitioners to make more nuanced, and in some cases, life-saving decisions. The need for XAI in CDSS, and the medical field in general, is amplified by the need for ethical and fair decision-making and the fact that AI trained with historical data can be a reinforcement agent of historical actions and biases that should be uncovered. We performed a systematic literature review of work to-date in the application of XAI in CDSS. Tabular data processing XAI-enabled systems are the most common, while XAI-enabled CDSS for text analysis are the least common in literature. There is more interest in developers for the provision of local explanations, while there was almost a balance between post-hoc and ante-hoc explanations, as well as between model-specific and model-agnostic techniques. Studies reported benefits of the use of XAI such as the fact that it could enhance decision confidence for clinicians, or generate the hypothesis about causality, which ultimately leads to increased trustworthiness and acceptability of the system and potential for its incorporation in the clinical workflow. However, we found an overall distinct lack of application of XAI in the context of CDSS and, in particular, a lack of user studies exploring the needs of clinicians. We propose some guidelines for the implementation of XAI in CDSS and explore some opportunities, challenges, and future research needs.

Publication information SIGCSE '16 Proceedings of the 47th ACM Technical Symposium on Computing Science EducationConference details ABSTRACTOne of the many challenges novice programmers face from the time they write their first program is inadequate compiler error messages. These messages report details on errors the programmer has made and are the only feedback the programmer gets from the compiler. For students they play a particularly essential role as students often have little experience to draw upon, leaving compiler error messages as their primary guidance on error correction. However these messages are frequently inadequate, presenting a barrier to progress and are often a source of discouragement. We have designed and implemented an editor that provides enhanced compiler error messages and conducted a controlled empirical study with CS1 students learning Java. We find a reduced frequency of overall errors and errors per student. We also identify eight frequent compiler error messages for which enhancement has a statistically significant effect. Finally we find a reduced number of repeated errors. These findings indicate fewer students struggling with compiler error messages.

Figure 1: A problem description (left) based on the Rainfall Problem, provided verbatim to Codex as input, and two different programs generated (output) by Codex (center and right). Both output programs meet the requirements of the problem.

Programming is an essential skill that all computing students must master. However programming can be difficult to learn. Compiler error messages are crucial for correcting errors, but are often difficult to understand and pose a barrier to progress for many novices. High frequencies of errors, particularly repeated errors, have been shown to be indicators of students who are struggling with learning to program. This study involves a custom IDE that enhances Java compiler error messages, intended to be more useful to novices than those supplied by the compiler. The effectiveness of this approach was tested in an empirical control/intervention study of approximately 200 students generating almost 50,000 errors. The design allows for direct comparisons between enhanced and non-enhanced error messages. Results show that the intervention group experienced reductions in the number of overall errors, errors per student, and several repeated error metrics. This work is important for two reasons. First, the effects of error message enhancement have been recently debated in the literature. This study provides substantial evidence that it can be effective. Second, these results should be generalizable at least in part, to other programming languages, students and institutions, as we show that the control group of this study is comparable to several others using Java and other languages.