A Code Completion Problem in C Programming Learning Assistant System

Kyaw, Htoo; Htet, Ei Ei; Funabiki, Nobuo; Kuribayashi, Minoru; Myint, Thandar; Tar, Phyu Phyu; Min, Nandar Win; Thant, Hnin Aye; Wai, Phyu Hnin

doi:10.1109/iciet51873.2021.9419621

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…One study developed a Web‐based Java Programming Learning Assistant System (JPLAS) that provides novice students with the element fill‐in‐blank problem (EFP), where students learn Java syntax and basic programming skills by filling in the missing elements in the source code [25]. Kyaw et al [12] extended the JPLAS and proposed the code completion problem (CCP). Compared with EEP, CCP does not show the location of missing elements, which can be filled in at any position of each statement.…”

Section: Related Workmentioning

confidence: 99%

Exploring the differences and evolution of college students' computational thinking in programming learning through data analysis

Zhang,

Zeng,

et al. 2023

Comp Applic In Engineering

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Programming has received extensive attention for the embodiment of computational thinking (CT) skills. However, the lack of in‐depth research on the characteristics of college students' CT skills in text‐based programming learning has resulted in the unknown distribution characteristics and evolution patterns of their CT skills, which cannot effectively constitute an effective tracking analysis of their CT skills, thus affecting the cultivation of creative thinking and problem‐solving skills for them. Therefore, the purpose of the paper is to explore the characteristics of college students' CT skills through text‐based programming work and discover the overall characteristics, individual differences and evolutionary patterns of their CT skills on the relation between text‐based programming and CT skills through data analysis. It was found that there are roughly five categories of CT difference and four major categories with nine subcategories of CT evolution among college students. The results showed that the Control and Data skills were the students' dominant skills. In contrast, Algorithm skills were relatively weak. Only about 1/3 of the students had the phenomenon of continuous skill improvement, and programming learning did not have a significant impact on the improvement of CT skills for some students. Finally, we propose several suggestions for CT skills development strategies in response to the students' characteristics in CT skills. The study can not only fill the gaps of the current study but also identify the evolutionary characteristics of students' CT skills, which can effectively intervene in college students' programming learning and help improve their CT skills.

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Section: Related Workmentioning

confidence: 99%

Exploring the differences and evolution of college students' computational thinking in programming learning through data analysis

Zhang,

Zeng,

et al. 2023

Comp Applic In Engineering

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Analysis of Code Writing Problem Solution Results in C Programming Course

Kyaw,

Kaneko,

Funabiki

2024

2024 IEEE International Conference on Consumer Electronics (ICCE)

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A Proposal of Mistake Correction Problem for Debugging Study in C Programming Learning Assistant System

Jing¹,

Funabiki²,

Aung³

et al. 2022

IJIET

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Currently, C programming is taught as the first programming language in many universities around the world due to the easy-to-learn and middle-level nature. However, the confusing concepts of keywords and unfamiliar formality make it difficult for students to study. Therefore, we have previously developed C programming learning assistance system (CPLAS) for self-studies of novice students. CPLAS offers several types of exercise problems with the automatic answer marking by string matching. In this paper, we propose a mistake correction problem (MCP) for code debugging study as a new problem type in CPLAS. MCP requests to answer every mistaken element and its correction in a given corrupt source code. We list up reserved words and common library functions in C programming for candidates of mistaken elements, and implement the MCP instance generation algorithm. To help solving MCP instances by a student, we implement the answer interface that shows the line number of each mistake, the corrupt code and answer forms in parallel, and the hint of suggesting the first character of each answer. For evaluations of the proposal, we generate 20 instances with 91 mistakes for basic grammars, and assign them to 18 university students in Japan, China, and Indonesia. Their answer results confirm the effectiveness of MCP.

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A Code Completion Problem in C Programming Learning Assistant System

Cited by 3 publications

References 7 publications

Exploring the differences and evolution of college students' computational thinking in programming learning through data analysis

Exploring the differences and evolution of college students' computational thinking in programming learning through data analysis

Analysis of Code Writing Problem Solution Results in C Programming Course

A Proposal of Mistake Correction Problem for Debugging Study in C Programming Learning Assistant System

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