Algorithm simulation with automatic assessment

Korhonen, Ari; Malmi, Lauri

doi:10.1145/343048.343157

Cited by 56 publications

(43 citation statements)

References 4 publications

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“…For this research, the students were divided into three separate groups, A, B, and C, each of which had different homework exercises. The experimental group A used the web-based learning environment with automatic feedback and grading of (virtual) simulation exercises which has been used at Helsinki University of Technology since 1991 [4]. The control groups B and C had traditional classroom exercise sessions in which the tutors gave feedback for the students about the exercises.…”

Section: Methodsmentioning

confidence: 99%

“…Several attempts have been made to produce both effective and high quality environments that are capable of automatic assessment of exercises [1,2,3,4,5]. The need for automation is due to the trend towards teaching large numbers of students at low cost.…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, some of these systems have advantages that could compensate for these limitations. In our study, the underlying system [4] has features that traditional instruction cannot provide. The students solve individually tailored exercises by means of algorithm simulation 1 , and the system is capable of immediate automatic assessment of these exercises around the clock.…”

Section: Introductionmentioning

confidence: 99%

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Does it make a difference if students exercise on the web or in the classroom?

et al. 2002

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Several Web-based learning environments which can automatically give immediate feedback to the students have been reported within the past few years. The quality of feedback can be relatively high in these systems, but it does not achieve the level a trained teacher can provide. However, the lack of the best possible feedback can be compensated for, to some extent, by providing immediate and individualised feedback at any place or time. The question is whether the systems providing automatic feedback are good enough to compete with humans.This paper reports on a randomised large scale intervention study. We found that there was no significant difference in the final examination results between students doing instructed simulation exercises in a classroom session and students using a web-based learning environment, if the exercises were the same. However, with more challenging exercises, there was a significant difference in the examination results, while the drop out rate was higher. Thus, the chosen teaching method and medium did not effect the level of learning, but the quality of the exercises did.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Does it make a difference if students exercise on the web or in the classroom?

et al. 2002

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“…Learners should be provided with dynamic feedback on their activities within a visualization system. For example, Korhonen and Malmi [37] describe a visualization system that presents learners with graphical representations of algorithms and requires the learners to manipulate these representations in order to simulate the algorithm. The system then provides learners with automatic, dynamic feedback about the correctness of such simulations.…”

mentioning

confidence: 99%

Exploring the role of visualization and engagement in computer science education

Naps

Rodger

Velázquez‐Iturbide

et al. 2002

Working Group Reports From ITiCSE on Innovation and Technology in Computer Science Education

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Visualization technology can be used to graphically illustrate various concepts in computer science. We argue that such technology, no matter how well it is designed, is of little educational value unless it engages learners in an active learning activity. Drawing on a review of experimental studies of visualization effectiveness, we motivate this position against the backdrop of current attitudes and best practices with respect to visualization use. We suggest a new taxonomy of learner engagement with visualization technology. Grounded in Bloom's wellrecognized taxonomy of understanding, we suggest metrics for assessing the learning outcomes to which such engagement may lead. Based on these taxonomies of engagement and effectiveness metrics, we present a framework for experimental studies of visualization effectiveness. Interested computer science educators are invited to collaborate with us by carrying out studies within this framework.

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“…Korhonen conducted a study with 550 students who used the TRAKLA system [4]. TRAKLA is a web-based environment that individually tailors exercises to the student and provides immediate feedback to students.…”

Section: Researchers [1][2][5][9]mentioning

confidence: 99%

An Analysis of Incorporating Small Coding Exercises as Homework in Introductory Programming Courses

Edgcomb

Vahid

Lysecky³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Alex Edgcomb finished his PhD in computer science at UC Riverside in 2014. Alex works with zyBooks.com, a startup that develops interactive, web-native textbooks in STEM. Alex also works as a research specialist at UC Riverside, studying the efficacy of web-native content for STEM education. His research interests include embedded systems, runtime optimization, non-intrusive system observation methods, data-adaptable systems, and embedded system security. He has recently coauthored multiple textbooks, published by zyBooks, that utilize a web-native, interactive, and animated approach, which has shown notable increases in student learning and course grades. Prof ABSTRACTSmall auto-graded coding exercises with immediate feedback are widely recognized as helping students in introductory programming courses. We analyzed usage of a particular coding exercise tool, at 11 courses at different universities. Instructors awarded differing amounts of course points (including zero) for the exercises. We investigated how awarding points affected student completion rates of the exercises. We found that without awarding points, completion rates were about 25%. Awarding even a small amount of points, such as 2 course points out of 100, resulted in 62% completion, with little increase in completion rates for more course points (such as 5, 10, or even 25). Comparing to participation activity completion rates of 85%, one might conclude that the 62% is short of 100% in part due to some students simply not doing homework (15%), and the remaining 23% due to the greater difficulty of the exercises. We analyzed time spent, and found that students spent about 3.3 minutes per exercise, matching the expected 2-4 minutes by the exercise authors. We analyzed number of tries per exercise, and found students submitted 3.5 tries on average per exercise. For some harder exercises, the averages were higher at 5-10 tries, suggesting the students are indeed putting forth good effort. We found very high numbers of tries by some students on a single exercise, sometimes 30, 50, or even 100, suggesting more work is needed to assist such students to better learn the concepts rather than repeatedly submitting tries, and to reduce frustration and increase learning efficiency.

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Algorithm simulation with automatic assessment

Cited by 56 publications

References 4 publications

Does it make a difference if students exercise on the web or in the classroom?

Does it make a difference if students exercise on the web or in the classroom?

Exploring the role of visualization and engagement in computer science education

An Analysis of Incorporating Small Coding Exercises as Homework in Introductory Programming Courses

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