Development of a Self-Reporting Tool for Capturing Student Emotions During Programming Activities

Parsons, Dale; Wood, Krissi; Gasson, Joy; Moskal, Adon Christian Michael

doi:10.1145/3286960.3286968

Cited by 10 publications

(17 citation statements)

References 12 publications

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“…• determining the result of executing code • choosing the correct item for something missing in a snippet of code • identifying an error in a snippet of code • rearranging provided statements/expressions so that they accomplish the desired result [11] These approaches can manifest themselves as multiple choice, true/false, or fill-in-the-answer questions.…”

Section: A Methodologymentioning

confidence: 99%

“…It is appropriate to include a focus on general, broadly asked questions such as writing small blocks of pseudo code, asking what a provided block would do, choosing which of several blocks of code would solve a given problem, or rearranging the statements in a block of code so that they perform the required functionality [11]. The publication by Román-Gonzáles et al showed such an assessment exam for a middle school audience [7].…”

Section: B Formatmentioning

confidence: 99%

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Directing Incoming CS Students to an Appropriate Introductory Computer Science Course

Ureel

Heliotis

Dorodchi

et al. 2020

2020 IEEE Frontiers in Education Conference (FIE)

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Full Paper. Research. We discuss possible ways to direct students to right level of introductory programming. While many schools offer college preparatory or advanced placement courses in computing, there is still, unfortunately, a large part of the "college-ready" population that has no opportunity to learn computing at all before they arrive. Regulation of CS education at the state/province or national level is still rare (but growing). Thus incoming students possess a wide range of skills and knowledge. When coupled with increasing enrollments, this diversity of experience can result in courses having large numbers of both absolute beginners and seasoned coders. Such courses are difficult to teach, intimidate novice students, and bore those with more experience. This can result in low engagement and retention.Unlike mathematics and language arts, introductory courses in CS vary widely from one institution to another in both conceptual material and programming language used. A standard point of entry to college mathematics is a calculus course, with some students instead starting earlier with pre-calculus or an algebra refresher, and others starting out in the second-term calculus course. There is rarely a concern about student skill being hidden by notational or other language differences, because the language of mathematics is close to universal. Similarly, freshman language arts courses in reading and/or writing assume a certain level of skill and maturity of comprehension and expressiveness in the target language; otherwise remedial courses are provided.We investigate placement of incoming first year students into appropriate introductory computer science courses at higher education institutions where there is more than one choice of first course. The goal is to determine the best way to decide which first course would be the most helpful for each student.

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Section: A Methodologymentioning

confidence: 99%

Section: B Formatmentioning

confidence: 99%

Directing Incoming CS Students to an Appropriate Introductory Computer Science Course

Ureel

Heliotis

Dorodchi

et al. 2020

2020 IEEE Frontiers in Education Conference (FIE)

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“…These studies aim to identify learning barriers and assist with interventions. The vast majority have focused on programming labs and assignments [2,3,4]. Several of these studies have indicated a correlation between a student's affective state and their achievement.…”

Section: A Surveying Emotional Response To Cs1 Componentsmentioning

confidence: 99%

“…Scatter diagrams show answer distributions for each lab's grid and line charts illustrate how students' affective responses vary over the course of a semester. The software aims to provide instructors with actionable data to support early interventions with students experiencing difficulties [4]. However, it does not have a dual dashboard which offers students support status notifications and would address power imbalances.…”

Section: Existing Systemsmentioning

confidence: 99%

“…However, it does not have a dual dashboard which offers students support status notifications and would address power imbalances. Secondly, the inclusion of qualitative questions may support instructors' interpretation of the data, as the tool's authors state that further student interviews are currently needed to confirm the accuracy of their judgements [4].…”

Section: Existing Systemsmentioning

confidence: 99%

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Using Students' Affective State as a Measure of CS Lab Risk in an Early Detection System

Ada

Sears

2021

2021 International Conference on Advanced Learning Technologies (ICALT)

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This paper presents a dual dashboard early warning system which uses students' affective state as a measure of risk. Affective state has been shown to influence CS1 performance, and specific states such as frustration have been linked to attrition. The software administers affective surveys to students using a series of 2-dimensional grids. Students then complete a qualitative journal entry. Risk weights are assigned to students based on the journal response's sentiment analysis and whether student's 2dimensional grid responses fall within configurable 'danger zone' bounds. The early warning system automatically flags students as needing support if the responses' combined risk weights exceed configurable thresholds. Additionally, flags can be assigned manually, either by instructors or by students themselves.

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Capturing Student Feedback and Emotions in Large Computing Courses: A Sentiment Analysis Approach

Neumann

Linzmayer

2021

Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

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Development of a Self-Reporting Tool for Capturing Student Emotions During Programming Activities

Cited by 10 publications

References 12 publications

Directing Incoming CS Students to an Appropriate Introductory Computer Science Course

Directing Incoming CS Students to an Appropriate Introductory Computer Science Course

Using Students' Affective State as a Measure of CS Lab Risk in an Early Detection System

Capturing Student Feedback and Emotions in Large Computing Courses: A Sentiment Analysis Approach

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