The Effect of a Web-based Coding Tool with Automatic Feedback on Students' Performance and Perceptions

Benotti, Luciana; Bulgarelli, Franco; Gómez, Maríana

doi:10.1145/3159450.3159579

Cited by 30 publications

(17 citation statements)

References 11 publications

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“…We were surprised that only about a third of participants, 32%, feel that Kodethon can be useful for "real-world programming. " However, it is in contrast to observations in [4] that a vast majority of students perceived programming in a web IDE as real programming. We should note that it is unclear to us to what "real-world programming" actually means to students; regardless of the intended meaning and its accuracy, majority of students perceived that Kodethon does not prepare them for real programming.…”

Section: Perceptionscontrasting

confidence: 91%

“…Web IDEs for classrooms: Perhaps, the work most related to ours is a recent study by Benotti et al that describes a web IDE to support teaching functional programming in Haskell, and evaluated the students' attitude toward it [4]. In their study, students strongly agreed that the web IDE makes them more productive, and a better Haskell programmer.…”

Section: Related Workmentioning

confidence: 95%

“…In this paper, we discuss adoption of the web IDE by students, and their perceptions toward it. Kodethon has been used by more than 3,000 students in 15 courses as an optional tool, as opposed to previous studies, e.g., [3,4], wherein students were required to use the pedagogical IDE. Thus far, students have used Kodethon to write more than 15 million lines of code.…”

Section: Introductionmentioning

confidence: 99%

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Student Adoption and Perceptions of a Web Integrated Development Environment

Valez

Yen

et al. 2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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Students often spend a considerable amount of time and effort installing and configuring programming tools and environments. This can frustrate, and distract them from more important learning objectives, particularly in introductory programming courses. A web-based integrated development environment can serve as a lowthreshold, ready-to-use programming environment, and reduce the time and effort needed to start practicing programming. In this paper, we report our experience of developing and deploying a web-based integrated development environment (web IDE) as an optional tool at a large public university that has been in use for over several years in various programming courses. We conducted a survey to understand students' perceptions toward the web IDE and usage of its features. Using the data from the survey, we explored potential correlations between student demographic and behavioral traits in adoption of the web IDE. The results of the survey suggest that around half of the students use the IDE often or very often. We also discovered that the likelihood of adoption of the IDE decreases as students to move to upper classes. In this paper, we also describe broader lessons for educators and researchers. CCS CONCEPTS • Applied computing → Computer-assisted instruction; • General and reference → Empirical studies.

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Section: Perceptionscontrasting

confidence: 91%

Section: Related Workmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

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Student Adoption and Perceptions of a Web Integrated Development Environment

Valez

Yen

et al. 2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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“…As Auto-Grading Tools (AGTs) have become an essential component in computer science education, they have also been subjected to numerous studies 8,9,10 . The bulk of these studies cover changes in student performance after the integration of an AGT as well as student perception of AGTs, and they cover a variety of tools.…”

Section: Introductionmentioning

confidence: 99%

“…AGTs have multiple applications in computer science classrooms, and typically are used to allow the students to get extra problem solving practice. Common ways to use AGTs are for: an in-class active learning supplement 8,9 , as a laboratory grading platform, and as assigned homework 8 .…”

Section: Introductionmentioning

confidence: 99%

Writing Effective Autograded Exercises Using Bloom's Taxonomy

Battestilli¹,

Korkes²

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Prior to joining North Carolina State University in 2012, Dr. Battestilli was a network research engineer at the Next Generation Computing Systems at IBM Research. She worked on the PowerEN Technology, a blur between general purpose and networking processors and hardware accelerators. She identified and studied workloads at the edge of the network that required high-throughput and fast deep-packet processing. Since 2012, her research has been focused on Computer Science Education, especially in the area of peer collaboration, scaling techniques for large courses, auto-graders and learning analytics. She is also working on software that can be used for teaching and learning. She is investigating techniques and best practices on broadening participation in Computer Science. Women and minorities need to be more involved in tech innovation as companies and teams perform better when there is diversity. She is also interested in Cloud Networking, Internet Of Things, Software Defined Networks and the design and performance evaluation of networking architectures and protocols, which are areas she worked in while in industry.

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Exploring the Connections Between the Use of an Automated Feedback System and Learning Behavior in a MOOC for Programming

Gabbay

Cohen²

2022

Lecture Notes in Computer Science

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The Effect of a Web-based Coding Tool with Automatic Feedback on Students' Performance and Perceptions

Cited by 30 publications

References 11 publications

Student Adoption and Perceptions of a Web Integrated Development Environment

Student Adoption and Perceptions of a Web Integrated Development Environment

Writing Effective Autograded Exercises Using Bloom's Taxonomy

Exploring the Connections Between the Use of an Automated Feedback System and Learning Behavior in a MOOC for Programming

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