Toward Code Review Notebooks

Farah, Juan Carlos; Spaenlehauer, Basile; Rodríguez‐Triana, María Jesús; Ingram, Sandy; Gillet, Denis

doi:10.1109/icalt55010.2022.00068

Cited by 6 publications

(8 citation statements)

References 12 publications

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“…In a previous study [8], we presented a code review application that could be used to scaffold code review notebooks. Our evaluation using standard instruments for measuring user experience (System Usability Scale [5] and the short version of the User Experience Questionnaire [20]) suggested that students rated the usability of the code review notebook and the underlying code review application positively.…”

Section: Background and Related Workmentioning

confidence: 99%

“…Textual explanations regarding the code review process and code linting were intercalated with images and code snippets. Code snippets were presented using the code review application [8], which allowed students to annotate each line of code with comments. Furthermore, a text input application was used to allow students to answer open-ended questions.…”

Section: Contextmentioning

confidence: 99%

“…In a previous study [8], we assessed the usability of the code review notebook format, achieving positive results. In this study, we focus on the format's effectiveness in achieving short-term learning gains, encouraging students to reflect on their learning process, and providing a satisfactory learning experience.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Integrating Code Reviews into Online Lessons to Support Software Engineering Education

Farah

Spaenlehauer

Rodríguez‐Triana

et al. 2023

Lecture Notes in Networks and Systems

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The use of peer code review exercises is well established in software engineering education. Nevertheless, challenges involving students' ability to perform code reviews have been identified as barriers to successfully integrating code reviews in educational settings. We have previously proposed code review notebooks as a way to address this issue. Code review notebooks resemble computational notebooks but focus on reviewing rather than executing code and can serve to introduce students to the code review process. In this study, we evaluated the effects of using a code review notebook via a case study whereby 25 university students were taught how to identify code style issues in JavaScript. Our mixed-method analysis suggests that the code review notebook format encourages students to reflect on their learning process and can result in short-term learning gains. These findings could serve instructors looking to incorporate code review exercises into their practice.

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Section: Background and Related Workmentioning

confidence: 99%

Section: Contextmentioning

confidence: 99%

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Integrating Code Reviews into Online Lessons to Support Software Engineering Education

Farah

Spaenlehauer

Rodríguez‐Triana

et al. 2023

Lecture Notes in Networks and Systems

Self Cite

View full text Add to dashboard Cite

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“…As part of their coursework, students completed an in-class online lesson consisting of an ungraded 45-minute exercise. The exercise comprised a code review notebook [5] covering JavaScript code style standards. Code review notebooks allow educators to scaffold pedagogical scenarios that introduce the code review process to learners through code snippets, following a template resembling computational notebooks.…”

Section: Scenariomentioning

confidence: 99%

Prompting Large Language Models to Power Educational Chatbots

Farah,

Ingram,

Spaenlehauer

et al. 2023

Lecture Notes in Computer Science

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The recent rise in both popularity and performance of large language models has garnered considerable interest regarding their applicability to education. Technologies like ChatGPT, which can engage in human-like dialog, have already disrupted educational practices given their ability to answer a wide array of questions. Nevertheless, integrating these technologies into learning contexts faces both technological and pedagogical challenges, such as providing appropriate user interfaces and configuring interactions to ensure that conversations stay on topic. To better understand the potential large language models have to power educational chatbots, we propose an architecture to support educational chatbots that can be powered by these models. Using this architecture, we created a chatbot interface that was integrated into a web application aimed at teaching software engineering best practices. The application was then used to conduct a case study comprising a controlled experiment with 26 university software engineering students. Half of the students interacted with a version of the application equipped with the chatbot, while the other half completed the same lesson without the chatbot. While the results of our quantitative analysis did not identify significant differences between conditions, qualitative insights suggest that learners appreciated the chatbot. These results could serve as a starting point to optimize strategies for integrating large language models into pedagogical scenarios.

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“…These reviews consist of a developer submitting code for review and then another developer reviewing the submitted code by adding comments to specific lines of code. The code review application allows an instructor to simulate the code review process within an online learning exercise resembling a computational notebook [13]. Students are shown a code snippet and are asked to analyze it for potential issues.…”

Section: Learning Scenariomentioning

confidence: 99%

A Blueprint for Integrating Task-Oriented Conversational Agents in Education

Farah

Spaenlehauer

Ingram

et al. 2022

Proceedings of the 4th Conference on Conversational User Interfaces

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Over the past few years, there has been an increase in the use of chatbots for educational purposes. Nevertheless, the chatbot technologies and architectures that are often applied to educational contexts are not necessarily designed for such contexts. While general-purpose chatbot technologies can be used in educational contexts, there are some challenges specific to these contexts that need to be taken into consideration. Namely, chatbot technologies intended for education should, by design, integrate directly within online learning applications and focus on achieving learning goals by supporting learners with the task at hand. In this paper, we propose a blueprint for an architecture specifically aimed at integrating task-oriented chatbots to support learners in educational contexts. We then present a proof-of-concept implementation of our blueprint as a part of a code review application designed to teach programming best practices. Our blueprint could serve as a starting point for developers in education looking to build chatbot technologies targeting educational contexts and is a first step toward an open chatbot architecture explicitly tailored for learning applications. CCS CONCEPTS• Human-centered computing → Natural language interfaces; • Applied computing → Interactive learning environments; • Software and its engineering → Software system structures.

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Toward Code Review Notebooks

Cited by 6 publications

References 12 publications

Integrating Code Reviews into Online Lessons to Support Software Engineering Education

Integrating Code Reviews into Online Lessons to Support Software Engineering Education

Prompting Large Language Models to Power Educational Chatbots

A Blueprint for Integrating Task-Oriented Conversational Agents in Education

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