Virtual Programming Lab for Moodle: Automatic Program Assessment in a First-year University Course

Rodríguez-del-Pino, Juan Carlos; Hernández-Figueroa, Zenón J.; Domínguez, José Daniel González; Skalka, Ján

doi:10.1007/978-3-031-13359-6_12

Cited by 5 publications

(6 citation statements)

References 12 publications

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“…In 2022, Juan Carlos conducted a study about the Virtual Programing Lab (VPL) which was integrated with the university's e-learning platform through a questionnaire. The results of this study indicate that early semester students who are just starting to program using VPL and get an assessment automatically, assume that VPL is very useful and effective for mastering programming languages (Rodríguez-del-Pino et al, 2022).…”

Section: Previous Studiesmentioning

confidence: 82%

“…Problem solving is one of the skills needed in finding a job in Computer Science and learning programming languages. To support this, a Virtual IDE is needed that can evaluate automatically and provide feedback to users (Rodríguez-del-Pino et al, 2022). With automatic grading in online compilers (Virtual IDE), students get learning experiences to improve their learning performance (Daradoumis et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Improve Learning Programming through Small Private Online Course and Virtual IDE

Zulfikar¹

2023

EMACS Journal

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In learning programming languages there are some technical problems such as the difficulty of installing IDE applications and tend to be heavy, cannot be used on various operating system platforms and there are no programming tutorials. By providing online and open learning content for certain organizations or often called SPOC (Small Private Online Course) and Virtual IDE to support SPOC, it can help students to improve programming skills. The purpose of this research is to create a SPOC LMS that has a Virtual IDE as a learning support. The Quantitative Method was used as a research method in this study to make a conclusion from the experimental results. The results of this study concluded that LMS SPOC and Virtual IDE can help students understand language programming.

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Section: Previous Studiesmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Improve Learning Programming through Small Private Online Course and Virtual IDE

Zulfikar¹

2023

EMACS Journal

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“…Most fully AATs offer bespoke solutions or implement existing grading tools, such as Virtual Programming Lab [59], to grade primarily grade correctness, typically by implementing some form of unit tests. Some tools have adapted continuous integration and delivery by using industry tools such as GitHub Actions 6 and TravisCI 7 to conduct unit tests when students push their code to a repository.…”

Section: Skills Evaluated and Utilised Techniques (Rq1 Rq3 Rq6)mentioning

confidence: 99%

Automated Grading and Feedback Tools for Programming Education: A Systematic Review

Messer,

Brown,

Kölling

et al. 2024

ACM Trans. Comput. Educ.

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We conducted a systematic literature review on automated grading and feedback tools for programming education. We analysed 121 research papers from 2017 to 2021 inclusive and categorised them based on skills assessed, approach, language paradigm, degree of automation and evaluation techniques. Most papers assess the correctness of assignments in object-oriented languages. Typically, these tools use a dynamic technique, primarily unit testing, to provide grades and feedback to the students or static analysis techniques to compare a submission with a reference solution or with a set of correct student submissions. However, these techniques’ feedback is often limited to whether the unit tests have passed or failed, the expected and actual output, or how they differ from the reference solution. Furthermore, few tools assess the maintainability, readability or documentation of the source code, with most using static analysis techniques, such as code quality metrics, in conjunction with grading correctness. Additionally, we found that most tools offered fully automated assessment to allow for near-instantaneous feedback and multiple resubmissions, which can increase student satisfaction and provide them with more opportunities to succeed. In terms of techniques used to evaluate the tools’ performance, most papers primarily use student surveys or compare the automatic assessment tools to grades or feedback provided by human graders. However, because the evaluation dataset is frequently unavailable, it is more difficult to reproduce results and compare tools to a collection of common assignments.

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“…LMS plugins typically connect to external Web services to implement their functionality. For example, Moodle’s Virtual Programming Lab (VPL) (Rodríguez-del Pino et al , 2012) integrates programming assignments and assessments and connects to a supported VPL server to compile students’ code. Plugins like Turnitin (2022) and Crowdmark (2022) use the LTI (IMS Global, 2022) protocol to communicate with their third-party (non-Moodle) servers.…”

Section: Background and Related Workmentioning

confidence: 99%

Privacy governance not included: analysis of third parties in learning management systems

Sanfilippo,

Apthorpe,

Brehm

et al. 2023

ILS

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Purpose This paper aims to address research gaps around third party data flows in education by investigating governance practices in higher education with respect to learning management system (LMS) ecosystems. The authors answer the following research questions: how are LMS and plugins/learning tools interoperability (LTI) governed at higher education institutions? Who is responsible for data governance activities around LMS? What is the current state of governance over LMS? What is the current state of governance over LMS plugins, LTI, etc.? What governance issues are unresolved in this domain? How are issues of privacy and governance regarding LMS and plugins/LTIs documented or communicated to the public and/or community members? Design/methodology/approach This study involved three components: (1) An online questionnaire about LMS, plugin and LTI governance practices from information technology professionals at seven universities in the USA (n = 4) and Canada (n = 3). The responses from these individuals helped us frame and design the interview schedule. (2) A review of public data from 112 universities about LMS plugin and LTI governance. Eighteen of these universities provide additional documentation, which we analyze in further depth. (3) A series of extensive interviews with 25 university data governance officers with responsibilities for LMS, plugin and/or LTI governance, representing 14 different universities. Findings The results indicate a portrait of fragmented and unobtrusive, unnoticed student information flows to third parties. From coordination problems on individual college campuses to disparate distributions of authority across campuses, as well as from significant data collection via individual LTIs to a shared problem of scope across many LTIs, the authors see that increased and intentional governance is needed to improve the state of student privacy and provide transparency in the complex environment around LMSs. Yet, the authors also see that there are logical paths forward based on successful governance and leveraging existing collaborative networks among data governance professionals in higher education. Originality/value Substantial prior work has examined issues of privacy in the education context, although little research has directly examined higher education institutions’ governance practices of LMS, plugin and LTI ecosystems. The tight integration of first and third-party tools in this ecosystem raises concerns that student data may be accessed and shared without sufficient transparency or oversight and in violation of established education privacy norms. However, these technologies and the university governance practices that could check inappropriate data handling remain under-scrutinized. This paper addresses this gap by investigating the governance practices of higher education institutions with respect to LMS ecosystems.

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Virtual Programming Lab for Moodle: Automatic Program Assessment in a First-year University Course

Cited by 5 publications

References 12 publications

Improve Learning Programming through Small Private Online Course and Virtual IDE

Improve Learning Programming through Small Private Online Course and Virtual IDE

Automated Grading and Feedback Tools for Programming Education: A Systematic Review

Privacy governance not included: analysis of third parties in learning management systems

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