Ilya Baimetov
ABSTRACT
This PhD research explores the problem of building an effective ITS-like system for providing real-time formative feedback for programming assignments given to college/university students. Such system would maximize learning outcomes while minimizing the effort from the tutor to construct such system.
It proposes an approach to building such a system and assessing its effectiveness, as well as outlines topics for future research.
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Digital Library
- Combéfis, S. (2022). Automated Code Assessment for Education: Review, Classification and Perspectives on Techniques and Tools. Software, 1(1), 3--30. https://doi.org/10.3390/software1010002Google ScholarCross Ref
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- Crow, T., Luxton-Reilly, A., & Wuensche, B. (2018). Intelligent Tutoring Systems for Programming Education: A Systematic Review. ACM International Conference Proceeding Series, 53--62. https://doi.org/10.1145/3160489.3160492Google ScholarDigital Library
- Robert Colby, B., & Robert, B. (2017). A Comparative Literature Review of Intelligent Tutoring Systems from 1990--2015. https://scholarsarchive.byu.edu/etd/7239Google Scholar
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- Francisco, R. E., & Silva, O. (2022). Intelligent Tutoring System for Computer Science Education and the Use of Artificial Intelligence: A Literature Review. https://orcid.org/0000-0003--2866--3431Google Scholar
- Antonucci, P., Zurich, E., Piccioni, M., Meyer, B., 2014. AutoTeach: Incremental Hints For Programming Exercises Master Thesis.Google Scholar
- Choi, D., Heo, J., Lee, E., 2021. Automated Feedback Generation for Multiple Function Programs, in: 2021 28th Asia-Pacific Software Engineering Conference (APSEC). IEEE, pp. 582--583. https://doi.org/10.1109/APSEC53868.2021.00078Google ScholarCross Ref
- Committee, P. 13 C., Library, A.D., 2013. Automated Feedback Generation for Introductory Programming Assignments.Google Scholar
- Digitalcommons@uri, D., Gauthier, D.L., 2020. AUTOMATED GENERATION OF DETAILED PROGRAMMING ASSIGNMENT FEEDBACK. https://doi.org/10.23860/thesis-Gauthier-Daniel-2020Google ScholarCross Ref
- Gaona, E.F., Camacho, C.E.P., Castro, W.M., Castro, J.C.M., Rodriguez, A.D.S., Avila-Garcia, M.S., 2021. Automatic Grading of Programming Assignments in Moodle, in: 2021 9th International Conference in Software Engineering Research and Innovation (CONISOFT). IEEE, pp. 161--167. https://doi.org/10.1109/CONISOFT52520.2021.00031Google ScholarCross Ref
- Gerdes, A., Heeren, B., Jeuring, J., Binsbergen, L.T. van, 2017. Ask-Elle: an Adaptable Programming Tutor for Haskell Giving Automated Feedback. International Journal of Artificial Intelligence in Education 27, 65--100. https://doi.org/10.1007/s40593-015-0080-xGoogle ScholarCross Ref
- Grenander, M., Belfer, R., Kochmar, E., Serban, I.V., St-Hilaire, F., Cheung, J.C.K., 2021. Deep Discourse Analysis for Generating Personalized Feedback in Intelligent Tutor Systems. Proceedings of the AAAI Conference on Artificial Intelligence 35, 15534--15544. https://doi.org/10.1609/aaai.v35i17.17829Google ScholarCross Ref
- Hahn, M.G., Navarro, S.M.B., de-La-Fuente-Valentin, L., 2022. LUD: An Automatic Scoring and Feedback System for Programming Assignments, in: 2022 International Conference on Advanced Learning Technologies (ICALT). IEEE, pp. 384--386. https://doi.org/10.1109/ICALT55010.2022.00118Google ScholarCross Ref
- Haldeman, G., 2021. AUTOMATED FEEDBACK GENERATION FOR PROGRAMMING ASSIGNMENTS.Google Scholar
Index Terms
- Improving Effectiveness of Programming Assignments with Real-time Formative Feedback
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