How do students solve parsons programming problems? - Execution-based vs. line-based feedback

Juha Helminen; Petri Ihantola; Ville Karavirta; Satu Alaoutinen

doi:10.1109/LaTiCE.2013.26

How do students solve parsons programming problems? - Execution-based vs. line-based feedback

Juha Helminen, Petri Ihantola, Ville Karavirta, Satu Alaoutinen

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review

23 Citations (Scopus)

Abstract

In large introductory programming classes, there typically are no resources for adequate individual guidance. Automatic feedback for programming tasks can facilitate students' learning by allowing them to get immediate individual feedback regardless of time and place. This paper presents a study on how the type of automatic feedback in Parsons problems affects how students solve them. Students on their first programming class were divided into two groups and, in two assignments, each group in turn received different type of feedback. The type of feedback had an effect on how students constructed their programs and how quickly they were able to complete them. With feedback based on execution as opposed to the visible arrangement of code, the programs were more frequently executable when feedback was requested and, overall, feedback was requested less frequently. Based on the analysis, we discuss possible future improvements to automatic feedback in this type of an assignment.

Original language	English
Title of host publication	Proceedings - 2013 Learning and Teaching in Computing and Engineering, LaTiCE 2013
Pages	55-61
Number of pages	7
DOIs	https://doi.org/10.1109/LaTiCE.2013.26
Publication status	Published - 2013
Publication type	A4 Article in conference proceedings
Event	1st International Conference on Learning and Teaching in Computing and Engineering, LaTiCE 2013 - Macau, Macao Duration: 21 Mar 2013 → 24 Mar 2013

Conference

Conference	1st International Conference on Learning and Teaching in Computing and Engineering, LaTiCE 2013
Country/Territory	Macao
City	Macau
Period	21/03/13 → 24/03/13

Keywords

Automatic Feedback
Parsons Puzzles
Python

ASJC Scopus subject areas

Computer Science Applications
Education

Access to Document

10.1109/LaTiCE.2013.26

Cite this

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title = "How do students solve parsons programming problems? - Execution-based vs. line-based feedback",

abstract = "In large introductory programming classes, there typically are no resources for adequate individual guidance. Automatic feedback for programming tasks can facilitate students' learning by allowing them to get immediate individual feedback regardless of time and place. This paper presents a study on how the type of automatic feedback in Parsons problems affects how students solve them. Students on their first programming class were divided into two groups and, in two assignments, each group in turn received different type of feedback. The type of feedback had an effect on how students constructed their programs and how quickly they were able to complete them. With feedback based on execution as opposed to the visible arrangement of code, the programs were more frequently executable when feedback was requested and, overall, feedback was requested less frequently. Based on the analysis, we discuss possible future improvements to automatic feedback in this type of an assignment.",

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author = "Juha Helminen and Petri Ihantola and Ville Karavirta and Satu Alaoutinen",

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doi = "10.1109/LaTiCE.2013.26",

language = "English",

isbn = "9780769549606",

pages = "55--61",

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note = "1st International Conference on Learning and Teaching in Computing and Engineering, LaTiCE 2013 ; Conference date: 21-03-2013 Through 24-03-2013",

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Helminen, J, Ihantola, P, Karavirta, V & Alaoutinen, S 2013, How do students solve parsons programming problems? - Execution-based vs. line-based feedback. in Proceedings - 2013 Learning and Teaching in Computing and Engineering, LaTiCE 2013., 6542239, pp. 55-61, 1st International Conference on Learning and Teaching in Computing and Engineering, LaTiCE 2013, Macau, Macao, 21/03/13. https://doi.org/10.1109/LaTiCE.2013.26

How do students solve parsons programming problems? - Execution-based vs. line-based feedback. / Helminen, Juha; Ihantola, Petri; Karavirta, Ville et al.
Proceedings - 2013 Learning and Teaching in Computing and Engineering, LaTiCE 2013. 2013. p. 55-61 6542239.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review

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AU - Ihantola, Petri

AU - Karavirta, Ville

AU - Alaoutinen, Satu

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AB - In large introductory programming classes, there typically are no resources for adequate individual guidance. Automatic feedback for programming tasks can facilitate students' learning by allowing them to get immediate individual feedback regardless of time and place. This paper presents a study on how the type of automatic feedback in Parsons problems affects how students solve them. Students on their first programming class were divided into two groups and, in two assignments, each group in turn received different type of feedback. The type of feedback had an effect on how students constructed their programs and how quickly they were able to complete them. With feedback based on execution as opposed to the visible arrangement of code, the programs were more frequently executable when feedback was requested and, overall, feedback was requested less frequently. Based on the analysis, we discuss possible future improvements to automatic feedback in this type of an assignment.

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How do students solve parsons programming problems? - Execution-based vs. line-based feedback

Abstract

Conference

Keywords

ASJC Scopus subject areas

Access to Document

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