We study which observable affective states and behaviors relate to students' achievement within a CS1 programming course. To this end, we use a combination of human observation, midterm test scores, and logs of student interactions with the compiler within an Integrated Development Environment (IDE). We find that confusion, boredom and engagement in IDE-related on-task conversation are associated with lower achievement. We find that a student's midterm score can be tractably predicted with simple measures such as the student's average number of errors, number of pairs of compilations in error, number pairs of compilations with the same error, pairs of compilations with the same edit location and pairs of compilations with the same error location. This creates the potential to respond to evidence that a student is at-risk for poor performance before they have even completed a programming assignment.
We study which observable affective states and behaviors relate to students' achievement within a CS1 programming course. To this end, we use a combination of human observation, midterm test scores, and logs of student interactions with the compiler within an Integrated Development Environment (IDE). We find that confusion, boredom and engagement in IDE-related on-task conversation are associated with lower achievement. We find that a student's midterm score can be tractably predicted with simple measures such as the student's average number of errors, number of pairs of compilations in error, number pairs of compilations with the same error, pairs of compilations with the same edit location and pairs of compilations with the same error location. This creates the potential to respond to evidence that a student is at-risk for poor performance before they have even completed a programming assignment.
Programming is a complicated task and correcting syntax error is just one among the many tasks that makes it difficult. Error messages produced by the compiler allow novice learners to know their errors. However, these messages are puzzling, and most of the times misleading due to cascading of errors, which can be detrimental to running a syntax-error free program. In most laboratory setting, it is the role of the teachers to assist their students while doing activities. However, in our experienced, considering the large number of students in a class, it may seem difficult for teachers to assist their students one-byone given the time constraints. In this paper, the design and implementation of an interactive pedagogical agent named JEPPY is presented. It is intended to assist novice learners learning to program using C++ as a programming language. In order to see on how students struggle or progress in dealing with errors, the proponents implemented the Error Quotient (EQ) developed by Jadud. The principles of the cognitive requirements of an agentbased learning environment were followed. The agent was put into test by novice learners in a laboratory setting. Logs of interaction between the embodied agent and the participants were recorded, aside from the compile errors and edit actions. These mechanisms show us some insight on the interaction behavior of learner to the agent.
Filipino learners’ lack of English language proficiency is a major barrier to higher education opportunities and participation in high-value industries. Computer-based learning systems have the potential to increase educational quality, equity, and efficacy in the Global South. However, a key challenge is to design systems that are developmentally and socio-culturally appropriate and engaging for the target learners. In this paper, we describe the design, development, and preliminary testing of Ibigkas!, a collaborative, mobile phone-based game designed to provide phonemic awareness and vocabulary building support to Filipino learners aged 10-12. Cite as Rodrigo, M.M.T., Ocumpaugh, J., Diy, W.D., Moreno, M., De Santos, M., Cargo, N., Lacson, J., Santos, D., Aduna, D., Beraquit, J.I., Bringula, R., Caparros, M.R.M., Choi, A.T., Ladan, S., Lim, J., Manahan, D.M.A., Paterno, J.M.G., Saturinas, K., Tabanao, E., Tablatin, C., Torres, J., Porayska-Pomsta, K., Olatunji, I., Luckin, R. (2019) Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabulary. Computer-Based Learning in Context, 1(1), 28-42. DOI: 10.5281/zenodo.4057282
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