Behind the Shoulders of Bebras Teams: Analyzing How They Interact with the Platform to Solve Tasks

Bellettini, Carlo; Lonati, Violetta; Monga, Mattia; Morpurgo, Anna

doi:10.1007/978-3-030-58459-7_10

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…However, if we consider it as the difference between the time of subjecting the answer to the previous and the currently solved task, this may not be the time in which the contestant was really solving the given task (Vaníček, 2016). That is why some researchers focus on the time the contestant spends actively solving the given task (Bellettini et al, 2020).…”

Section: Assessing Convergent Programming Tasks In the Bebras Challengementioning

confidence: 99%

Number of program builds: Another criterium for assessing difficulty of a programming task?

Dobiáš,

Šimandl,

Vaníček

2024

Informatics in Education

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The paper discusses an alternative method of assessing the difficulty of pupils’ programming tasks to determine their age appropriateness. Building a program takes the form of its successive iterations. Thus, it is possible to monitor the number of times such a program was built by the solver. The variance of the number of program builds can be considered as a criterion of the difficulty of the task. We seek to verify whether this variance is the greatest in the age group for which the task is most suitable. We created several series of programming tasks and offered them to 87000 pupils from 4th to 13th grade. For each task, we compared the optimal age group determined by the variance of the number of program builds method with the group determined by the correct answer ratio method. A strong correlation was observed in traditional microworlds Karel the Robot and Turtle. A moderate correlation was achieved in the new microworld Movie.

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Section: Assessing Convergent Programming Tasks In the Bebras Challengementioning

confidence: 99%

Number of program builds: Another criterium for assessing difficulty of a programming task?

Dobiáš,

Šimandl,

Vaníček

2024

Informatics in Education

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“…Table 1 presents also the average ratio of correct answers to tasks in each category. Finally, we have data concerning how the teams interacted with the contest platform while solving the task; the kind of data we can collect are described in [12]. All the anonymous data we analyzed are available at https://doi.org/10.13130/RD_UNIMI/WT9NHU for independent studies and cross-validation.…”

Section: Datasetmentioning

confidence: 99%

“…All teams in the same age category were asked to answer the same suite of questions, regardless of their team composition, but their results were ranked distinctly. Together with the submitted answers, the Bebras platform [12] we use collects data concerning the interactions of teams with the platform itself (how much time pupils spend on each specific task, whether and when they go back and review/change their answer to an already completed task, whether they perform actions that generate feedback from the system, and so on). This offered us the chance to conduct an observational study about the effects of team size on the performance.…”

Section: Introductionmentioning

confidence: 99%

How is Two Better Than One? An Observational Study on the Impact of Working in Pairs When Solving Bebras Tasks

Bellettini

Lonati

Monga

et al. 2022

Informatics in Schools. A Step Beyond Digital Education

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Every year the Bebras challenge proposes small tasks to students, based on CS concepts. In Italy, in 2021 for the first time, it was possible to choose whether to participate in the challenge individually or in teams of two students. The team size was expected to affect the performance of students; in particular working in pairs was expected to increase the probability of solving the tasks correctly. We carried out an observational study on the results of the 2021 Bebras challenge in Italy, aiming at investigating and measuring the effects of team size on the performance. The findings confirm that working in pairs generally improves the team performance, but the impact is much smaller than expected. We observed that the positive effect of collaboration is greater with younger pupils and somewhat decreases when age increases. We identified and discuss the features of tasks where the impact was more relevant, and where this trend was more evident. We also propose some hypotheses, to analyze in future qualitative studies, to interpret the results.

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All Green: How Different Age Groups Solved the Same Bebras Task

Bellettini,

Lonati,

Monga

et al. 2023

Lecture Notes in Computer Science

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In this report we investigate how pupils tackle an interactive problem-solving task recently proposed in the Bebras Challenge. The task comes across as fun and simple and we proposed it to all pupils from fourth grade up. We analyzed the data collected, produced by 18,486 participating teams while interacting with the local Bebras platform. The quantitative data were supplemented by interviews conducted after the challenge, in which students were asked to solve the question while thinking aloud. Regardless of their age, all the participants found a good challenge in the task and they spent a lot of time interacting with it. Almost all teams attempted a naive approach to the solution, misled by the superficial characteristics of the problem, and many insisted on attempting the naive approach without ever abandoning it; this behaviour clearly decreases with increasing age.

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Behind the Shoulders of Bebras Teams: Analyzing How They Interact with the Platform to Solve Tasks

Cited by 3 publications

References 13 publications

Number of program builds: Another criterium for assessing difficulty of a programming task?

Number of program builds: Another criterium for assessing difficulty of a programming task?

How is Two Better Than One? An Observational Study on the Impact of Working in Pairs When Solving Bebras Tasks

All Green: How Different Age Groups Solved the Same Bebras Task

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