Development and Evaluation of a Game-Based Bayesian Intelligent Tutoring System for Teaching Programming

Hooshyar, Danial; Ahmad, Rodina; Wang, Minhong; Yousefi, Moslem; Fathi, Moein; Lim, Heuiseok

doi:10.1177/0735633117731872

Cited by 21 publications

(12 citation statements)

References 37 publications

(45 reference statements)

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“…Therefore, experts and preservice teachers have different ways of solving problems [28], [30]. [31].…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Pre-service Teachers' Learning Process in Programming Learning

Kim¹,

Lee²

2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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As the importance of computing technology increases, computer science education is being actively implemented around the world. Because computer science education is being introduced into the curriculum, research on how to effectively teach programming (which is the core of automation) is actively underway. Although the importance of block-based programming languages has increased, most studies have focused on text-based programming languages. As interest in programming increases, block-based programming languages will be taught to a variety of audiences. Therefore, this study analyzed Code.org, which provides a development environment for block-based programming; this study then investigated the programming learning process of preservice teachers, who used Code.org. Sixteen pre-service teachers participated in the study, and their learning processes were uncovered by analyzing their programming results. This suggests that pre-service teachers can learn sequential and necessary repetition without difficulty. However, the pre-service teachers failed to use the repetition block through abstraction. Besides, for While and Until, pre-service teachers did not understand the concept of repeating according to the condition. For Counter, preservice teachers had difficulty repeating the use of variables. In the condition, pre-service teachers were not able to separate the command, which should be executed when the condition is True and when it is False. For Event, pre-service teachers had no problem utilizing the function, but they were not able to call the function with a parameter. Based on this, it was confirmed that a pre-service teacher can understand the principle of programming development in advance by understanding the abstraction, condition, and variable in the loop statement. In this study, there was a limit to practicing block-based programming language due to the platform's low scalability. Future research should solve these problems and diversify the research subjects.

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“…Therefore, experts and preservice teachers have different ways of solving problems [28], [30]. [31].…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Pre-service Teachers' Learning Process in Programming Learning

Kim¹,

Lee²

2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…The online games utilized in education can bring the maximum outcomes for the learners if they are orchestrated for multiplayer to play simultaneously [76], [77]. However, improving the efficacy of online games is still considered a significant challenge [78].…”

Section: ) Teaching Strategiesmentioning

confidence: 99%

“…However, various researchers used specific approaches in their study and, in some cases, e.g. [78] used feedback but did not mention which kind of adaptive feedback they used.  Karaci [93] introduced a hybrid technique for establishing an intelligent tutoring system to teach punctuation in Turkish.…”

Section: ) Summary Of the Past Researchers Approaches To Devise Itsmentioning

confidence: 99%

The Transition From Intelligent to Affective Tutoring System: A Review and Open Issues

et al. 2020

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“…Linear regression has been used with ITS for simple classification problems (Beck, Woolf, et al, 2000), but it is too simple because the inputs in an ITS can have a high degree of variance, which requires a more sophisticated algorithm than that supported by linear regression. Bayesian networks have been effective in cases involving complex decision-making to determine the outcome, such as games within an ITS (Conati, Gertner, et al, 2002;Hooshyar, Binti Ahmad, et al, 2018), but these are too sophisticated.…”

Section: Chapter 3 the Tutoring Companion Brainmentioning

confidence: 99%

A Neural Network Model for a Tutoring Companion Supporting Students in a Programming with Java Course

Day

Gonzalez-Sanchez

2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

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Feedback represents a vital component of the learning process and is especially important for Computer Science students. With class sizes that are often large, it can be challenging to provide individualized feedback to students. Consistent, constructive, supportive feedback through a tutoring companion can scaffold the learning process for students.This work contributes to the construction of a tutoring companion designed to provide this feedback to students. It aims to bridge the gap between the messages the compiler delivers, and the support required for a novice student to understand the problem and fix their code. Particularly, it provides support for students learning about recursion in a beginning university Java programming course. Besides also providing affective support, a tutoring companion could be more effective when it is embedded into the environment that the student is already using, instead of an additional tool for the student to learn. The proposed Tutoring Companion is embedded into the Eclipse Integrated Development Environment (IDE).This thesis focuses on the reasoning model for the Tutoring Companion and is developed using the techniques of a neural network. While a student uses the IDE, the Tutoring Companion collects 16 data points, including the presence of certain key words, cyclomatic complexity, and error messages from the compiler, every time it detects an event, such as a run attempt, debug attempt, or a request for help, in the IDE. This data is used as inputs to the neural network. The neural network produces a correlating single output code for the feedback to be provided to the student, which is displayed in the IDE.

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Development and Evaluation of a Game-Based Bayesian Intelligent Tutoring System for Teaching Programming

Cited by 21 publications

References 37 publications

An Analysis of Pre-service Teachers' Learning Process in Programming Learning

An Analysis of Pre-service Teachers' Learning Process in Programming Learning

The Transition From Intelligent to Affective Tutoring System: A Review and Open Issues

A Neural Network Model for a Tutoring Companion Supporting Students in a Programming with Java Course

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