Integrating Formative Feedback in Introductory Programming Modules

Anfurrutia, Felipe I.; Álvarez, Ainhoa; López-Gil, Juan-Miguel

doi:10.1109/rita.2018.2801898

Cited by 3 publications

(1 citation statement)

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“…Another viewpoint focuses on feedback-based approaches to promote learning on how to program. Some pedagogical interventions used formative feedback extensively with peer code review [Sun et al 2019], scaffolding [Vikberg et al 2013], or visual interactive learning and educational robots [Anfurrutia et al 2018]. Others provided feedback through automatic assessment tools [Zampirolli et al 2021].…”

Section: Related Workmentioning

confidence: 99%

An experience in mixing cognitive and affective teaching approaches in a CS1 course

Josko

2021

Anais Do XXIX Workshop Sobre Educação Em Computação (WEI 2021)

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Learning computer programming involves overcoming different obstacles to mature technical, cognitive, and social skills. The literature presents a variety of teaching approaches to engage students in learning how to program. However, there is a lack of works that combine different teaching methods from cognitive and affective dimensions or consider the latter dimension in face-to-face classes consistently. This work presents our experience mixing pair programming, formative feedback, aspects of the affective dimension, and creative programming problems. The preliminary results analysis of three groups (82 students) reveals the contribution of our approach to the pass and fail rates (P = 0.0367 and 0.0329, respectively) corroborated by students’ feedback.

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