ProgEdu - an automatic assessment platform for programming courses

Chen, Hsi-Min; Chen, Wei-Han; Hsueh, Nien-Lin; Lee, Chi-Chen; Li, Chia-Hsiu

doi:10.1109/icasi.2017.7988376

Cited by 11 publications

(9 citation statements)

References 3 publications

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“…This trend echoes findings from other studies indicating improvement in student programming skills (Chen et al, 2017;Helmick, 2007;Higgins, Gray, Symeonidis, & Tsintsifas, 2005). However, our analysis makes an important contribution to the literature by suggesting that the more students used the tool (PU2), the more they felt it reduced their workload (PEO3) and saved them time (PEO4), especially the latter.…”

Section: Analysis For the Rqsupporting

confidence: 86%

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Analyzing students' perceptions to improve the design of an automated assessment tool in online distributed programming

Daradoumis

Puig

Arguedas

et al. 2019

Computers & Education

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Designing an automated assessment tool in online distributed programming can provide students with a meaningful distributed learning environment that improves their academic performance. However, it is a complex and challenging endeavor that, as far as we know, has not been investigated yet. To address this research gap, this work presents a new automated assessment tool in online distributed programming, called DSLab. The tool was evaluated in a real long-term online educational experience by analyzing students' perceptions with the aim of improving its design. A quantitative analysis method was employed to collect and analyze data concerning students' perceptions as to whether using the DSLab tool was really a worthwhile experience. Our study shows that the DSLab tool includes acceptable utility and efficiency features. It also identifies factors that influence current design efficiency with the aim of improving DSLab design by suggesting new functionalities and ideas.

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Section: Analysis For the Rqsupporting

confidence: 86%

“…However, Git is not a fully automated tool, since there are several tasks that teachers and students have to perform manually. An extension of Git has been provided by Chen, Chen, Hsueh, Lee, and Li (2017), which offers more automation, but their tool has not been tested in real long-term educational settings.…”

Section: Literature Reviewmentioning

confidence: 99%

Analyzing students' perceptions to improve the design of an automated assessment tool in online distributed programming

Daradoumis

Puig

Arguedas

et al. 2019

Computers & Education

View full text Add to dashboard Cite

show abstract

“…This means that, for most students (<65%), the feedback they receive with each execution has served to improve their learning. This finding is consistent with previous research that revealed a positive impact on student learning with the introduction of an automated assessment tool into a programming course (Chen et al ., ; Kelleher, ; Pettit et al ., ). Unique to this study was the differentiation of our analysis between three fundamental aspects that influence learning improvement: write better distributed algorithm program codes, learn the required concepts better and more easily, and get a better mark.…”

Section: Discussionmentioning

confidence: 99%

“…However, Git is not a fully automated tool, since there are several tasks that teachers and students have to perform manually. An extension of Git (a platform, called ProgEdu), provided by Chen, Chen, Hsueh, Lee, and Li (), enables automatic assessment of assignments in programming courses; however, their tool has not been tested in real long‐term educational settings.…”

Section: Literature Reviewmentioning

confidence: 99%

Fruitful student interactions and perceived learning improvement in DSLab: A dynamic assessment tool for distributed programming

Puig¹,

Daradoumis²,

Calvet³

et al. 2019

Brit J Educational Tech

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This work presents an automated assessment tool for online distributed programming, called DSLab. It is a web-based environment that provides a transparent deployment and execution of assignments in remote computers, a transparent initialization and the possibility to add new logs by the students. DSLab has been evaluated in a real distributed learning environment by analysing students' own perceptions on their learning improvement and exploring whether students' interactions with the tool yielded a fruitful learning experience. Current research provides no evidence that the effects of such a tool have been investigated in the field of online distributed programming. Two types of analysis were performed: a quantitative analysis of data coming from students answering a questionnaire and an analysis of the log files of students' interactions with the tool. Our results showed that students perceived substantial learning improvement from the use of the automated assessment tool. Moreover, students produced fruitful interaction with the tool as soon as they achieved high familiarization and constant activity with it, which ultimately helped them improve their academic performance. Finally, the limitations of the current study and directions for future research are presented.

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“…They found out that AATs can be useful in reinforcing the accuracy of assessment, assisting teachers and enhancing student learning. Nevertheless, though several ATTs have been developed, only few studies were dedicated to producing formal results regarding the effects of tool use (Chen et al, 2017;Ihantola et al, 2010;Kelleher, 2014). In order to decrease negative student perceptions, the authors emphasize the importance for more systematic experimental research that takes the students' opinions into account for determining the necessary factors and features to improve AATs' design and use.…”

Section: Literature Review: Self-regulated Learning (Srl) Strategy Use In Online Computer Science Educationmentioning

confidence: 99%

Using a distributed systems laboratory to facilitate students' cognitive, metacognitive and critical thinking strategy use

Puig

Daradoumis

Arguedas

et al. 2021

Computer Assisted Learning

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Background: Recent research in online settings reports that supporting self-regulated learning (SRL) strategy use could lead to greater online academic success. A growing number of studies have started to investigate SRL supports in online environments recently, which indicates a great interest in this matter. Though several systems for automatic assessment of programming have been developed, there is hardly any study that has investigated how an automated assessment tool for distributed programming could facilitate students' SRL strategies.Objectives: This study examined the ways our online Distributed Systems Laboratory (DSLab) tried to enhance students' SRL strategies in an authentic long-term online educational experience. Methods:We applied an experimental research design, involving 111 university students who performed a programming assignment using DSLab. A customized questionnaire was used to collect data from all students. Results and Conclusions:The statistical analyses revealed that DSLab tool managed to facilitate students' cognitive and meta-cognitive strategy use to a certain extent and critical thinking strategy use to a fairly large extent.Implications: Though more experimental results are needed to delve more deeply into these findings, this study provides relevant implications for online distributed (or general) programming course teachers who seek to increase students' SRL strategies in this field.

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ProgEdu - an automatic assessment platform for programming courses

Cited by 11 publications

References 3 publications

Analyzing students' perceptions to improve the design of an automated assessment tool in online distributed programming

Analyzing students' perceptions to improve the design of an automated assessment tool in online distributed programming

Fruitful student interactions and perceived learning improvement in DSLab: A dynamic assessment tool for distributed programming

Using a distributed systems laboratory to facilitate students' cognitive, metacognitive and critical thinking strategy use

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