Logo des Repositoriums

Auflistung nach Schlagwort "Programming Education"

1 - 5 von 5
  • Konferenzbeitrag
    Case study: Using LLMs to assist with solving programming homework assignments
    (Proceedings of DELFI Workshops 2024, 2024) Deriyeva, Alina; Dannath, Jesper; Paaßen, Benjamin
    Nowadays, students have the option of using LLMs for assistance in solving homework assignments. Moreover, most LLMs, like ChatGPT, are also trained on large sets of source code and thus can be used to assist in programming exercises. In this paper, we present a case study based on data collected over the course of 1.5 semesters, where students of three programming-related courses were explicitly permitted to use such models while solving homework assignments. In a qualitative evaluation, we observe that there might be a difference between targeted requests for an answer to specific questions and requests for a complete solution from an LLM. Particularly, targeted requests might be pedagogical feasible and enhance the learning experience. Additionally, we discuss the potential of LLM applications in programming education, with a focus on the intermediate level and beyond.
  • Konferenzbeitrag
    On the Influence of Task Size and Template Provision on Solution Similarity
    (Proceedings of the Fifth Workshop "Automatische Bewertung von Programmieraufgaben" (ABP 2021),virtual event, October 28-29, 2021, 2021) Haan, Tobias; Striewe, Michael
    In most cases of programming education, there is not a single correct answer to a given task. Instead, the same problem can be solved by two or more pieces of program code that look very different. At the same time, two or more pieces of program code that look very similar may actually solve very different problems. It is thus not easy to foresee which degree of similarity one can expect for all or at least the correct submissions to a given programming task. Since several applications may benefit from some kind of prediction of the similarity, this paper presents first, preliminary results from research on that topic. In particular, it presents results from an empirical study on the influence of exercise size and template provision. Results indicate that both factors are not suitable as simple predictors and that other factors have to be taken into account as well. Nevertheless, the results help to generate hypothesis for more detailed subsequent studies.
  • Textdokument
    One Solution to Rule Them All: ATTEST as Unified Testing Solution for Programming Courses
    (Tagungsband des FG-BS Herbsttreffens 2023, 2023) Kissich, Meinhard; Kanics, Kristóf; Weinbauer, Klaus; Scheipel, Tobias; Baunach, Marcel
    Assessing student submissions and providing accurate and timely feedback in educational courses that involve writing code has shown to be demanding. Thus, we recently designed an automated test system that builds submitted code, runs it on the actual target hardware, and generates a report that may include the results of various measurement devices. After a successful test run in the Real-Time Operating Systems course, we aim to adopt our ATTEST test system in further courses spanning the whole system stack. A unified testing solution benefits students by lowering extraneous cognitive load and supervisors by reducing maintenance effort. This work-in-progress paper states why test cases remain an essential assessment technique, summarizes approaches to virtualize laboratory courses, and elaborates on the coursespecific testing requirements and expected outcomes.
  • Conference poster
    Relation between struggle and learning personality in programming exercises
    (Proceedings of DELFI 2024, 2024) Deriyeva, Alina; Dannath, Jesper; Paaßen, Benjamin
    Personality-related characteristics can have an impact on learning experiences and learning outcomes. Moreover, understanding learning approaches of students can help to make personalized pedagogical decisions. Particularly, this has a potential to improve learning outcomes and mitigate user attrition in digital learning environments (DLEs). We hypothesize that persistent individual characteristics may influence a learners’ tendency to struggle during programming exercises. In a study within a digital learning environment for Python programming (N=55), we evaluated the relation between learners’ self-reported personality characteristics and their tendency to struggle during the exercises. We find that, in our sample, some problem solving approaches and all learning preferences are related to struggle indicators. These results indicate that it may be helpful to include personality-related features, like problem solving strategies, as context information for pedagogical modeling in DLEs.
  • Textdokument
    Teaching during the Covid-19 Pandemic --- Online Programming Education
    (Software Engineering im Unterricht der Hochschulen (SEUH 2022), 2022) Speth, Sandro; Krieger, Niklas; Reißner, Georg; Becker, Steffen
    Teaching programming skills is an essential part of the first-semester computer science curriculum. During the Covid-19, it became particularly challenging as, in particular, the essential exercise lessons had to be implemented virtually. Before the pandemic, we implemented didactic concepts like objects-first and gamification with the hamster simulator. They had to be transferred to the virtual setting as good as possible. In this paper, we report on the implementation of our virtual course programming and software development. In particular, we report on the lessons we learnt from our course implementation, which, overall, was relatively successful.