An analysis of incorporating small coding exercises as homework in introductory programming courses
An analysis of incorporating small coding exercises as homework in introductory programming courses
复制标题
将小型编码练习作为入门编程课程作业的分析
DOI：
--
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Susan Lysecky
中科院分区：
文献类型：
--
作者：
Alex D. Edgcomb;F. Vahid;Roman L. Lysecky;Susan Lysecky
带有即时反馈的小型自动评分编码练习被广泛认为有助于学生学习入门编程课程。我们分析了在不同大学的11门课程中使用特定编码练习工具的情况。教师为练习授予不同数量的课程积分（包括零）。我们调查了奖励分数如何影响学生的练习完成率。我们发现，如果没有奖励积分，完成率约为25%。即使奖励少量的积分，例如100分中的2分，也会导致62%的完成率，而更多的课程积分（例如5分，10分，甚至25分）的完成率几乎没有增加。与85%的参与活动完成率相比，可以得出结论，62%低于100%，部分原因是一些学生没有做家庭作业（15%），其余23%是由于练习难度较大。我们分析了花费的时间，发现学生每次练习花费约3.3分钟，与练习作者预期的2-4分钟相匹配。我们分析了每个练习的尝试次数，发现学生平均每个练习提交3.5次尝试。对于一些较难的练习，平均值在5-10次尝试时更高，这表明学生确实付出了很大的努力。我们发现一些学生在一个练习中的尝试次数非常高，有时是30，50，甚至100，这表明需要更多的工作来帮助这些学生更好地学习概念，而不是反复提交尝试，并减少挫折感，提高学习效率。
Small auto-graded coding exercises with immediate feedback are widely recognized as helping students in introductory programming courses. We analyzed usage of a particular coding exercise tool, at 11 courses at different universities. Instructors awarded differing amounts of course points (including zero) for the exercises. We investigated how awarding points affected student completion rates of the exercises. We found that without awarding points, completion rates were about 25%. Awarding even a small amount of points, such as 2 course points out of 100, resulted in 62% completion, with little increase in completion rates for more course points (such as 5, 10, or even 25). Comparing to participation activity completion rates of 85%, one might conclude that the 62% is short of 100% in part due to some students simply not doing homework (15%), and the remaining 23% due to the greater difficulty of the exercises. We analyzed time spent, and found that students spent about 3.3 minutes per exercise, matching the expected 2-4 minutes by the exercise authors. We analyzed number of tries per exercise, and found students submitted 3.5 tries on average per exercise. For some harder exercises, the averages were higher at 5-10 tries, suggesting the students are indeed putting forth good effort. We found very high numbers of tries by some students on a single exercise, sometimes 30, 50, or even 100, suggesting more work is needed to assist such students to better learn the concepts rather than repeatedly submitting tries, and to reduce frustration and increase learning efficiency.