Using Adaptive Parsons Problems to Scaffold Write-Code Problems
Using Adaptive Parsons Problems to Scaffold Write-Code Problems
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DOI：
10.1145/3501385.3543977
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发表时间：
2022-08
期刊：
影响因子：
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通讯作者：
Xinying Hou;B. Ericson;Xu Wang
中科院分区：
文献类型：
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作者：
Xinying Hou;B. Ericson;Xu Wang
在本文中，我们探索使用帕森斯问题来帮助那些在解决编写代码问题时遇到困难的新手程序员。帕森斯问题（学生将混合的代码块按顺序排列）可以快速创建，并且已经为数千名学生提供服务，而其他类型的编程支持方法开发成本昂贵或无法扩展。我们进行了两项研究，其中新手在解决编写代码问题时被给予等效的帕森斯问题作为可选的脚手架。我们调查了学生何时、为何以及如何使用帕森斯问题，以及他们对好处和挑战的看法。一项对 11 名本科生进行的有声思考观察研究表明，学生们在编写解决方案之前会利用帕森斯问题来了解从哪里开始；在编写解决方案时遇到困难时；并在编写解决方案后调试错误并寻找更好的策略。对这 11 名本科生进行的半结构化访谈提供的证据表明，使用帕森斯问题来支架编写代码问题有助于学生降低难度、缩短问题完成时间、学习解决问题的策略并完善他们的编程知识。然而，一些学生发现，如果帕森斯解决方案与他们的方法不匹配或者他们不理解该解决方案，那么它们的用处就不大。然后，我们对 81 名本科生进行了科目间课堂研究，以调查其对学习的影响。我们发现，在编写代码问题时接受帕森斯问题作为脚手架的学生花在解决这些问题上的时间明显更少。然而，从前测到后测，这两种情况都没有显着的学习增益。我们还讨论了我们的研究结果的设计含义。
In this paper, we explore using Parsons problems to scaffold novice programmers who are struggling while solving write-code problems. Parsons problems, in which students put mixed-up code blocks in order, can be created quickly and already serve thousands of students while other types of programming support methods are expensive to develop or do not scale. We conducted two studies in which novices were given equivalent Parsons problems as optional scaffolding while solving write-code problems. We investigated when, why, and how students used the Parsons problems as well as their perceptions of the benefits and challenges. A think-aloud observational study with 11 undergraduate students showed that students utilized the Parsons problem before writing a solution to get ideas about where to start; during writing a solution when they were stuck; and after writing a solution to debug errors and look for better strategies. Semi-structured interviews with the same 11 undergraduate students provided evidence that using Parsons problems to scaffold write-code problems helped students to reduce the difficulty, reduce the problem completion time, learn problem-solving strategies, and refine their programming knowledge. However, some students found them less useful if the Parsons solution did not match their approach or if they did not understand the solution. We then conducted a between-subjects classroom study with 81 undergraduate students to investigate the effects on learning. We found that students who received Parsons problems as scaffolding during write-code problems spent significantly less time solving those problems. However, there was no significant learning gain in either condition from pretest to posttest. We also discuss the design implications of our findings.