Towards Incremental Separation of Surmountable and Insurmountable Programming Difficulties
Towards Incremental Separation of Surmountable and Insurmountable Programming Difficulties
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逐步分离可克服和不可克服的编程困难
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
M. Pichiliani
中科院分区：
文献类型：
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作者：
Jason Carter;P. Dewan;M. Pichiliani
在CS 1的提供中，我们通过各种方式监测班级中学生获得的帮助量。我们发现，大多数学生想要的帮助超出了办公时间和电子邮件，对他们中的绝大多数人来说，他们的成绩与他们得到的帮助呈正相关。然而，增加帮助也需要增加教学资源，除非能够找到将可克服的困难与不可克服的困难区分开来的技术。我们已经开发了这样一种技术，它可以查看各个交互日志，并在出现困难时对其进行增量分类。该技术背后的洞察力是，当学生面临可克服的困难时，他们倾向于重复某些动作序列，这些动作序列可以被检测到以区分可克服的困难和不可克服的困难。一项实验室研究表明，该机制比基线提供了更好的结果。
In an offering of CS 1, we monitored the amount of help students in a class received through various means. We found that most students wanted help that went beyond office hours and email, and that for the vast majority of them, their grades correlated positively with the amount of help they received. However, increasing help also requires increasing instructional resources unless techniques can be found to separate the surmountable difficulties from the insurmountable ones. We have developed such a technique that looks at individual interaction logs and classifies difficulties incrementally as they occur. The insight behind the technique is that when students face surmountable difficulties, they tend to repeat certain action sequences, which can be detected to distinguish the surmountable difficulties from the insurmountable ones. A lab study shows that the mechanism gives significantly better results than the baselines.