Long Term Retention of Programming Concepts Learned Using Tracing Versus Debugging Tutors
Long Term Retention of Programming Concepts Learned Using Tracing Versus Debugging Tutors
复制标题
使用跟踪与调试导师学习的编程概念的长期保留
DOI：
10.1007/978-3-030-78270-2_39
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Kumar, Amruth N.
中科院分区：
文献类型：
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作者：
Kumar, Amruth N.
We studied long-term retention of the concepts that introductory programming students learned using two software tutors on tracing the behavior of functions and debugging functions. Whereas the concepts covered by the tutor on the behavior of functions were interdependent, the concepts covered by debugging tutor were independent. We analyzed the data of the students who had used the tutors more than once, hours to weeks apart. Our objective was to find whether students retained what they had learned during the first session till the second session. We found that the more the problems students solved during the first session, the greater the retention. Knowledge and retention varied between debugging and behavior tutors, even though they both dealt with functions, possibly because debugging tutor covered independent concepts whereas behavior tutor covered interdependent concepts.
