Solving parsons problems versus fixing and writing code
Solving parsons problems versus fixing and writing code
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解决帕森斯问题与修复和编写代码
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Jochen Rick
中科院分区：
文献类型：
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作者：
Barbara Ericson;Lauren E. Margulieux;Jochen Rick
先前的研究表明，帕森斯问题是一种引人入胜的代码完成问题类型，可用于教授句法和语义语言构造。与代码写作问题相比，它们还可以用于总结性评估中，以减少标记时间和评分变异性。在Parsons问题中，提供了正确的代码，但被分解为必须按正确顺序组装的混合代码块。二维帕森斯问题还需要正确缩进代码块。帕森斯问题可能包含额外的代码块，称为干扰因素，这在正确的解决方案中不需要。我们提出了一项研究，该研究比较了通过解决二维帕森斯问题的效率，有效性和认知载荷，与分散术相对于固定代码与分散者相同，而不是编写等效代码。我们发现，解决二维帕森斯问题的问题要比修复错误或编写同等代码的代码所花费的时间要少得多。此外，一周后的学习成绩或学生保留知识的统计学上没有显着差异。
Prior research has shown that Parsons problems are an engaging type of code completion problem that can be used to teach syntactic and semantic language constructs. They can also be used in summative assessments to reduce marking time and grading variability compared to code writing problems. In a Parsons problem the correct code is provided, but is broken into mixed-up code blocks that must be assembled in the correct order. Two-dimensional Parsons problems also require the code blocks to be indented correctly. Parsons problems can contain extra code blocks, called distractors, which are not needed in a correct solution. We present a study that compared the efficiency, effectiveness, and cognitive load of learning from solving two-dimensional Parsons problems with distractors, versus fixing code with the same errors as the distractors, versus writing the equivalent code. We found that solving two-dimensional Parsons problems with distractors took significantly less time than fixing code with errors or than writing the equivalent code. Additionally, there was no statistically significant difference in the learning performance, or in student retention of the knowledge one week later.