Combining latent profile analysis and programming traces to understand novices’ differences in debugging
Combining latent profile analysis and programming traces to understand novices’ differences in debugging
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结合潜在的配置文件分析和编程跟踪来了解新手在调试中的差异
DOI：
10.1007/s10639-022-11343-7
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发表时间：
2022
影响因子：
5.5
通讯作者：
Fan, Aysa Xuemo
中科院分区：
文献类型：
--
作者：
Zhang, Yingbin;Paquette, Luc;Pinto, Juan D.;Liu, Qianhui;Fan, Aysa Xuemo
人们普遍认为，调试是具有挑战性的新手程序员，因此，计算教育工作者和研究人员呼吁明确的调试指令。学习需要不同的知识和技能，不同的学生可能会表现出不同的优势和劣势。了解这种个体差异是重要的，因为它可以指导个性化的教学。本研究调查了本科计算机科学入门课程中调试的个体差异。我们在课程的第一个月从学生提交的跟踪到编程问题中提取了与调试相关的变量。我们对这些变量进行了潜在轮廓分析，并确定了三个独特的轮廓。Profile A显示了更高的调试精度和速度。配置文件B在运行时和逻辑错误方面表现出较低的调试性能，而配置文件C在语法错误方面表现出较低的性能，并且倾向于每次提交都进行大量代码编辑。学生的性别和自我评价的编程能力预测个人资料的成员。此外，配置文件A在第一次考试中获得了比其他人更高的分数，这种差异在第二次和第三次考试中持续存在，即使控制了背景变量和第一次考试的分数。从课程开始到结束，很大一部分学生的表现都很差。总的来说，这些发现支持的呼吁，调试应在早期阶段教，并建议不同的群体可能需要不同的调试指令或支持。
It is widely recognized that debugging is challenging for novice programmers and, as such, computing educators and researchers have called for explicit debugging instruction. Debugging requires various knowledge and skills, and different students may show different strengths and weaknesses. An understanding of such individual differences is important as it may guide personalized instruction. The current study investigated individual differences in debugging in an undergraduate introductory computer science course. We extracted variables related to debugging from students’ submission traces to programming problems in the first month of the course. We applied latent profile analysis to these variables and identified three distinctive profiles. Profile A showed higher debugging accuracy and speed. Profile B showed lower debugging performance in runtime and logic errors, while profile C had lower performance in syntactic errors and tended to make large code edit every submission. Students’ gender and self-rated programming ability predicted profile membership. Moreover, profile A got higher scores than the others in the first exam, and this difference persisted in the second and third exam, even controlling for background variables and score on the first exam. We investigated how students transitioned across debugging profiles over the duration of the course. From the beginning to the end of the course, a large part of students stayed in lower performance profiles. Overall, these findings support the call that debugging should be taught at an early stage and suggest that different groups may need different debugging instructions or support.
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影响因子：
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作者：
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通讯作者：
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DOI：
10.1007/978-3-319-26633-6_12
发表时间：
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DOI：
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