CRII: CHS: Improving Code Readability with Scalable Feedback on Students' Code Structure

CRII：CHS：通过对学生代码结构的可扩展反馈来提高代码可读性

• 批准号: 1948519
• 负责人: Eliane Wiese
• 金额: $ 17.5万
• 依托单位: University of Utah
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-01 至 2023-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1948519&HistoricalAwards=false
• 关键词: CRII; CHS; Improving; Code; Readability

The project is to conduct a series of pilot studies on the differences in thought processes, strategies, and approaches that novices and experts use in writing high-quality code. These studies are to be undertaken in classrooms at the University of Utah as well as at a diverse set of partner institutions. The goal is to ultimately develop tools and pedagogical methods to help novices become more like experts (specifically, by writing code that follows known discourse rules). In particular, the project will determine how to better help undergraduate students learn to write code that is easy for others to read, maintain, test, and debug. When undergraduate students learn to program, they mostly focus on what the code does. However, in professional settings, it is crucial that code not just work, but also be easy for others to read and maintain. This project will (1) investigate which coding patterns that harm readability or maintainability are common among undergraduate students; (2) develop an automated system for detecting these patterns; (3) explore how practice and instruction on these patterns can help students learn to write code that is more readable. This research aims to improve undergraduate computer science education and promote workforce development.This project will investigate code structures within individual methods that violate commonly-accepted discourse rules for programming (e.g., repeating code within an if-block and its corresponding else-block rather than factoring out the common steps). This project will survey educators and practitioners to determine which discourse rule violations are important to them, and will see which patterns are common in students' code. Students will be surveyed to examine their perceptions of code readability. Written assessments will determine how students' preferences are related to their abilities to comprehend, write, and edit code. This project will develop a tool to detect the target patterns with static and dynamic analysis. This tool will flag the patterns in students' code as they work on assignments, and will offer hints and suggestions. The efficacy and effectiveness of the tool will be tested in a lab-based experiment and in regular classroom settings.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目将对新手和专家在编写高质量代码时使用的思维过程、策略和方法的差异进行一系列试点研究。这些研究将在犹他州大学的课堂上进行，并在一系列不同的合作机构进行。我们的目标是最终开发工具和教学方法，帮助新手变得更像专家（特别是通过编写遵循已知话语规则的代码）。特别是，该项目将确定如何更好地帮助本科生学习编写易于他人阅读，维护，测试和调试的代码。当本科生学习编程时，他们主要关注代码的功能。然而，在专业环境中，代码不仅要工作，而且要易于他人阅读和维护，这一点至关重要。这个项目将（1）调查哪些编码模式损害可读性或可维护性是大学生中常见的;（2）开发一个自动化系统来检测这些模式;（3）探索这些模式的实践和指导如何帮助学生学习编写更具可读性的代码。本研究旨在改善本科计算机科学教育和促进劳动力发展。本项目将调查违反编程普遍接受的话语规则（例如，在if块及其对应的else块内重复代码，而不是分解出公共步骤）。这个项目将调查教育工作者和实践者，以确定哪些话语规则的违反是重要的，并将看到哪些模式是常见的学生的代码。学生将接受调查，以检查他们对代码可读性的看法。书面评估将确定学生的偏好如何与他们理解，编写和编辑代码的能力相关。本项目将开发一个工具来检测静态和动态分析的目标模式。这个工具将在学生完成作业时标记他们代码中的模式，并提供提示和建议。该工具的功效和有效性将在实验室实验和常规课堂环境中进行测试。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识价值和更广泛的影响审查标准进行评估来支持。

项目成果

Improving Assessment of Programming Pattern Knowledge through Code Editing and Revision

通过代码编辑和修订改进编程模式知识的评估

• DOI: 10.1109/icse-seet58685.2023.00012
• 发表时间: 2023
• 期刊: 2023 IEEE/ACM 45th International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET
• 作者: Nurollahian, Sara;Rafferty, Anna N.;Wiese, Eliane
• 通讯作者: Wiese, Eliane

Use of an Anti-Pattern in CS2: Sequential if Statements with Exclusive Conditions

CS2 中反模式的使用：具有独占条件的顺序 if 语句

• DOI: 10.1145/3545945.3569744
• 发表时间: 2023
• 期刊: Proceedings of the 54th ACM Technical Symposium on Computer Science Education
• 作者: Nurollahian, Sara;Hooper, Matthew;Salazar, Adriana;Wiese, Eliane
• 通讯作者: Wiese, Eliane

Readable vs. Writable Code: A Survey of Intermediate Students' Structure Choices

可读与可写代码：中级学生结构选择的调查

• DOI: 10.1145/3478431.3499413
• 发表时间: 2022
• 期刊: SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education
• 作者: Wiese, Eliane;Rafferty, Anna N.;Pyper, Jordan
• 通讯作者: Pyper, Jordan

Students' Misunderstanding of the Order of Evaluation in Conjoined Conditions

学生对联体条件下评价顺序的误解

• 发表时间: 2021
• 期刊: ICPC '21: Proceedings of the 29th International Conference on Program Comprehension
• 作者: Wiese, Eliane S;Rafferty, Anna N;Moseke, Garrett
• 通讯作者: Moseke, Garrett