{"title":"在编程课程中评估学生的反应驱动反馈","authors":"J. Alemán, D. Palmer-Brown, C. Draganova","doi":"10.1109/ICALT.2010.82","DOIUrl":null,"url":null,"abstract":"This paper presents an experience of generating diagnostic feedback for guided learning in an introductory programming course. An on-line Multiple Choice Questions (MCQs) system is integrated with a neural network based data analysis. Some empirical results about how students use the system in a CS1 course are presented. Research with an experimental group of 61 students suggests that the feedback addresses the level of knowledge of the individual and guides them towards a greater understanding of particular concepts. Moreover the approach proposed promotes the students' interest and produces statistically significant differences in the scores between the experimental group and control group.","PeriodicalId":166491,"journal":{"name":"2010 10th IEEE International Conference on Advanced Learning Technologies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2010-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Evaluating Student Response Driven Feedback in a Programming Course\",\"authors\":\"J. Alemán, D. Palmer-Brown, C. Draganova\",\"doi\":\"10.1109/ICALT.2010.82\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper presents an experience of generating diagnostic feedback for guided learning in an introductory programming course. An on-line Multiple Choice Questions (MCQs) system is integrated with a neural network based data analysis. Some empirical results about how students use the system in a CS1 course are presented. Research with an experimental group of 61 students suggests that the feedback addresses the level of knowledge of the individual and guides them towards a greater understanding of particular concepts. Moreover the approach proposed promotes the students' interest and produces statistically significant differences in the scores between the experimental group and control group.\",\"PeriodicalId\":166491,\"journal\":{\"name\":\"2010 10th IEEE International Conference on Advanced Learning Technologies\",\"volume\":\"1 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2010-07-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2010 10th IEEE International Conference on Advanced Learning Technologies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/ICALT.2010.82\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2010 10th IEEE International Conference on Advanced Learning Technologies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/ICALT.2010.82","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Evaluating Student Response Driven Feedback in a Programming Course
This paper presents an experience of generating diagnostic feedback for guided learning in an introductory programming course. An on-line Multiple Choice Questions (MCQs) system is integrated with a neural network based data analysis. Some empirical results about how students use the system in a CS1 course are presented. Research with an experimental group of 61 students suggests that the feedback addresses the level of knowledge of the individual and guides them towards a greater understanding of particular concepts. Moreover the approach proposed promotes the students' interest and produces statistically significant differences in the scores between the experimental group and control group.
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