Paper Info
Title
How Do Students Solve Parsons Programming Problems? -- Execution-Based vs. Line-Based Feedback
Abstract
In large introductory programming classes, there typically are no resources for adequate individual guidance. Automatic feedback for programming tasks can facilitate students' learning by allowing them to get immediate individual feedback regardless of time and place. This paper presents a study on how the type of automatic feedback in Parsons problems affects how students solve them. Students on their first programming class were divided into two groups and, in two assignments, each group in turn received different type of feedback. The type of feedback had an effect on how students constructed their programs and how quickly they were able to complete them. With feedback based on execution as opposed to the visible arrangement of code, the programs were more frequently executable when feedback was requested and, overall, feedback was requested less frequently. Based on the analysis, we discuss possible future improvements to automatic feedback in this type of an assignment.
Year
DOI
Venue
2013
10.1109/LaTiCE.2013.26
Learning and Teaching in Computing and Engineering
Keywords
Field
DocType
automatic feedback,large introductory programming class,possible future improvement,parsons problem,adequate individual guidance,visible arrangement,students solve parsons programming,line-based feedback,programming task,immediate individual feedback,programming class,different type,testing,visualization,computer science education,python,feedback,measurement,programming
Programming language,Visualization,Computer science,Inductive programming,Theoretical computer science,Reactive programming,Peer feedback,Python (programming language),Class (computer programming),Executable
Conference
ISBN
Citations 
PageRank 
978-0-7695-4960-6
4
0.55
References 
Authors
8
4
Name
Order
Citations
PageRank
Juha Helminen11078.98
Petri Ihantola247435.07
Ville Karavirta358539.30
Satu Alaoutinen4383.97