Volume
OASIcs, Volume 112
4th International Computer Programming Education Conference (ICPEC 2023)
-
Part of:
Series:
Open Access Series in Informatics (OASIcs)
Conference: International Computer Programming Education Conference (ICPEC)
Event
ICPEC 2023, June 26-28, 2023, Vila do Conde, PortugalEditors
Publication Details
- published at: 2023-08-09
- Publisher: Schloss Dagstuhl – Leibniz-Zentrum für Informatik
- ISBN: 978-3-95977-290-7
- DBLP: db/conf/icpec/icpec2023
Access Numbers
- Detailed Access Statistics available here
-
Total Document Accesses (updated on a weekly basis):
0PDF Downloads
Documents
No documents found matching your filter selection.
Document
Complete Volume
OASIcs, Volume 112, ICPEC 2023, Complete Volume
Abstract
OASIcs, Volume 112, ICPEC 2023, Complete Volume
Cite as
4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 1-152, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@Proceedings{peixotodequeiros_et_al:OASIcs.ICPEC.2023,
title = {{OASIcs, Volume 112, ICPEC 2023, Complete Volume}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {1--152},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023},
URN = {urn:nbn:de:0030-drops-184951},
doi = {10.4230/OASIcs.ICPEC.2023},
annote = {Keywords: OASIcs, Volume 112, ICPEC 2023, Complete Volume}
}
Document
Front Matter
Front Matter, Table of Contents, Preface, Conference Organization
Abstract
Front Matter, Table of Contents, Preface, Conference Organization
Cite as
4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 0:i-0:xii, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{peixotodequeiros_et_al:OASIcs.ICPEC.2023.0,
author = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
title = {{Front Matter, Table of Contents, Preface, Conference Organization}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {0:i--0:xii},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.0},
URN = {urn:nbn:de:0030-drops-184969},
doi = {10.4230/OASIcs.ICPEC.2023.0},
annote = {Keywords: Front Matter, Table of Contents, Preface, Conference Organization}
}
Document
Invited Talk
Shifting programming education assessment from exercise outputs toward deeper comprehension (Invited Talk)
Abstract
Practice and assessment in introductory programming courses are typically centered on problems that require students to write code to produce specific outputs. While these exercises are necessary and useful for providing practice and mastering syntax, their solutions may not effectively measure the learners’ real understanding of programming concepts. Misconceptions and knowledge gaps may be hidden under an exercise solution with correct outputs. Furthermore, obtaining answers has never been so easy in the present era of chatbots, so why should we care (much) about the solutions? Learning a skill is a process that requires iteration and failing, where feedback is of utmost importance. A programming exercise is a means to build up reasoning capabilities and strategic knowledge, not an end in itself. It is the process that matters most, not the exercise solution. Assessing if the learning process was effective requires much more than checking outputs.
I advocate that introductory programming learning could benefit from placing more emphasis on assessing learner comprehension, over checking outputs. Does this mean that we should not check if the results are correct? Certainly not, but a significant part of the learning process would focus on assessing and providing feedback regarding the comprehension of the written code and underlying concepts. Automated assessment systems would reflect this shift by comprising evaluation items for such a purpose, with adequate feedback. Achieving this involves numerous challenges and innovative technical approaches. In this talk, I present an overview of past and future work on tools that integrate code comprehension aspects in the process of solving programming exercises.
Cite as
André L. Santos. Shifting programming education assessment from exercise outputs toward deeper comprehension (Invited Talk). In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 1:1-1:5, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{santos:OASIcs.ICPEC.2023.1,
author = {Santos, Andr\'{e} L.},
title = {{Shifting programming education assessment from exercise outputs toward deeper comprehension}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {1:1--1:5},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.1},
URN = {urn:nbn:de:0030-drops-184970},
doi = {10.4230/OASIcs.ICPEC.2023.1},
annote = {Keywords: Introductory programming, assessment, comprehension}
}
Document
I'm Sorry Dave, I'm Afraid I Can't Fix Your Code: On ChatGPT, CyberSecurity, and Secure Coding
Abstract
Software security is an important topic that is gaining more and more attention due to the rising number of publicly known cybersecurity incidents. Previous research has shown that one way to address software security is by means of a serious game, the CyberSecurity Challenges, which are designed to raise awareness of software developers of secure coding guidelines. This game, which has been proven to be very successful in the industry, makes use of an artificial intelligence technique (laddering technique) to implement a chatbot for human-machine interaction.
Recent advances in machine learning led to a breakthrough, with the implementation of ChatGPT by OpenAI. This algorithm has been trained in a large amount of data and is capable of analysing and interpreting not only natural language, but also small code snippets containing source code in different programming languages. With the advent of ChatGPT, and previous state-of-the-art research in secure software development, a natural question arises: to which extent can ChatGPT aid software developers in writing secure software?.
In this paper, we draw on our experience in the industry, and also on extensive previous work to analyse and reflect on how to use ChatGPT to aid secure software development. Towards this, we run a small experiment using five different vulnerable code snippets. Our interactions with ChatGPT allow us to conclude on advantages, disadvantages and limitations of the usage of this new technology.
Cite as
Tiago Espinha Gasiba, Kaan Oguzhan, Ibrahim Kessba, Ulrike Lechner, and Maria Pinto-Albuquerque. I'm Sorry Dave, I'm Afraid I Can't Fix Your Code: On ChatGPT, CyberSecurity, and Secure Coding. In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 2:1-2:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{espinhagasiba_et_al:OASIcs.ICPEC.2023.2,
author = {Espinha Gasiba, Tiago and Oguzhan, Kaan and Kessba, Ibrahim and Lechner, Ulrike and Pinto-Albuquerque, Maria},
title = {{I'm Sorry Dave, I'm Afraid I Can't Fix Your Code: On ChatGPT, CyberSecurity, and Secure Coding}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {2:1--2:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.2},
URN = {urn:nbn:de:0030-drops-184986},
doi = {10.4230/OASIcs.ICPEC.2023.2},
annote = {Keywords: Serious Games, IT-Security, Machine Learning, ChatGPT, Secure Coding, Industry, Software Development, Teaching}
}
Document
LCSMAR, an AR Based Tool to Inspect Imperative Programs
Abstract
LCSMAR is a Learning Resource that takes advantage of Augmented Reality in order to promote the development of Computational Thinking among students who are starting to dive in to the world of computer programming. Students can write code in a imperative programming language and, with the help of their mobile phone, they can visualize and analyze the execution of the code they developed, seeing how variable and data structures change over time with each instruction. Augmented Reality tools allow the visualization of abstract concepts that are often misunderstood and that cause misconception among students, which in term should help students develop the abilities to understand and use these abstract concepts, such as data structures, in other areas of application.
Cite as
Luis Carlos Martins, Lázaro Vinicius Lima, and Pedro Rangel Henriques. LCSMAR, an AR Based Tool to Inspect Imperative Programs. In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 3:1-3:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{martins_et_al:OASIcs.ICPEC.2023.3,
author = {Martins, Luis Carlos and Lima, L\'{a}zaro Vinicius and Henriques, Pedro Rangel},
title = {{LCSMAR, an AR Based Tool to Inspect Imperative Programs}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {3:1--3:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.3},
URN = {urn:nbn:de:0030-drops-184994},
doi = {10.4230/OASIcs.ICPEC.2023.3},
annote = {Keywords: Augmented Reality, Learning Resources, Computer Programming, Computational Thinking}
}
Document
Short Paper
Can a Content Management System Provide a Good User Experience to Teachers? (Short Paper)
Abstract
The paper discusses an ongoing project that aims to enhance the UX of teachers while using e-learning systems. Specifically, the project focuses on developing the teacher’s user interface (UI) for Agni, a web-based code playground for learning JavaScript. The goal is to design an intuitive UI with valuable features that will encourage more teachers to use the system. To achieve this goal, the paper explores the use of a headless Content Management System (CMS) called Strapi. The primary research question the paper seeks to answer is whether a headless CMS, specifically Strapi, can provide a good UX to teachers. A usability evaluation of the built-in Strapi UI for content creation and management reveals it to be generally consistent and user-friendly but challenging and unintuitive to create courses with programming exercises. As a result, the decision was made to develop a new teacher’s UI based on the existing Agni UI for students in an editable version. Once the development is complete, a new usability evaluation of the fully developed teacher’s UI will be conducted with the Strapi UI evaluation as a baseline for comparison.
Cite as
Yannik Bauer, José Paulo Leal, and Ricardo Queirós. Can a Content Management System Provide a Good User Experience to Teachers? (Short Paper). In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 4:1-4:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{bauer_et_al:OASIcs.ICPEC.2023.4,
author = {Bauer, Yannik and Leal, Jos\'{e} Paulo and Queir\'{o}s, Ricardo},
title = {{Can a Content Management System Provide a Good User Experience to Teachers?}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {4:1--4:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.4},
URN = {urn:nbn:de:0030-drops-185004},
doi = {10.4230/OASIcs.ICPEC.2023.4},
annote = {Keywords: learning environment, programming exercises, programming learning, automatic assessment, headless CMS, CMS, user experience}
}
Document
Short Paper
Sifu Reloaded: An Open-Source Gamified Web-Based CyberSecurity Awareness Platform (Short Paper)
Abstract
Malicious actors can cause severe damage by exploiting software vulnerabilities. In industrial settings, where critical infrastructures rely on software, handling these vulnerabilities with utmost care is crucial to prevent catastrophic consequences. For this purpose, a cybersecurity awareness platform called Sifu was created. This platform automatically assesses challenges to verify its compliance to secure coding guidelines. Using an artificial intelligence method, an interactive component provides players with solution-guiding hints. This paper presents an improved version of the Sifu platform, which evolves the tool in the following aspects: architecture, data model and user interface. The new platform separates the server and client-side using a REST API architecture. It also accommodates an intrinsic and richer layer of gamification, which explores the concept of game rooms at an organizational and gamification level. Finally, it offers an improved interactive training experience for individuals and organizations through a responsive and intuitive single-page web application.
Cite as
José Carlos Paiva, Ricardo Queirós, and Tiago Gasiba. Sifu Reloaded: An Open-Source Gamified Web-Based CyberSecurity Awareness Platform (Short Paper). In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 5:1-5:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{paiva_et_al:OASIcs.ICPEC.2023.5,
author = {Paiva, Jos\'{e} Carlos and Queir\'{o}s, Ricardo and Gasiba, Tiago},
title = {{Sifu Reloaded: An Open-Source Gamified Web-Based CyberSecurity Awareness Platform}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {5:1--5:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.5},
URN = {urn:nbn:de:0030-drops-185014},
doi = {10.4230/OASIcs.ICPEC.2023.5},
annote = {Keywords: learning environment, cybersecurity, challenges, gamification, automatic assessment}
}
Document
Short Paper
A Gamified Educational Escape Rooms' Framework for Computer Programming Classes (Short Paper)
Abstract
This paper presents a study on the use of gamified educational escape rooms to foster the teaching-learning process of computer programming, based on an user type taxonomy. The ultimate goal of this work is to identify and validate the most suitable gamification elements and mechanics for each user profile, providing case studies that illustrate their implementation. The main contribution of this work is to guide the design process of educational escape rooms in any domain, by considering the needs, preferences, and motivations of different user types.
Cite as
Ricardo Queirós, Carla Pinto, Mário Cruz, and Daniela Mascarenhas. A Gamified Educational Escape Rooms' Framework for Computer Programming Classes (Short Paper). In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 6:1-6:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{queiros_et_al:OASIcs.ICPEC.2023.6,
author = {Queir\'{o}s, Ricardo and Pinto, Carla and Cruz, M\'{a}rio and Mascarenhas, Daniela},
title = {{A Gamified Educational Escape Rooms' Framework for Computer Programming Classes}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {6:1--6:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.6},
URN = {urn:nbn:de:0030-drops-185021},
doi = {10.4230/OASIcs.ICPEC.2023.6},
annote = {Keywords: Escape Room, Gamification, Computer Programming, User Type Taxonomy}
}
Document
A Systematic Review of Formative Assessment to Support Students Learning Computer Programming
Abstract
Formative assessment aims to increase student understanding, instructor instruction, and learning by providing feedback on students' progress. The goal of this systematic review is to discover trends on formative assessment techniques used to support computer programming learners by synthesizing literature published between 2013 and 2023. 17 articles that were peer-reviewed and published in journals were examined from the initial search of 197 studies. According to the findings, all the studies were conducted at the higher education level and only a small number at the secondary school level. Overall, most studies found that motivation, scaffolding, and engagement were the three main goals of feedback, with less research finding that metacognitive goals were the intended outcomes. The two techniques for facilitating formative feedback that were used most frequently were compiler or testing based error messages and customised error messages. The importance of formative feedback is highlighted in the reviewed articles, supporting the contention that assessments used in programming courses should place a heavy emphasis on motivating students to increase their level of proficiency. This study also suggests a formative assessment that employs an adaptive strategy to evaluate the ability level of the novice students and motivate them to learn programming to acquire the necessary knowledge.
Cite as
Jagadeeswaran Thangaraj, Monica Ward, and Fiona O’Riordan. A Systematic Review of Formative Assessment to Support Students Learning Computer Programming. In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 7:1-7:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{thangaraj_et_al:OASIcs.ICPEC.2023.7,
author = {Thangaraj, Jagadeeswaran and Ward, Monica and O’Riordan, Fiona},
title = {{A Systematic Review of Formative Assessment to Support Students Learning Computer Programming}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {7:1--7:13},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.7},
URN = {urn:nbn:de:0030-drops-185039},
doi = {10.4230/OASIcs.ICPEC.2023.7},
annote = {Keywords: Automatic assessment, Computer programming, Formative assessment, Higher education, Novice programmer, Systematic review}
}
Document
A New Approach to Perform Individual Assessments at Higher Education Using Gamification Systems
Abstract
Assessment is a crucial element of the educational process, but traditional pen-and-paper tests have limitations in promoting active learning and engagement. To address this challenge, the use of online gamification platforms has increased. In this context, this study explores the effectiveness of Kahoot! for assessment exercises (AE) in higher education. These experiments occurred over three years, included five courses with computer science subjects and had 507 participants. Overall, 97.04% of students achieved a grade higher than ten, and only four failed. The results show that Kahoot! can promote engagement, motivation, and learning outcomes, and its use is well-received by students - 78.70% of students enjoyed this approach, and only 8.68% of participants disliked it. The study’s findings provide valuable insights into using Kahoot! as Student Response System for testing in higher education, with implications for developing new and innovative approaches to assessment and evaluation.
Cite as
Filipe Portela. A New Approach to Perform Individual Assessments at Higher Education Using Gamification Systems. In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 8:1-8:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{portela:OASIcs.ICPEC.2023.8,
author = {Portela, Filipe},
title = {{A New Approach to Perform Individual Assessments at Higher Education Using Gamification Systems}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {8:1--8:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.8},
URN = {urn:nbn:de:0030-drops-185042},
doi = {10.4230/OASIcs.ICPEC.2023.8},
annote = {Keywords: TechTeach, Information Systems, Gamification, Higher Education Assessment Tools, Kahoot!}
}
Document
NLP/AI Based Techniques for Programming Exercises Generation
Abstract
This paper focuses on the enhancement of computer programming exercises generation to the benefit of both students and teachers. By exploring Natural Language Processing (NLP) and Machine Learning (ML) methods for automatic generation of text and source code, it is possible to semi-automatically construct programming exercises, aiding teachers to reduce redundant work and more easily apply active learning methodologies. This would not only allow them to still play a leading role in the teaching-learning process, but also provide students a better and more interactive learning experience. If embedded in a widely accessible website, an exercises generator with these Artificial Intelligence (AI) methods might be used directly by students, in order to obtain randomised lists of exercises for their own study, at their own time. The emergence of new and increasingly powerful technologies, such as the ones utilised by ChatGPT, raises the discussion about their use for exercise generation. Albeit highly capable, monetary and computational costs are still obstacles for wider adoption, as well as the possibility of incorrect results. This paper describes the characteristics and behaviour of several ML models applied and trained for text and code generation and their use to generate computer programming exercises. Finally, an analysis based on correctness and coherence of the resulting exercise statements and complementary source codes generated/produced is presented, and the role that this type of technology can play in a programming exercise automatic generation system is discussed.
Cite as
Tiago Carvalho Freitas, Alvaro Costa Neto, Maria João Varanda Pereira, and Pedro Rangel Henriques. NLP/AI Based Techniques for Programming Exercises Generation. In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 9:1-9:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{freitas_et_al:OASIcs.ICPEC.2023.9,
author = {Freitas, Tiago Carvalho and Costa Neto, Alvaro and Pereira, Maria Jo\~{a}o Varanda and Henriques, Pedro Rangel},
title = {{NLP/AI Based Techniques for Programming Exercises Generation}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {9:1--9:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.9},
URN = {urn:nbn:de:0030-drops-185058},
doi = {10.4230/OASIcs.ICPEC.2023.9},
annote = {Keywords: Natural Language Processing, Computer Programming Education, Exercises Generation, Text Generation, Code Generation}
}
Document
Short Paper
Data Visualization for Learning Analytics Indicators in Programming Teaching (Short Paper)
Abstract
Learning Analytics (LA) has the potential to transform the way we learn, work and live our lives. To reach its potential, it must be clearly defined, incorporated into institutional teaching-learning strategies and processes and practices. The main goal of this study is to list indicators to be used in learning analytics in programming teaching and how to expose their views. For the development of the indicator model, this study based on a qualitative analysis, using data visualization and business intelligence tools, in projects focused on Learning Analytics. As a result, four main indicators were mapped: accesses to the system, resources accessed, activities carried out and, performance in activities.
Cite as
Ranieri Alves dos Santos, Dalner Barbi, Vinicius Faria Culmant Ramos, and Fernando Alvaro Ostuni Gauthier. Data Visualization for Learning Analytics Indicators in Programming Teaching (Short Paper). In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 10:1-10:7, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{dossantos_et_al:OASIcs.ICPEC.2023.10,
author = {dos Santos, Ranieri Alves and Barbi, Dalner and Ramos, Vinicius Faria Culmant and Gauthier, Fernando Alvaro Ostuni},
title = {{Data Visualization for Learning Analytics Indicators in Programming Teaching}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {10:1--10:7},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.10},
URN = {urn:nbn:de:0030-drops-185069},
doi = {10.4230/OASIcs.ICPEC.2023.10},
annote = {Keywords: learning analytics, data visualization, learning indicators}
}
Document
Short Paper
Automated Assessment of Simple Web Applications (Short Paper)
Abstract
Web programming education is an important component of modern computer science curricula. Assessing students’ web programming skills can be time-consuming and challenging for educators. This paper introduces Webpal, an automated assessment tool for web programming exercises in entry-level courses. Webpal evaluates web applications coded in HTML, CSS, and Javascript, and provides feedback to students. This tool integrates with Virtual Learning Environments (VLEs) through an API, allowing the creation, storage, and access to exercises while assessing student attempts based on the created exercises. The evaluation process comprises various subcomponents: static assessment, interface matching, functional testing, and feedback management. This approach aims to provide feedback that helps students overcome their challenges in web programming assignments. This paper also presents a demo showcasing the tool’s features and functionality in a simulated VLE environment.
Cite as
Luís Maia Costa, José Paulo Leal, and Ricardo Queirós. Automated Assessment of Simple Web Applications (Short Paper). In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 11:1-11:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{costa_et_al:OASIcs.ICPEC.2023.11,
author = {Costa, Lu{\'\i}s Maia and Leal, Jos\'{e} Paulo and Queir\'{o}s, Ricardo},
title = {{Automated Assessment of Simple Web Applications}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {11:1--11:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.11},
URN = {urn:nbn:de:0030-drops-185072},
doi = {10.4230/OASIcs.ICPEC.2023.11},
annote = {Keywords: Web Applications, Static Assessment, Interface Matching, Functional Assessment, Feedback Manager}
}
Document
Haskelite: A Step-By-Step Interpreter for Teaching Functional Programming
Abstract
This paper describes Haskelite, a step-by-step interpreter for a small subset of Haskell. Haskelite is designed to help teach fundamental concepts of functional programming, namely: evaluation by rewriting; definition of functions using pattern-matching; recursion; higher-order functions; and on-demand evaluation. The interpreter is implemented in Elm and compiled to JavaScript, so it runs on the browser and requires no installation.
This is on-going work and has yet to be fully evaluated; we present some initial experience in the classroom and highlight some points for improvement.
Cite as
Pedro Vasconcelos. Haskelite: A Step-By-Step Interpreter for Teaching Functional Programming. In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 12:1-12:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{vasconcelos:OASIcs.ICPEC.2023.12,
author = {Vasconcelos, Pedro},
title = {{Haskelite: A Step-By-Step Interpreter for Teaching Functional Programming}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {12:1--12:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.12},
URN = {urn:nbn:de:0030-drops-185080},
doi = {10.4230/OASIcs.ICPEC.2023.12},
annote = {Keywords: Functional programming, Step-by-step evaluators, Web applications}
}
Document
A Systematic Review of Teacher-Facing Dashboards for Collaborative Learning Activities and Tools in Online Higher Education
Abstract
Dashboard for online higher education support monitoring and evaluation of students’ interactions, but mostly limited to interaction occurring within learning management systems. In this study, we sought to find which collaborative learning activities and tools in online higher education are included in teaching dashboards. By following Kitchenham’s procedure for systematic reviews, 36 papers were identified according to this focus and analysed. The results identify dashboards supporting collaborative tools, both synchronous and asynchronous, along categories such as learning management systems, communication tools, social media, computer programming code management platforms, project management platforms, and collaborative writing tools. Dashboard support was also found for collaborative activities, grouped under four categories of forum discussion activities, three categories of communication activities and four categories of collaborative editing/sharing activities, though most of the analysed dashboards only provide support for no more than two or three collaborative tools. This represents a need for further research on how to develop dashboards that combine data from a more diverse set of collaborative activities and tools.
Cite as
Tiago Romão, Pedro Pestana, and Leonel Morgado. A Systematic Review of Teacher-Facing Dashboards for Collaborative Learning Activities and Tools in Online Higher Education. In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 13:1-13:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{romao_et_al:OASIcs.ICPEC.2023.13,
author = {Rom\~{a}o, Tiago and Pestana, Pedro and Morgado, Leonel},
title = {{A Systematic Review of Teacher-Facing Dashboards for Collaborative Learning Activities and Tools in Online Higher Education}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {13:1--13:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.13},
URN = {urn:nbn:de:0030-drops-185095},
doi = {10.4230/OASIcs.ICPEC.2023.13},
annote = {Keywords: Dashboards, collaborative tools, collaborative activities, online learning, e-learning, computer-supported collaborative learning}
}
Document
An Experience with and Reflections on Live Coding with Active Learning
Abstract
In this paper I report and reflect on a concrete experience with changing an introductory programming course from being based on "classical lectures" to being based on live coding with active learning. The experiment is built on learnings found in the literature and the pedagogical theories of scaffolding, think-pair-share and teaching as facilitation of learning. I reflect on the students' reaction to the experiment, the difficulty of the active learning, how to keep time, coverage of learning objectives, the degree of improvisation and student involvement. The experiment was well received by the students, and I report also on the feedback. My hope is that educators who want to introduce live coding with active learning will be able to draw inspiration from my preparation of, execution of and reflections on the experiment.
Cite as
Anders Schlichtkrull. An Experience with and Reflections on Live Coding with Active Learning. In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 14:1-14:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)
Copy BibTex To Clipboard
@InProceedings{schlichtkrull:OASIcs.ICPEC.2023.14,
author = {Schlichtkrull, Anders},
title = {{An Experience with and Reflections on Live Coding with Active Learning}},
booktitle = {4th International Computer Programming Education Conference (ICPEC 2023)},
pages = {14:1--14:13},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-290-7},
ISSN = {2190-6807},
year = {2023},
volume = {112},
editor = {Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.14},
URN = {urn:nbn:de:0030-drops-185108},
doi = {10.4230/OASIcs.ICPEC.2023.14},
annote = {Keywords: Live coding, active learning, teaching programming}
}