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Documents authored by Bubenkova, Lenka

Document
DOI: 10.4230/OASIcs.ICPEC.2026.9
From Repositories to Practice: LLM-Based Personalization in Programming Education

Authors: Marek Horváth, Michaela Ďurkovičová, Lenka Bubeňková, and Emília Pietriková

Published in: OASIcs, Volume 145, 7th International Computer Programming Education Conference (ICPEC 2026)

Abstract
Many programming education systems personalize practice mainly from test results, progress indicators, or explicitly selected user parameters. This paper instead uses students' existing source-code repositories as evidence for personalized programming practice. It presents the design and implementation of a web application that connects to a university version control system, analyzes student-selected repositories, and generates programming challenges targeted at weaknesses identified in the submitted source code. The prototype analyzes the current state of the selected repositories using LLM-based assessment of code-quality indicators such as readability, modularity, duplication, input handling, edge-case handling, and algorithmic complexity. Students can also generate parameterized tests, submit solutions to programming challenges, and receive an automated score with textual feedback. The system stores student activity, test history, challenge history, achieved scores, and generated feedback as an operational student profile shown to students and teachers. The prototype was evaluated with 11 students at the Technical University of Košice. The evaluation demonstrates technical feasibility, usability, and functional operation of the prototype, but it does not measure learning gains, retention, or improvement in programming performance.
Cite as

Marek Horváth, Michaela Ďurkovičová, Lenka Bubeňková, and Emília Pietriková. From Repositories to Practice: LLM-Based Personalization in Programming Education. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 9:1-9:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)

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@InProceedings{horvath_et_al:OASIcs.ICPEC.2026.9,
  author =	{Horv\'{a}th, Marek and \v{D}urkovi\v{c}ov\'{a}, Michaela and Bube\v{n}kov\'{a}, Lenka and Pietrikov\'{a}, Em{\'\i}lia},
  title =	{{From Repositories to Practice: LLM-Based Personalization in Programming Education}},
  booktitle =	{7th International Computer Programming Education Conference (ICPEC 2026)},
  pages =	{9:1--9:13},
  series =	{Open Access Series in Informatics (OASIcs)},
  ISBN =	{978-3-95977-443-7},
  ISSN =	{2190-6807},
  year =	{2026},
  volume =	{145},
  editor =	{Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.9},
  URN =		{urn:nbn:de:0030-drops-267460},
  doi =		{10.4230/OASIcs.ICPEC.2026.9},
  annote =	{Keywords: Programming Education, Personalized Programming Practice, Student Profiles, Formative Assessment, Automated Feedback, Learning Analytics, Software Engineering Education}
}
Document
DOI: 10.4230/OASIcs.ICPEC.2026.10
Bridging Game Development and Virtual Reality Education Through Blender-Based Tutorials

Authors: Lenka Bubeňková, Ľubomír Urbančík, Emília Pietriková, and Marek Horváth

Published in: OASIcs, Volume 145, 7th International Computer Programming Education Conference (ICPEC 2026)

Abstract
The integration of 3D modeling tools into STEM education can provide opportunities for creative digital production, technical skill development, and hands-on interaction with course content. This study reports an educational evaluation of Blender-based tutorials implemented in two university courses: Game Development (GD) and Systems of Virtual Reality (SVR). Over four semesters, 420 anonymous questionnaire responses were collected from GD and SVR course offerings with a total enrollment of 532 students. The GD course enrolled 428 students and yielded 342 questionnaire responses, while the SVR course enrolled 104 students and yielded 78 questionnaire responses. This corresponds to questionnaire coverage of 79.9% in GD, 75.0% in SVR, and 78.9% overall. Because valid response counts differed across questionnaire items, the results are reported using item-level valid response counts and interpreted descriptively. Across valid questionnaire responses, many respondents, especially in SVR, reported moderate-to-high confidence in using Blender after the tutorials and self-reported understanding of core modeling concepts. Some GD teams even applied self-created or modified Blender assets in game jam submissions, where Blender use was not required. These findings suggest that Blender-based tutorials can be meaningfully integrated into GD and SVR courses as an introductory tool for 3D modeling workflows. The study provides descriptive evidence of student reception and course-level application, but does not establish causal effects on modeling competence or learning outcomes.
Cite as

Lenka Bubeňková, Ľubomír Urbančík, Emília Pietriková, and Marek Horváth. Bridging Game Development and Virtual Reality Education Through Blender-Based Tutorials. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 10:1-10:16, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)

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@InProceedings{bubenkova_et_al:OASIcs.ICPEC.2026.10,
  author =	{Bube\v{n}kov\'{a}, Lenka and Urban\v{c}{\'\i}k, \v{L}ubom{\'\i}r and Pietrikov\'{a}, Em{\'\i}lia and Horv\'{a}th, Marek},
  title =	{{Bridging Game Development and Virtual Reality Education Through Blender-Based Tutorials}},
  booktitle =	{7th International Computer Programming Education Conference (ICPEC 2026)},
  pages =	{10:1--10:16},
  series =	{Open Access Series in Informatics (OASIcs)},
  ISBN =	{978-3-95977-443-7},
  ISSN =	{2190-6807},
  year =	{2026},
  volume =	{145},
  editor =	{Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.10},
  URN =		{urn:nbn:de:0030-drops-267479},
  doi =		{10.4230/OASIcs.ICPEC.2026.10},
  annote =	{Keywords: Blender, game development, virtual reality, Unity, education}
}
Document
DOI: 10.4230/OASIcs.ICPEC.2024.12
Game Development: Enhancing Creativity and Independent Creation in University Course

Authors: Lenka Bubenkova and Emilia Pietrikova

Published in: OASIcs, Volume 122, 5th International Computer Programming Education Conference (ICPEC 2024)

Abstract
In this study, we tested a novel method of teaching the Unity engine to computer game design and development students. Our objective was to determine if a flexible assignment structure is the most effective for students with minimal engine experience. The study demonstrated that independent work significantly improves students’ comprehension and problem-solving skills. Key findings include a 90% increase in students achieving more than the minimum required grade, a significant improvement in self-reported confidence with Unity (with 66.3% of students moving from no experience to higher skill levels), and diverse, innovative final projects that exceeded initial expectations. These results suggest that the flexible assignment approach enhances creativity and maintains high expectations for student work, ensuring their success in the game development industry. The combination of student project grades, innovative project elements, and positive feedback indicates that this method is highly beneficial and could be applied effectively in various educational settings.
Cite as

Lenka Bubenkova and Emilia Pietrikova. Game Development: Enhancing Creativity and Independent Creation in University Course. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 12:1-12:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)

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@InProceedings{bubenkova_et_al:OASIcs.ICPEC.2024.12,
  author =	{Bubenkova, Lenka and Pietrikova, Emilia},
  title =	{{Game Development: Enhancing Creativity and Independent Creation in University Course}},
  booktitle =	{5th International Computer Programming Education Conference (ICPEC 2024)},
  pages =	{12:1--12:13},
  series =	{Open Access Series in Informatics (OASIcs)},
  ISBN =	{978-3-95977-347-8},
  ISSN =	{2190-6807},
  year =	{2024},
  volume =	{122},
  editor =	{Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.12},
  URN =		{urn:nbn:de:0030-drops-209817},
  doi =		{10.4230/OASIcs.ICPEC.2024.12},
  annote =	{Keywords: novice programmers, assessment, learning analytics, motivation, unity engine, game development, problem-solving skills}
}
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