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Documents authored by Kormaník, Tomáš

Document
DOI: 10.4230/OASIcs.ICPEC.2024.4
Adaptation of Automated Assessment System for Large Programming Courses

Authors: Marek Horváth, Tomáš Kormaník, and Jaroslav Porubän

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

Abstract
This paper presents a new automated assessment system tailored for programming courses, addressing the challenge of evaluating a large number of students in extensive courses at the Technical University of Košice. The primary issue with current systems is their inability to handle massive course loads while ensuring objective evaluation and timely feedback. Our proposed system enhances the scalability of the assessment process, allowing for the simultaneous handling of a greater volume of assignments. It is designed to provide regular and systematic feedback to students, supporting their continuous learning and improvement. To ensure the objectivity of evaluations, the system utilizes a variety of unit test suites, selecting them randomly in each assessment to discourage students from hardcoding solutions. This approach not only supports fair and precise assessments but also significantly reduces the administrative burden on educators, enabling them to meet a wide range of educational demands.
Cite as

Marek Horváth, Tomáš Kormaník, and Jaroslav Porubän. Adaptation of Automated Assessment System for Large Programming Courses. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 4:1-4:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)

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@InProceedings{horvath_et_al:OASIcs.ICPEC.2024.4,
  author =	{Horv\'{a}th, Marek and Korman{\'\i}k, Tom\'{a}\v{s} and Porub\"{a}n, Jaroslav},
  title =	{{Adaptation of Automated Assessment System for Large Programming Courses}},
  booktitle =	{5th International Computer Programming Education Conference (ICPEC 2024)},
  pages =	{4:1--4:11},
  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.2024.4},
  URN =		{urn:nbn:de:0030-drops-209735},
  doi =		{10.4230/OASIcs.ICPEC.2024.4},
  annote =	{Keywords: Automated Assessment, Informatics Education, Programming Feedback Systems, Continuous Integration in Education, Code Quality Analysis, Educational Technology, Computer Science Education}
}
Document
DOI: 10.4230/OASIcs.ICPEC.2024.18
Using ChatGPT During Implementation of Programs in Education

Authors: Norbert Baláž, Jaroslav Porubän, Marek Horváth, and Tomáš Kormaník

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

Abstract
This paper examines the impact of ChatGPT on programming education by conducting an empirical study with computer science students at the Department of Computers and Informatics at the Technical University in Košice. The study involves an experiment where students in a Component Programming course use ChatGPT to solve a programming task involving linked lists, comparing their performance and understanding with a control group that does not use the AI (artificial intelligence) tool. The task necessitated the implementation of a function to add two numbers represented as linked lists in reverse order. Our findings indicate that while ChatGPT significantly enhances the speed of task completion - students using it were nearly three times quicker on average - it may also detract from deep understanding and critical thinking, as evidenced by the uniformity and superficial engagement in solutions among the ChatGPT group. On the other hand, the group working independently displayed a broader variety of solutions and deeper interaction with the problem, despite slower completion times and occasional inaccuracies. The results highlight a dual-edged impact of AI tools in education: while they enhance efficiency, they may undermine the development of critical thinking and problem-solving skills. We discuss the implications of these findings for educational practices, emphasizing the need for a balanced approach that integrates AI tools without compromising the depth of learning and understanding in students.
Cite as

Norbert Baláž, Jaroslav Porubän, Marek Horváth, and Tomáš Kormaník. Using ChatGPT During Implementation of Programs in Education. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 18:1-18:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)

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@InProceedings{balaz_et_al:OASIcs.ICPEC.2024.18,
  author =	{Bal\'{a}\v{z}, Norbert and Porub\"{a}n, Jaroslav and Horv\'{a}th, Marek and Korman{\'\i}k, Tom\'{a}\v{s}},
  title =	{{Using ChatGPT During Implementation of Programs in Education}},
  booktitle =	{5th International Computer Programming Education Conference (ICPEC 2024)},
  pages =	{18:1--18:9},
  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.2024.18},
  URN =		{urn:nbn:de:0030-drops-209876},
  doi =		{10.4230/OASIcs.ICPEC.2024.18},
  annote =	{Keywords: generative artificial intelligence, chatbot, ChatGPT, prompt engineering, source code generation}
}
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