1. Augmenting the teacher’s perspective on programming student's performance via permanent monitoring
- Author
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Nuno Gil Fonseca, Luís Macedo, Maria José Marcelino, and António José Mendes
- Subjects
Source code ,Scope (project management) ,Computer science ,business.industry ,media_common.quotation_subject ,05 social sciences ,Perspective (graphical) ,050301 education ,02 engineering and technology ,computer.software_genre ,Data science ,Data visualization ,020204 information systems ,Server ,ComputingMilieux_COMPUTERSANDEDUCATION ,0202 electrical engineering, electronic engineering, information engineering ,Compiler ,business ,0503 education ,computer ,Diversity (business) ,media_common - Abstract
This Innovative Practice Work in Full Paper describes the use of a tool aimed to support the teacher’s decisions and interventions within the scope of programming classes. As computers play an increasingly important role in our lives, the demand for programmers is growing. In addition to the intrinsic difficulties of programming, teachers must also deal with the vast diversity of students found in their classes. Close monitoring by teachers has been identified as a critical factor for student’s success. However, it may be difficult for teachers to stay up-to-date at any moment about each of their students’ overall progress and capabilities. For this purpose, we have developed a tool that collects snapshots of the students’ source code whenever they compile it. The snapshots are processed, and a series of visualizations and aggregated data is made immediately available for teachers. Since teachers can’t be permanently looking at the system, we have also developed an automatic notification system, based on cognitive theories of selective attention, which will notify teachers about numerous relevant aspects concerning their students’ performance. We present the results of a field experiment, which confirms that the tool indeed allows teachers to have a deeper insight into their students’ performance and progress, enabling them to make more grounded interventions.
- Published
- 2018
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