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Download full textMuntasir Hoq; Ananya Rao; Reisha Jaishankar; Krish Piryani; Nithya Janapati; Jessica Vandenberg; Bradford Mott; Narges Norouzi; James Lester; Bita Akram – International Educational Data Mining Society, 2025
In Computer Science (CS) education, understanding factors contributing to students' programming difficulties is crucial for effective learning support. By identifying specific issues students face, educators can provide targeted assistance to help them overcome obstacles and improve learning outcomes. While identifying sources of struggle, such as…
Descriptors: Computer Science Education, Programming, Misconceptions, Error Patterns
Jesper Dannath; Alina Deriyeva; Benjamin Paaßen – International Educational Data Mining Society, 2025
Research on the effectiveness of Intelligent Tutoring Systems (ITSs) suggests that automatic hint generation has the best effect on learning outcomes when hints are provided on the level of intermediate steps. However, ITSs for programming tasks face the challenge to decide on the granularity of steps for feedback, since it is not a priori clear…
Descriptors: Intelligent Tutoring Systems, Programming, Computer Science Education, Undergraduate Students
Idir Saïdi; Nicolas Durand; Frédéric Flouvat – International Educational Data Mining Society, 2025
The aim of this paper is to provide tools to teachers for monitoring student work and understanding practices in order to help student and possibly adapt exercises in the future. In the context of an online programming learning platform, we propose to study the attempts (i.e., submitted programs) of the students for each exercise by using…
Descriptors: Programming, Online Courses, Visual Aids, Algorithms
Maciej Pankiewicz; Yang Shi; Ryan S. Baker – International Educational Data Mining Society, 2025
Knowledge Tracing (KT) models predicting student performance in intelligent tutoring systems have been successfully deployed in several educational domains. However, their usage in open-ended programming problems poses multiple challenges due to the complexity of the programming code and a complex interplay between syntax and logic requirements…
Descriptors: Algorithms, Artificial Intelligence, Models, Intelligent Tutoring Systems
Victor-Alexandru Padurean; Tung Phung; Nachiket Kotalwar; Michael Liut; Juho Leinonen; Paul Denny; Adish Singla – International Educational Data Mining Society, 2025
The growing need for automated and personalized feedback in programming education has led to recent interest in leveraging generative AI for feedback generation. However, current approaches tend to rely on prompt engineering techniques in which predefined prompts guide the AI to generate feedback. This can result in rigid and constrained responses…
Descriptors: Automation, Student Writing Models, Feedback (Response), Programming
Francisco Ortin; Alonso Gago; Jose Quiroga; Miguel Garcia – International Educational Data Mining Society, 2025
Online learning has enhanced accessibility in education, but also poses significant challenges in maintaining academic integrity during online exams, particularly when students are prohibited from accessing unauthorized resources through the Internet. Nonetheless, students must remain connected to the Internet in order to take the online exam.…
Descriptors: Electronic Learning, Computer Assisted Testing, Access to Internet, Synchronous Communication
