Jonathan M. Cazalas, Max Barlow, Ibraheem Cazalas, Chase Robinson
Programming is learned through practice, with said practice in introductory programming courses often translating to a prohibitively large number of assignments, increasing the grading workload for faculty and/or teaching assistants. In short, this is unsustainable. Several publishers and a few notable companies have provided meritable auto-grading solutions, although most are plagued with problems including minimal problem sets, limited customization options, high cost, and at times even a disconnect with the pedagogical needs of academia. This poster presents our newly-developed web application, MOCSIDE, an open-source and scalable online IDE and auto-grader for computer science education. Results indicate a positive user experience from students and instructors alike, with cost savings, ease of use, and code collaboration highlighted as key features.
{"title":"MOCSIDE: An Open-source and Scalable Online IDE and Auto-Grader for Computer Science Education","authors":"Jonathan M. Cazalas, Max Barlow, Ibraheem Cazalas, Chase Robinson","doi":"10.1145/3478432.3499125","DOIUrl":"https://doi.org/10.1145/3478432.3499125","url":null,"abstract":"Programming is learned through practice, with said practice in introductory programming courses often translating to a prohibitively large number of assignments, increasing the grading workload for faculty and/or teaching assistants. In short, this is unsustainable. Several publishers and a few notable companies have provided meritable auto-grading solutions, although most are plagued with problems including minimal problem sets, limited customization options, high cost, and at times even a disconnect with the pedagogical needs of academia. This poster presents our newly-developed web application, MOCSIDE, an open-source and scalable online IDE and auto-grader for computer science education. Results indicate a positive user experience from students and instructors alike, with cost savings, ease of use, and code collaboration highlighted as key features.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126881672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Version control software, such as Git, is commonly used in Computer Science courses. Often students simply learn a few commands to submit an assignment without really understanding how the advanced features work and the benefits of version control. This research investigates the impact of introducing a Git tutorial in an introductory full-stack Web Development course. The semester with the tutorial intervention is compared to a previous semester with no tutorial intervention. The research consists of a survey at the beginning and end of the semester. From the surveys, we observe that students' perceptions of major Git concepts increased in both semesters. Also, when introducing a lightweight intervention of a tutorial, students' perceptions of concepts of how and why to create a branch in Git improve in a statistically significant manner. This research provides preliminary evidence that using lightweight interventions in assignments to engage students with tooling without reducing instructional time on other course concepts can encourage learning and usage of advanced tool features.
{"title":"Do students Git it?: A Lightweight Intervention to Increase Usage of Advanced Git Features","authors":"T. Sproull","doi":"10.1145/3478432.3499053","DOIUrl":"https://doi.org/10.1145/3478432.3499053","url":null,"abstract":"Version control software, such as Git, is commonly used in Computer Science courses. Often students simply learn a few commands to submit an assignment without really understanding how the advanced features work and the benefits of version control. This research investigates the impact of introducing a Git tutorial in an introductory full-stack Web Development course. The semester with the tutorial intervention is compared to a previous semester with no tutorial intervention. The research consists of a survey at the beginning and end of the semester. From the surveys, we observe that students' perceptions of major Git concepts increased in both semesters. Also, when introducing a lightweight intervention of a tutorial, students' perceptions of concepts of how and why to create a branch in Git improve in a statistically significant manner. This research provides preliminary evidence that using lightweight interventions in assignments to engage students with tooling without reducing instructional time on other course concepts can encourage learning and usage of advanced tool features.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"343 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123187576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This workshop will introduce computer science teachers (both secondary and post-secondary) to Runestone ebooks and highlight some exciting new features including support for Peer Instruction, choice questions (choose which questions to answer from several), and exam generation (generate an exam from a list of concepts). Runestone Interactive (See http://runestone.academy) is an open-source platform for free ebooks. The ebooks support coding in the browser, code visualization/stepping, and a wide variety of practice activities, including multiple-choice, fill-in-the-blank, and mixed-up code (Parsons) problems. The Parsons problems are adaptive, which means that the difficulty of a problem is based on a learner's performance. Over 30 free textbooks are available for CS1, CS2, web development, data science, math, and Advanced Placement (AP) CS (both courses). The presenters have several years of experience creating and using Runestone ebooks. Several studies have demonstrated good usability and positive learning and attitude impacts on students using these ebooks. Participants will gain hands-on experience with the interactive features. Participants will learn how to use the instructor tools which allow them to create a custom course, enroll students in a custom course, create assignments, grade assignments, view student progress, and optionally require use of a spaced practice tool. Participants will also try out the new features. Laptop Required.
{"title":"Free Ebooks for Computer Science Courses: Now With Support for Peer Instruction, Choice Questions, and Exam Generation","authors":"Barbara Ericson, Bradley N. Miller","doi":"10.1145/3478432.3499149","DOIUrl":"https://doi.org/10.1145/3478432.3499149","url":null,"abstract":"This workshop will introduce computer science teachers (both secondary and post-secondary) to Runestone ebooks and highlight some exciting new features including support for Peer Instruction, choice questions (choose which questions to answer from several), and exam generation (generate an exam from a list of concepts). Runestone Interactive (See http://runestone.academy) is an open-source platform for free ebooks. The ebooks support coding in the browser, code visualization/stepping, and a wide variety of practice activities, including multiple-choice, fill-in-the-blank, and mixed-up code (Parsons) problems. The Parsons problems are adaptive, which means that the difficulty of a problem is based on a learner's performance. Over 30 free textbooks are available for CS1, CS2, web development, data science, math, and Advanced Placement (AP) CS (both courses). The presenters have several years of experience creating and using Runestone ebooks. Several studies have demonstrated good usability and positive learning and attitude impacts on students using these ebooks. Participants will gain hands-on experience with the interactive features. Participants will learn how to use the instructor tools which allow them to create a custom course, enroll students in a custom course, create assignments, grade assignments, view student progress, and optionally require use of a spaced practice tool. Participants will also try out the new features. Laptop Required.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116265971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Instructors in computing live with constant change in our discipline along with evolution of teaching modes and methods. These changes lead many instructors to adjust their teaching and also seem to impact self-perception and identity of faculty as instructors. This BoF will discuss instructor identity in computing and ways that identity changes over time. The organizers have observed identity change among instructors who have begun to employ open source software for social good as a vehicle for student learning. The BoF is an invitation to discuss this identity change in a broader context. It seems likely, for example, that the pandemic may have changed instructor self-perceptions. The on-going high rate of change in computing may also impact instructors. The BoF ogranizers would like to discuss other instances of change in identity of computing faculty, and discuss how this phenomenon might be investigated. Faculty interested in an exploration of this area as a research project are particularly encouraged to join the BoF.
{"title":"Understanding and Tracking Computing Instructor Identity","authors":"H. Ellis, G. Hislop","doi":"10.1145/3478432.3499198","DOIUrl":"https://doi.org/10.1145/3478432.3499198","url":null,"abstract":"Instructors in computing live with constant change in our discipline along with evolution of teaching modes and methods. These changes lead many instructors to adjust their teaching and also seem to impact self-perception and identity of faculty as instructors. This BoF will discuss instructor identity in computing and ways that identity changes over time. The organizers have observed identity change among instructors who have begun to employ open source software for social good as a vehicle for student learning. The BoF is an invitation to discuss this identity change in a broader context. It seems likely, for example, that the pandemic may have changed instructor self-perceptions. The on-going high rate of change in computing may also impact instructors. The BoF ogranizers would like to discuss other instances of change in identity of computing faculty, and discuss how this phenomenon might be investigated. Faculty interested in an exploration of this area as a research project are particularly encouraged to join the BoF.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114023538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Visual programming environments such as Scratch and Alice contributed to lowering the barrier to computer programming. They use virtual characters that users can manipulate with code, enabling creative activities, such as creating animations and interactive games and stories. We introduce CodeToon, a new visual programming environment that uses comics to visualize code. In the environment, users can generate stories from code and produce comics. We showcase the environment, the authoring process, how teachers and students can use it to teach and learn programming, and the benefits of using comics as the visual representation. Expected Audience: Instructors at various levels (K-12 to undergraduate) interested in improving their programming courses with comics; researchers interested in the coding strip research.
{"title":"CodeToon: A New Visual Programming Environment Using Comics for Teaching and Learning Programming","authors":"Sangho Suh","doi":"10.1145/3478432.3499254","DOIUrl":"https://doi.org/10.1145/3478432.3499254","url":null,"abstract":"Visual programming environments such as Scratch and Alice contributed to lowering the barrier to computer programming. They use virtual characters that users can manipulate with code, enabling creative activities, such as creating animations and interactive games and stories. We introduce CodeToon, a new visual programming environment that uses comics to visualize code. In the environment, users can generate stories from code and produce comics. We showcase the environment, the authoring process, how teachers and students can use it to teach and learn programming, and the benefits of using comics as the visual representation. Expected Audience: Instructors at various levels (K-12 to undergraduate) interested in improving their programming courses with comics; researchers interested in the coding strip research.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124131641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As computing education expands to ''all'' students, so too must the assessment of computational learning. However, there are many challenges to designing and using computing assessments in a valid and reliable way. This is especially true with respect to pre-tests, or assessments given at the beginning of an intervention, course, or study. For elementary and middle school interventions, it is still likely that many students in any given study sample will have had no prior experience with computing. For high school interventions, students may have a wide range of prior experiences. How do you design or select a pre-test for these situations? In this poster, we discuss the design of pre-tests for the computing education research community. We outline the fundamental principles of pre-tests and the different purposes they serve in research studies. We complement these principles with examples of pre-tests used in current computing education research. This poster aims to provide guidance on how to intentionally develop and use pre-tests to strengthen the validity of our research findings and better inform on student learning outcomes.
{"title":"How Do You Know if They Don't Know?: The Design of Pre-Tests in Computing Education Research","authors":"M. Parker, Yvonne S. Kao","doi":"10.1145/3478432.3499047","DOIUrl":"https://doi.org/10.1145/3478432.3499047","url":null,"abstract":"As computing education expands to ''all'' students, so too must the assessment of computational learning. However, there are many challenges to designing and using computing assessments in a valid and reliable way. This is especially true with respect to pre-tests, or assessments given at the beginning of an intervention, course, or study. For elementary and middle school interventions, it is still likely that many students in any given study sample will have had no prior experience with computing. For high school interventions, students may have a wide range of prior experiences. How do you design or select a pre-test for these situations? In this poster, we discuss the design of pre-tests for the computing education research community. We outline the fundamental principles of pre-tests and the different purposes they serve in research studies. We complement these principles with examples of pre-tests used in current computing education research. This poster aims to provide guidance on how to intentionally develop and use pre-tests to strengthen the validity of our research findings and better inform on student learning outcomes.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126558151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Team-based software development projects where teams of learners design and develop software artefacts are common in computing-related degree programmes in the UK and other jurisdictions. Peer assessment is a commonly used approach to ensure learners are fairly recognised and rewarded for their contributions to such projects. This poster presents a preliminary study analysing the relationship between peer marking using the Team-Q rubric and peer feedback from one cohort using open coding and sentiment analysis. The preliminary results from a UK institutional study (N=124) illustrate how learner behaviours within teams appear to impact upon peer scores and the sentiment and intensity of emotion expressed in peer feedback. Additionally, the results provide valuable insights into common behaviours within teams. Given the prominence of team projects in computing curricula, the insights offered from this UK institutional study can shape and inform future learning, teaching and assessment practice.
{"title":"A Preliminary Study of Peer Assessment Feedback within Team Software Development Projects","authors":"T. Crick, T. Prickett, Jill Bradnum","doi":"10.1145/3478432.3499126","DOIUrl":"https://doi.org/10.1145/3478432.3499126","url":null,"abstract":"Team-based software development projects where teams of learners design and develop software artefacts are common in computing-related degree programmes in the UK and other jurisdictions. Peer assessment is a commonly used approach to ensure learners are fairly recognised and rewarded for their contributions to such projects. This poster presents a preliminary study analysing the relationship between peer marking using the Team-Q rubric and peer feedback from one cohort using open coding and sentiment analysis. The preliminary results from a UK institutional study (N=124) illustrate how learner behaviours within teams appear to impact upon peer scores and the sentiment and intensity of emotion expressed in peer feedback. Additionally, the results provide valuable insights into common behaviours within teams. Given the prominence of team projects in computing curricula, the insights offered from this UK institutional study can shape and inform future learning, teaching and assessment practice.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127941502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Mourning, D. Juedes, Allyson Hallman-Thrasher, H. Chenji, S. Kaya, Avinash Karanth
In this paper, we describe efforts to promote a robust cyber security workforce through a series of online workshops for K-12 teachers and grades 7-12 students. In 2021, we provided virtual workshops to high school teachers and students to increase cyber security awareness in three areas, (i) general cybersecurity issues, (ii) software security, and (iii) hardware security. The workshops employed Google classroom and Jupyter Notebooks, and high school teachers were provided with hardware (Raspberry Pi Zeros) to use as part of the workshops. We describe the design and implementation of the workshops and share evidence to demonstrate the effectiveness of the workshops and provide insights for future professional development for teachers. Our central question was: What impact do workshops have on teachers' preparation to effectively teach cybersecurity topics to their students and what do teachers report learning from their experiences in the workshop? We provide insights into workshops' effectiveness for computer science teachers and for STEM teachers who are not computer science teachers.
在本文中，我们描述了通过一系列针对K-12教师和7-12年级学生的在线研讨会来促进强大的网络安全劳动力的努力。在2021年，我们为高中教师和学生提供了虚拟研讨会，以提高三个领域的网络安全意识，(i)一般网络安全问题，(ii)软件安全，(iii)硬件安全。讲习班使用谷歌教室和Jupyter笔记本，并为高中教师提供硬件(Raspberry Pi zero)作为讲习班的一部分使用。我们描述了讲习班的设计和实施，并分享了证明讲习班有效性的证据，并为教师未来的专业发展提供了见解。我们的核心问题是:研讨会对教师有效地向学生讲授网络安全主题的准备工作有什么影响?教师从研讨会中学到了什么?我们为计算机科学教师和非计算机科学教师的STEM教师提供关于讲习班有效性的见解。
{"title":"Reflections of Cybersecurity Workshop for K-12 Teachers and High School Students","authors":"C. Mourning, D. Juedes, Allyson Hallman-Thrasher, H. Chenji, S. Kaya, Avinash Karanth","doi":"10.1145/3478432.3499094","DOIUrl":"https://doi.org/10.1145/3478432.3499094","url":null,"abstract":"In this paper, we describe efforts to promote a robust cyber security workforce through a series of online workshops for K-12 teachers and grades 7-12 students. In 2021, we provided virtual workshops to high school teachers and students to increase cyber security awareness in three areas, (i) general cybersecurity issues, (ii) software security, and (iii) hardware security. The workshops employed Google classroom and Jupyter Notebooks, and high school teachers were provided with hardware (Raspberry Pi Zeros) to use as part of the workshops. We describe the design and implementation of the workshops and share evidence to demonstrate the effectiveness of the workshops and provide insights for future professional development for teachers. Our central question was: What impact do workshops have on teachers' preparation to effectively teach cybersecurity topics to their students and what do teachers report learning from their experiences in the workshop? We provide insights into workshops' effectiveness for computer science teachers and for STEM teachers who are not computer science teachers.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130239662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Testing Tutor is a web-based platform that helps instructors support software testing pedagogy by automatically diagnosing the fundamental testing concepts (e.g., boundary value) not covered in students' test suite and subsequently helping students initiate their own learning process about those concepts and systematically improve their test suites. The platform's differentiating features include 1) customizable feedback engine which allows instructors to scaffold the level of feedback (varying from conceptual to detailed), 2) a built-in repository of problems instructors can use, 3) access to digital learning content and 4) modes (learning and development) so instructors can scaffold the level of problems. This demo provides a brief overview of the platform and a walkthrough of two example use cases that illustrate the power of Testing Tutor from the perspectives of an instructor and a student. The two use cases will (1) demonstrate using Testing Tutor at different course levels by walking through the steps for an instructor to configure an assignment and the feedback engine and (2) demonstrate the student's experience submitting an assignment and receiving feedback. Information about Testing Tutor can be found at https://testingtutor.org. This work is supported by NSF IUSE grants 2013296 and 2013342.
{"title":"Testing Tutor: A Testing Pedagogical Active Learning Platform","authors":"Lucas Cordova, Jeffrey C. Carver, G. Walia","doi":"10.1145/3478432.3499257","DOIUrl":"https://doi.org/10.1145/3478432.3499257","url":null,"abstract":"Testing Tutor is a web-based platform that helps instructors support software testing pedagogy by automatically diagnosing the fundamental testing concepts (e.g., boundary value) not covered in students' test suite and subsequently helping students initiate their own learning process about those concepts and systematically improve their test suites. The platform's differentiating features include 1) customizable feedback engine which allows instructors to scaffold the level of feedback (varying from conceptual to detailed), 2) a built-in repository of problems instructors can use, 3) access to digital learning content and 4) modes (learning and development) so instructors can scaffold the level of problems. This demo provides a brief overview of the platform and a walkthrough of two example use cases that illustrate the power of Testing Tutor from the perspectives of an instructor and a student. The two use cases will (1) demonstrate using Testing Tutor at different course levels by walking through the steps for an instructor to configure an assignment and the feedback engine and (2) demonstrate the student's experience submitting an assignment and receiving feedback. Information about Testing Tutor can be found at https://testingtutor.org. This work is supported by NSF IUSE grants 2013296 and 2013342.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"68 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134521376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We developed a web-based tool for learning the order of evaluating expressions in C++ and Python languages. The variety of operator precedence and associativity among programming languages and the lack of direct visualization make understanding expression evaluation difficult for some students. The key feature of the new system is a detailed explanation of errors, containing fault reasons---the subject domain laws that the student violated. We evaluated the tool with 14 first-year Computer Science students and received positive feedback. This tool can be used for learning new concepts during homework without requiring more class time because it provides enough feedback for students to learn on their own.
{"title":"A Tool to Teach Expressions with Feedback About Broken Laws","authors":"O. Sychev, N. Penskoy, G. Terekhov","doi":"10.1145/3478432.3499082","DOIUrl":"https://doi.org/10.1145/3478432.3499082","url":null,"abstract":"We developed a web-based tool for learning the order of evaluating expressions in C++ and Python languages. The variety of operator precedence and associativity among programming languages and the lack of direct visualization make understanding expression evaluation difficult for some students. The key feature of the new system is a detailed explanation of errors, containing fault reasons---the subject domain laws that the student violated. We evaluated the tool with 14 first-year Computer Science students and received positive feedback. This tool can be used for learning new concepts during homework without requiring more class time because it provides enough feedback for students to learn on their own.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132615645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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