Jan Philip Bernius, Anna V. Kovaleva, Stephan Krusche, B. Brügge
Growing student numbers at universities worldwide pose new challenges for instructors. Providing feedback to textual exercises is a challenge in large courses while being important for student's learning success. Exercise submissions and their grading are a primary and individual communication channel between instructors and students. The pure amount of submissions makes it impossible for a single instructor to provide regular feedback to large student bodies. Employing tutors in the process introduces new challenges. Feedback should be consistent and fair for all students. Additionally, interactive teaching models strive for real-time feedback and multiple submissions. We propose a support system for grading textual exercises using an automatic segment-based assessment concept. The system aims at providing suggestions to instructors by reusing previous comments as well as scores. The goal is to reduce the workload for instructors, while at the same time creating timely and consistent feedback to the students. We present the design and a prototypical implementation of an algorithm using topic modeling for segmenting the submissions into smaller blocks. Thereby, the system derives smaller units for assessment and allowing the creation of reusable and structured feedback. We have evaluated the algorithm qualitatively by comparing automatically produced segments with manually produced segments created by humans. The results show that the system can produce topically coherent segments. The segmentation algorithm based on topic modeling is superior to approaches purely based on syntax and punctuation.
{"title":"Towards the Automation of Grading Textual Student Submissions to Open-ended Questions","authors":"Jan Philip Bernius, Anna V. Kovaleva, Stephan Krusche, B. Brügge","doi":"10.1145/3396802.3396805","DOIUrl":"https://doi.org/10.1145/3396802.3396805","url":null,"abstract":"Growing student numbers at universities worldwide pose new challenges for instructors. Providing feedback to textual exercises is a challenge in large courses while being important for student's learning success. Exercise submissions and their grading are a primary and individual communication channel between instructors and students. The pure amount of submissions makes it impossible for a single instructor to provide regular feedback to large student bodies. Employing tutors in the process introduces new challenges. Feedback should be consistent and fair for all students. Additionally, interactive teaching models strive for real-time feedback and multiple submissions. We propose a support system for grading textual exercises using an automatic segment-based assessment concept. The system aims at providing suggestions to instructors by reusing previous comments as well as scores. The goal is to reduce the workload for instructors, while at the same time creating timely and consistent feedback to the students. We present the design and a prototypical implementation of an algorithm using topic modeling for segmenting the submissions into smaller blocks. Thereby, the system derives smaller units for assessment and allowing the creation of reusable and structured feedback. We have evaluated the algorithm qualitatively by comparing automatically produced segments with manually produced segments created by humans. The results show that the system can produce topically coherent segments. The segmentation algorithm based on topic modeling is superior to approaches purely based on syntax and punctuation.","PeriodicalId":277576,"journal":{"name":"Proceedings of the 4th European Conference on Software Engineering Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132291844","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}
Megan Fowler, Eileen T. Kraemer, Yu-Shan Sun, M. Sitaraman, J. Hallstrom, J. Hollingsworth
Object-based development using design-by-contract (DbC) is broadly taught and practiced. Students must be able to read and write symbolic DbC assertions that are sufficiently precise and be able to use these assertions to trace program code. This paper summarizes the results of using an automated tool to pinpoint fine-grain difficulties students face in learning to symbolically trace code involving objects. The pilots were conducted in an undergraduate software engineering course. Quantitative results show that data collected by the tool can help to identify and classify learning obstacles. Qualitative findings help validate student misunderstandings underlying these difficulties. Analysis of exam questions helps understand the persistence of student learning to read and write simple assertions about code behavior. Together, these results provide directions for intervention.
{"title":"Tool-Aided Assessment of Difficulties in Learning Formal Design-by-Contract Assertions","authors":"Megan Fowler, Eileen T. Kraemer, Yu-Shan Sun, M. Sitaraman, J. Hallstrom, J. Hollingsworth","doi":"10.1145/3396802.3396807","DOIUrl":"https://doi.org/10.1145/3396802.3396807","url":null,"abstract":"Object-based development using design-by-contract (DbC) is broadly taught and practiced. Students must be able to read and write symbolic DbC assertions that are sufficiently precise and be able to use these assertions to trace program code. This paper summarizes the results of using an automated tool to pinpoint fine-grain difficulties students face in learning to symbolically trace code involving objects. The pilots were conducted in an undergraduate software engineering course. Quantitative results show that data collected by the tool can help to identify and classify learning obstacles. Qualitative findings help validate student misunderstandings underlying these difficulties. Analysis of exam questions helps understand the persistence of student learning to read and write simple assertions about code behavior. Together, these results provide directions for intervention.","PeriodicalId":277576,"journal":{"name":"Proceedings of the 4th European Conference on Software Engineering Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115524901","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}
Cooperatively searching for solutions is a primary skill of programmers and software engineers in their daily work. This paper proposes a teaching concept to support students in developing the ability of cooperative problem solving using a combination of cooperative learning groups and a two-stage final exam. All examples and data stem from a course on algorithms and data structures. First results indicate that the new form of examination succeeds in capturing competences exceeding those of conventional exams. In addition, there is also a weak potential impact on work in software engineering projects.
{"title":"Teaching cooperative problem solving","authors":"Karsten Weicker","doi":"10.1145/3396802.3396819","DOIUrl":"https://doi.org/10.1145/3396802.3396819","url":null,"abstract":"Cooperatively searching for solutions is a primary skill of programmers and software engineers in their daily work. This paper proposes a teaching concept to support students in developing the ability of cooperative problem solving using a combination of cooperative learning groups and a two-stage final exam. All examples and data stem from a course on algorithms and data structures. First results indicate that the new form of examination succeeds in capturing competences exceeding those of conventional exams. In addition, there is also a weak potential impact on work in software engineering projects.","PeriodicalId":277576,"journal":{"name":"Proceedings of the 4th European Conference on Software Engineering Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127871879","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}
Marco Klopp, Carolin Gold-Veerkamp, J. Abke, K. Borgeest, R. Reuter, Sabrina Jahn, J. Mottok, Yvonne Sedelmaier, Alexander Lehmann, D. Landes
Software process models are important in software projects in order to give the work of a project guidelines or a framework. However, teaching process models in higher education seems to be quite challenging. This has to do with the fact that undergraduates have no experience with projects in which process models are used. The theoretical mediation of process models is initially on a very abstract level. For this reason, we chose to combine two didactic approaches, namely problem-based learning and project work. Various traditional plan-driven process models have been expanded in courses in Software Engineering with agile process models. The Scrum Framework is the focus of consideration of this paper. Three Universities of Applied Sciences which cooperate in the EVELIN project focused on Scrum as a process model and integrated it into their teaching. Since the respective concepts of implementation differ, they should be presented and compared in this article to presents some practice approaches. The goal of this presentation of is a uniform evaluation in order to obtain insights from different perspectives. This comparison can draw conclusions for possible necessary improvements of the respective concepts.
{"title":"Totally Different and yet so Alike: Three Concepts to Use Scrum in Higher Education","authors":"Marco Klopp, Carolin Gold-Veerkamp, J. Abke, K. Borgeest, R. Reuter, Sabrina Jahn, J. Mottok, Yvonne Sedelmaier, Alexander Lehmann, D. Landes","doi":"10.1145/3396802.3396817","DOIUrl":"https://doi.org/10.1145/3396802.3396817","url":null,"abstract":"Software process models are important in software projects in order to give the work of a project guidelines or a framework. However, teaching process models in higher education seems to be quite challenging. This has to do with the fact that undergraduates have no experience with projects in which process models are used. The theoretical mediation of process models is initially on a very abstract level. For this reason, we chose to combine two didactic approaches, namely problem-based learning and project work. Various traditional plan-driven process models have been expanded in courses in Software Engineering with agile process models. The Scrum Framework is the focus of consideration of this paper. Three Universities of Applied Sciences which cooperate in the EVELIN project focused on Scrum as a process model and integrated it into their teaching. Since the respective concepts of implementation differ, they should be presented and compared in this article to presents some practice approaches. The goal of this presentation of is a uniform evaluation in order to obtain insights from different perspectives. This comparison can draw conclusions for possible necessary improvements of the respective concepts.","PeriodicalId":277576,"journal":{"name":"Proceedings of the 4th European Conference on Software Engineering Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132629191","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}
Bianca Bergande, Anna Petrikoglou, Theodoros H. Kaskalis, Philipp Brune
This study is a preliminary case study examining the use of a free Web Development learning platform in order to en-deepen and facilitate further knowledge in App Development beginners. The use of CodeTrip.gr was examined with regard to perceived learning outcomes and effect on the need for cognition from the viewpoint of undergraduate non-major students with basic Web Engineering and programming skills. A didactic intervention including CodeTrip was conducted with a randomized sample of 18 undergraduate students, who were asked during the tool introduction and after doing the course, using qualitative analysis and validated items from technology and media effects research. The results are promising and support the idea that the user interface of the tool adds to the learning of the students since they show higher need for cognition scores and better self-evaluation after its use. Generalization of results is limited due to the small sample size. Future work includes the validation of the questionnaire with a bigger sample.
{"title":"CodeTripping","authors":"Bianca Bergande, Anna Petrikoglou, Theodoros H. Kaskalis, Philipp Brune","doi":"10.1145/3396802.3396803","DOIUrl":"https://doi.org/10.1145/3396802.3396803","url":null,"abstract":"This study is a preliminary case study examining the use of a free Web Development learning platform in order to en-deepen and facilitate further knowledge in App Development beginners. The use of CodeTrip.gr was examined with regard to perceived learning outcomes and effect on the need for cognition from the viewpoint of undergraduate non-major students with basic Web Engineering and programming skills. A didactic intervention including CodeTrip was conducted with a randomized sample of 18 undergraduate students, who were asked during the tool introduction and after doing the course, using qualitative analysis and validated items from technology and media effects research. The results are promising and support the idea that the user interface of the tool adds to the learning of the students since they show higher need for cognition scores and better self-evaluation after its use. Generalization of results is limited due to the small sample size. Future work includes the validation of the questionnaire with a bigger sample.","PeriodicalId":277576,"journal":{"name":"Proceedings of the 4th European Conference on Software Engineering Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127822924","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}
Florian Hauser, T. Stark, J. Mottok, H. Gruber, R. Reuter
This work in progress study examines through which activities programmers perform deliberate practice to improve their own skills in coding and programming. For this reason, a qualitative questionnaire was developed and conducted with a sample of 22 participants. The results indicate that programmers perform formal and informal forms of training and learning. Typically, a classical programming training in the context of a university course or for work-related reasons is a first step in the acquisition of expertise. Building on these basic skills, non-formal and informal learning activities are carried out by the learners. Especially the social interaction and the collaborative work with other programmers is of great importance in this context. The activities mentioned by the test persons fulfil the characteristics of deliberate practice and will be examined more closely in a further study.
{"title":"Deliberate Practice in Programming: How is it carried out by programmers?","authors":"Florian Hauser, T. Stark, J. Mottok, H. Gruber, R. Reuter","doi":"10.1145/3396802.3396815","DOIUrl":"https://doi.org/10.1145/3396802.3396815","url":null,"abstract":"This work in progress study examines through which activities programmers perform deliberate practice to improve their own skills in coding and programming. For this reason, a qualitative questionnaire was developed and conducted with a sample of 22 participants. The results indicate that programmers perform formal and informal forms of training and learning. Typically, a classical programming training in the context of a university course or for work-related reasons is a first step in the acquisition of expertise. Building on these basic skills, non-formal and informal learning activities are carried out by the learners. Especially the social interaction and the collaborative work with other programmers is of great importance in this context. The activities mentioned by the test persons fulfil the characteristics of deliberate practice and will be examined more closely in a further study.","PeriodicalId":277576,"journal":{"name":"Proceedings of the 4th European Conference on Software Engineering Education","volume":"41 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121229270","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}
Choosing the right tools for teaching programming, which is a difficult task by itself, is not easy. Which language can be effectively used depends on the language itself, the chosen approach at which paradigm to teach first and its tool support. A lot of currently used languages in education are meant to be used in the industry and were not designed for the task of teaching programming. They are either too complex or have a specific set of limitations and are thus not suited for this context. In this paper we present the design and implementation details of our multi-paradigm language for education called MuLE. We also give a short overview over the procedural part of the language since it is used as a platform for the object-oriented part.
{"title":"MuLE","authors":"Nikita Dümmel, B. Westfechtel, Matthias Ehmann","doi":"10.1145/3396802.3396806","DOIUrl":"https://doi.org/10.1145/3396802.3396806","url":null,"abstract":"Choosing the right tools for teaching programming, which is a difficult task by itself, is not easy. Which language can be effectively used depends on the language itself, the chosen approach at which paradigm to teach first and its tool support. A lot of currently used languages in education are meant to be used in the industry and were not designed for the task of teaching programming. They are either too complex or have a specific set of limitations and are thus not suited for this context. In this paper we present the design and implementation details of our multi-paradigm language for education called MuLE. We also give a short overview over the procedural part of the language since it is used as a platform for the object-oriented part.","PeriodicalId":277576,"journal":{"name":"Proceedings of the 4th European Conference on Software Engineering Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126116682","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}
Block-based programming languages like Scratch are popular for introducing children to programming. As programming is becoming an increasingly desired skill in almost every working environment, a growing number of adults are seeking to learn basic programming skills. Unlike children, adults often immediately start with a text-based language like Python or Java. This raises the question of whether there is an opportunity to improve adult programming education using block-based programming. In order to investigate this question, we conducted a study in the environment of a beginner's Python programming class for non-computer science university students and staff, into which we integrated an initial Scratch exercise. While the additional exercise had no significant effect on the participants' abilities, we do see a positive effect on their self-perception and motivation to continue learning programming.
{"title":"Motivating Adult Learners by Introducing Programming Concepts with Scratch","authors":"Maren Krafft, G. Fraser, Neil Walkinshaw","doi":"10.1145/3396802.3396818","DOIUrl":"https://doi.org/10.1145/3396802.3396818","url":null,"abstract":"Block-based programming languages like Scratch are popular for introducing children to programming. As programming is becoming an increasingly desired skill in almost every working environment, a growing number of adults are seeking to learn basic programming skills. Unlike children, adults often immediately start with a text-based language like Python or Java. This raises the question of whether there is an opportunity to improve adult programming education using block-based programming. In order to investigate this question, we conducted a study in the environment of a beginner's Python programming class for non-computer science university students and staff, into which we integrated an initial Scratch exercise. While the additional exercise had no significant effect on the participants' abilities, we do see a positive effect on their self-perception and motivation to continue learning programming.","PeriodicalId":277576,"journal":{"name":"Proceedings of the 4th European Conference on Software Engineering Education","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114143091","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}
An ever-increasing amount of tasks have become too complex to calculate with classical computers in reasonable time, such as molecular interactions or traffic optimizations. Quantum computing (QC) is currently one of the most promising approaches to handle those mentioned challenges. Based on the effects of quantum mechanics (e.g. superposition or entanglement), it may lead to a completely new range of solutions. This goes along with changes in software engineering (SE) and education. Therefore, students of computer science have to build up some new technical competencies in QC and surrounded fields (e.g. physics) to understand the characteristics of SE for QC. This paper identifies the target state, i.e. the required technical competencies that master students of computer science should have in this field of knowledge. In addition, it also analyzes the current state, i.e. the technical competencies that graduates of the bachelor's program in computer science have in relation to SE for QC. With a structured competence analysis, the competencies are collected, documented and compared. It shows that the current state does not correspond to the required target state and that further technical competencies are required. The analyses only relate to students at the University of Applied Sciences Kempten (Germany).
{"title":"Software Engineering Education of Classical Computing vs. Quantum Computing: A Competency-Centric Approach","authors":"Niklas Kiefl, Georg Hagel","doi":"10.1145/3396802.3396816","DOIUrl":"https://doi.org/10.1145/3396802.3396816","url":null,"abstract":"An ever-increasing amount of tasks have become too complex to calculate with classical computers in reasonable time, such as molecular interactions or traffic optimizations. Quantum computing (QC) is currently one of the most promising approaches to handle those mentioned challenges. Based on the effects of quantum mechanics (e.g. superposition or entanglement), it may lead to a completely new range of solutions. This goes along with changes in software engineering (SE) and education. Therefore, students of computer science have to build up some new technical competencies in QC and surrounded fields (e.g. physics) to understand the characteristics of SE for QC. This paper identifies the target state, i.e. the required technical competencies that master students of computer science should have in this field of knowledge. In addition, it also analyzes the current state, i.e. the technical competencies that graduates of the bachelor's program in computer science have in relation to SE for QC. With a structured competence analysis, the competencies are collected, documented and compared. It shows that the current state does not correspond to the required target state and that further technical competencies are required. The analyses only relate to students at the University of Applied Sciences Kempten (Germany).","PeriodicalId":277576,"journal":{"name":"Proceedings of the 4th European Conference on Software Engineering Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126320387","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}
Gamification is not a new term in the field of education. Visual Novels (VN) are text-based and afford interaction with their users. This work discusses the use of VNs as a gamification approach in software engineering education. VNs tell stories and can, therefore, offer a facilitated introduction to complex topics in higher education. Such a topic is the Waterfall model (WM), a process model for software development. It is lectured within a software engineering course at the University of Applied Sciences, Kempten (Germany). This lecture is taught to the students in form of an online video. In order to familiarize students with this topic, we developed and implemented a learning scenario in form of a VN. The aim of this approach is to motivate students, and thus improve their learning success.
{"title":"Gamification in software engineering education through Visual Novels","authors":"Matthias Gensheimer, Florian Huber, Georg Hagel","doi":"10.1145/3396802.3396808","DOIUrl":"https://doi.org/10.1145/3396802.3396808","url":null,"abstract":"Gamification is not a new term in the field of education. Visual Novels (VN) are text-based and afford interaction with their users. This work discusses the use of VNs as a gamification approach in software engineering education. VNs tell stories and can, therefore, offer a facilitated introduction to complex topics in higher education. Such a topic is the Waterfall model (WM), a process model for software development. It is lectured within a software engineering course at the University of Applied Sciences, Kempten (Germany). This lecture is taught to the students in form of an online video. In order to familiarize students with this topic, we developed and implemented a learning scenario in form of a VN. The aim of this approach is to motivate students, and thus improve their learning success.","PeriodicalId":277576,"journal":{"name":"Proceedings of the 4th European Conference on Software Engineering Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129039951","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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