Rishabh Balse, Viraj Kumar, Prajish Prasad, J. Warriem
When students in CS1 (Introductory Programming) write erroneous code, course staff can use automated tools to provide various types of helpful feedback. In this paper, we focus on syntactically correct student code containing logical errors. Tools that explain logical errors typically require course staff to invest greater effort than tools that detect such errors. To reduce this effort, prior work has investigated the use of Large Language Models (LLMs) such as GPT-3 to generate explanations. Unfortunately, these explanations can be incomplete or incorrect, and therefore unhelpful if presented to students directly. Nevertheless, LLM-generated explanations may be of adequate quality for Teaching Assistants (TAs) to efficiently craft helpful explanations on their basis. We evaluate the quality of explanations generated by an LLM (GPT-3.5-turbo) in two ways, for 30 buggy student solutions across 6 code-writing problems. First, in a study with 5 undergraduate TAs, we compare TA perception of LLM-generated and peer-generated explanation quality. TAs were unaware which explanations were LLM-generated, but they found them to be comparable in quality to peer-generated explanations. Second, we performed a detailed manual analysis of LLM-generated explanations for all 30 buggy solutions. We found at least one incorrect statement in 15/30 explanations (50%). However, in 28/30 cases (93%), the LLM-generated explanation correctly identified at least one logical error. Our results suggest that for large CS1 courses, TAs with adequate training to detect erroneous statements may be able to extract value from such explanations.
{"title":"Evaluating the Quality of LLM-Generated Explanations for Logical Errors in CS1 Student Programs","authors":"Rishabh Balse, Viraj Kumar, Prajish Prasad, J. Warriem","doi":"10.1145/3627217.3627233","DOIUrl":"https://doi.org/10.1145/3627217.3627233","url":null,"abstract":"When students in CS1 (Introductory Programming) write erroneous code, course staff can use automated tools to provide various types of helpful feedback. In this paper, we focus on syntactically correct student code containing logical errors. Tools that explain logical errors typically require course staff to invest greater effort than tools that detect such errors. To reduce this effort, prior work has investigated the use of Large Language Models (LLMs) such as GPT-3 to generate explanations. Unfortunately, these explanations can be incomplete or incorrect, and therefore unhelpful if presented to students directly. Nevertheless, LLM-generated explanations may be of adequate quality for Teaching Assistants (TAs) to efficiently craft helpful explanations on their basis. We evaluate the quality of explanations generated by an LLM (GPT-3.5-turbo) in two ways, for 30 buggy student solutions across 6 code-writing problems. First, in a study with 5 undergraduate TAs, we compare TA perception of LLM-generated and peer-generated explanation quality. TAs were unaware which explanations were LLM-generated, but they found them to be comparable in quality to peer-generated explanations. Second, we performed a detailed manual analysis of LLM-generated explanations for all 30 buggy solutions. We found at least one incorrect statement in 15/30 explanations (50%). However, in 28/30 cases (93%), the LLM-generated explanation correctly identified at least one logical error. Our results suggest that for large CS1 courses, TAs with adequate training to detect erroneous statements may be able to extract value from such explanations.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"33 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184771","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}
Before implementing a function, programmers are encouraged to write a purpose statement i.e., a short, natural-language explanation of what the function computes. A purpose statement may be ambiguous i.e., it may fail to specify the intended behaviour when two or more inequivalent computations are plausible on certain inputs. Our paper makes four contributions. First, we propose a novel heuristic that suggests such inputs using Large Language Models (LLMs). Using these suggestions, the programmer may choose to clarify the purpose statement (e.g., by providing a functional example that specifies the intended behaviour on such an input). Second, to assess the quality of inputs suggested by our heuristic, and to facilitate future research, we create an open dataset of purpose statements with known ambiguities. Third, we compare our heuristic against GitHub Copilot’s Chat feature, which can suggest similar inputs when prompted to generate unit tests. Fourth, we provide an open-source implementation of our heuristic as an extension to Visual Studio Code for the Python programming language, where purpose statements and functional examples are specified as docstrings and doctests respectively. We believe that this tool will be particularly helpful to novice programmers and instructors.
{"title":"GuardRails: Automated Suggestions for Clarifying Ambiguous Purpose Statements","authors":"Mrigank Pawagi, Viraj Kumar","doi":"10.1145/3627217.3627234","DOIUrl":"https://doi.org/10.1145/3627217.3627234","url":null,"abstract":"Before implementing a function, programmers are encouraged to write a purpose statement i.e., a short, natural-language explanation of what the function computes. A purpose statement may be ambiguous i.e., it may fail to specify the intended behaviour when two or more inequivalent computations are plausible on certain inputs. Our paper makes four contributions. First, we propose a novel heuristic that suggests such inputs using Large Language Models (LLMs). Using these suggestions, the programmer may choose to clarify the purpose statement (e.g., by providing a functional example that specifies the intended behaviour on such an input). Second, to assess the quality of inputs suggested by our heuristic, and to facilitate future research, we create an open dataset of purpose statements with known ambiguities. Third, we compare our heuristic against GitHub Copilot’s Chat feature, which can suggest similar inputs when prompted to generate unit tests. Fourth, we provide an open-source implementation of our heuristic as an extension to Visual Studio Code for the Python programming language, where purpose statements and functional examples are specified as docstrings and doctests respectively. We believe that this tool will be particularly helpful to novice programmers and instructors.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"11 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184886","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}
The push for computer science education to primary schooling requires training teachers and developing their knowledge to teach computing. However, computing goals within primary schooling need to move away from teaching coding to curricular and pedagogical goals teachers have. In this talk, Dr. Aman Yadav will discuss how to support teachers to see the relevance of computing to their core curriculum and how teachers take advantage of computation to support their core instruction. Using classroom examples from his work with elementary teachers, he will share evidence-based ways to develop teachers’ competencies and skills to integrate computational thinking in their classrooms. Dr. Yadav will also discuss how teachers use computational thinking as a way to explicitly teach metacognitive strategies to their students and improve their core learning outcomes.
{"title":"Computing Education for Primary Schooling: Developing Teacher Knowledge","authors":"Aman Yadav","doi":"10.1145/3627217.3631584","DOIUrl":"https://doi.org/10.1145/3627217.3631584","url":null,"abstract":"The push for computer science education to primary schooling requires training teachers and developing their knowledge to teach computing. However, computing goals within primary schooling need to move away from teaching coding to curricular and pedagogical goals teachers have. In this talk, Dr. Aman Yadav will discuss how to support teachers to see the relevance of computing to their core curriculum and how teachers take advantage of computation to support their core instruction. Using classroom examples from his work with elementary teachers, he will share evidence-based ways to develop teachers’ competencies and skills to integrate computational thinking in their classrooms. Dr. Yadav will also discuss how teachers use computational thinking as a way to explicitly teach metacognitive strategies to their students and improve their core learning outcomes.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"6 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184921","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}
The paradigm of education has moved from blackboard to digital board, physical books to e-books and physical to virtual classrooms. With the shift from print-based learning to digital, educators and students must adapt. As the digital revolution in education continues, educators need to make sure they aren’t leaving students with disabilities behind. Ask yourself - Is everyone fully participate despite their ability to see, hear and able to understand? Is the hearing challenged student in the class able to follow your lecture? Is the study material supplied?
{"title":"Defining Disability Inclusive Education","authors":"Rakesh Paladugula","doi":"10.1145/3627217.3631586","DOIUrl":"https://doi.org/10.1145/3627217.3631586","url":null,"abstract":"The paradigm of education has moved from blackboard to digital board, physical books to e-books and physical to virtual classrooms. With the shift from print-based learning to digital, educators and students must adapt. As the digital revolution in education continues, educators need to make sure they aren’t leaving students with disabilities behind. Ask yourself - Is everyone fully participate despite their ability to see, hear and able to understand? Is the hearing challenged student in the class able to follow your lecture? Is the study material supplied?","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"12 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184720","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 project work is an essential and integral component of software engineering courses for learning practical skills. Agile process models are widely used in the industry for software development. However, setting up project work based on agile process models can be challenging, primarily due to the sequencing of topic coverage in lecture sessions that does not prepare the teams to complete the first sprint early in the semester. This paper presents the design of the project work structure used in a course offering and its implementation. The paper includes the findings from the student feedback and recommendations, which assist faculty members in setting up project work in their course offerings, enable students to gain practical experience in software engineering, and to develop essential skills that will prepare them for the industry.
{"title":"Lessons Learned from Designing and Implementing Team Project Work in a Software Engineering Course","authors":"N. Bolloju","doi":"10.1145/3627217.3627227","DOIUrl":"https://doi.org/10.1145/3627217.3627227","url":null,"abstract":"Team project work is an essential and integral component of software engineering courses for learning practical skills. Agile process models are widely used in the industry for software development. However, setting up project work based on agile process models can be challenging, primarily due to the sequencing of topic coverage in lecture sessions that does not prepare the teams to complete the first sprint early in the semester. This paper presents the design of the project work structure used in a course offering and its implementation. The paper includes the findings from the student feedback and recommendations, which assist faculty members in setting up project work in their course offerings, enable students to gain practical experience in software engineering, and to develop essential skills that will prepare them for the industry.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"9 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184724","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}
With advent of Industry 4.0, the traditional education system in Indian context needs re-evaluation. Industry 4.0 is important to Indian government and their initiative to build aptitude is ongoing. The learning needs of various students should be part of inclusive teaching and learning practice, which is again of importance to India’s national policies being implemented. The most important aspect of such education is the industry readiness of students. While building such capability of students, it is important for institutions to remain at par with international quality assurance standards. This directly informs the pedagogical approaches to be implemented, the teacher training required, the institutional readiness measurement, a thorough approval process, key feedforward and feedback process and a short- and long-term evaluation of such implementations. This paper explores the project implemented on micro-credit course called the value added course as a supplementary module to the undergraduate students to enhance their understanding of Industry 4.0 technologies and their implementation. The process followed during this research project is explained and the data driven decision making process made available as case for open learning through micro-credit course.
{"title":"Co-designing Education 4.0 in the Indian context","authors":"Pratik Vyas, S. Bhattacharya, Mufti Mahmud","doi":"10.1145/3627217.3627231","DOIUrl":"https://doi.org/10.1145/3627217.3627231","url":null,"abstract":"With advent of Industry 4.0, the traditional education system in Indian context needs re-evaluation. Industry 4.0 is important to Indian government and their initiative to build aptitude is ongoing. The learning needs of various students should be part of inclusive teaching and learning practice, which is again of importance to India’s national policies being implemented. The most important aspect of such education is the industry readiness of students. While building such capability of students, it is important for institutions to remain at par with international quality assurance standards. This directly informs the pedagogical approaches to be implemented, the teacher training required, the institutional readiness measurement, a thorough approval process, key feedforward and feedback process and a short- and long-term evaluation of such implementations. This paper explores the project implemented on micro-credit course called the value added course as a supplementary module to the undergraduate students to enhance their understanding of Industry 4.0 technologies and their implementation. The process followed during this research project is explained and the data driven decision making process made available as case for open learning through micro-credit course.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184759","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}
In this talk, I feel privileged and honoured to share my experiences contributing to the research and education of Internet of Things (IoT), alongside the advances that have been made to the field globally. IoT is the ubiquitous technology behind the smart revolution of the present day. By enabling everyday ‘things’ and objects to be connected to the backbone internetwork, IoT, along with its allied technologies such as cloud computing, ML and fog computing, is truly a social revolution, where every animate and inanimate object come to ‘life’. Along with my many co-researchers and scholars, with whom I have been fortunate enough to work, my contributions on IoT have focused on enriching both the academia as well as the industry and society through research, teaching and outreach activities. Few of the promising applications of IoT where I have concentrated are those in smart healthcare, smart agriculture, smart industries and smart education. The several solutions proposed by me and my team are aimed at solving critical issues of the said domains through the use of IoT and bridging key gaps using smart communication technologies. Concepts such as sensor virtualization and sensor cloud have thrown open new areas of research for academicians and educators alike. In fact, for the last few years, I have been heavily engaged in imparting technical education in IoT, both through short term courses and online courses as well as full semester credit courses to different levels of candidates, UG, PG, Ph. D, working professionals and any interested persons. Of special mention are two of my courses on IoT and Industrial IoT offered twice a year over the NPTEL platform, which sees enormous participation and enrolments from the learners. The said courses have helped a large number of students and professionals alike to learn about IoT at various levels. Bright and motivated students are also offered internships on various IoT projects at my laboratory at IIT Kharagpur, where they experiment on real-world problems and gain practical skills on IoT and sensor technologies. Recently, I have focused my research towards green technologies and energy efficiency in IoT as well, with the aim of providing sustainable technologies for the smarter future. As an educator, I feel that the amalgamation of IoT with education principles and pedagogy accelerates us towards a promising digital revolution in teaching principles. IoT-based smart education empowers the creation of personalized, interactive, and adaptive learning experiences for the students as well as tailor-made teaching practices for the educators alike. I have been fortunate enough to utilize some of the advanced technologies in my teaching. Educators can design their curricula based on the competency and abilities of the students, which is especially beneficial for students with special abilities. No fixed and rigid pedagogy is applicable anymore, rather it has to be dynamic and evolving. In my teaching, I do
{"title":"Research and Education in IoT: My Humble Contributions, Experiences and the Road Ahead","authors":"S. Misra","doi":"10.1145/3627217.3632357","DOIUrl":"https://doi.org/10.1145/3627217.3632357","url":null,"abstract":"In this talk, I feel privileged and honoured to share my experiences contributing to the research and education of Internet of Things (IoT), alongside the advances that have been made to the field globally. IoT is the ubiquitous technology behind the smart revolution of the present day. By enabling everyday ‘things’ and objects to be connected to the backbone internetwork, IoT, along with its allied technologies such as cloud computing, ML and fog computing, is truly a social revolution, where every animate and inanimate object come to ‘life’. Along with my many co-researchers and scholars, with whom I have been fortunate enough to work, my contributions on IoT have focused on enriching both the academia as well as the industry and society through research, teaching and outreach activities. Few of the promising applications of IoT where I have concentrated are those in smart healthcare, smart agriculture, smart industries and smart education. The several solutions proposed by me and my team are aimed at solving critical issues of the said domains through the use of IoT and bridging key gaps using smart communication technologies. Concepts such as sensor virtualization and sensor cloud have thrown open new areas of research for academicians and educators alike. In fact, for the last few years, I have been heavily engaged in imparting technical education in IoT, both through short term courses and online courses as well as full semester credit courses to different levels of candidates, UG, PG, Ph. D, working professionals and any interested persons. Of special mention are two of my courses on IoT and Industrial IoT offered twice a year over the NPTEL platform, which sees enormous participation and enrolments from the learners. The said courses have helped a large number of students and professionals alike to learn about IoT at various levels. Bright and motivated students are also offered internships on various IoT projects at my laboratory at IIT Kharagpur, where they experiment on real-world problems and gain practical skills on IoT and sensor technologies. Recently, I have focused my research towards green technologies and energy efficiency in IoT as well, with the aim of providing sustainable technologies for the smarter future. As an educator, I feel that the amalgamation of IoT with education principles and pedagogy accelerates us towards a promising digital revolution in teaching principles. IoT-based smart education empowers the creation of personalized, interactive, and adaptive learning experiences for the students as well as tailor-made teaching practices for the educators alike. I have been fortunate enough to utilize some of the advanced technologies in my teaching. Educators can design their curricula based on the competency and abilities of the students, which is especially beneficial for students with special abilities. No fixed and rigid pedagogy is applicable anymore, rather it has to be dynamic and evolving. In my teaching, I do ","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"16 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184807","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}
Darryn He, Hannah Steffes, Samin Yasar, Paul Denny, Andrew Luxton-Reilly, Juho Leinonen
The growth of digital education has expanded the use of online forums like Piazza. However, their impact on academic achievement is still being determined. This study investigates the relationship between Piazza engagement and academic performance in computer science. We explored four hypotheses: Piazza activity rates, endorsements, post frequency on assessments, and pre-assessment viewing habits. Data analysis from an extensive programming course showed that active Piazza users and endorsed students performed significantly better academically. While the number of posts related to assessments was generally not correlated with performance, students who viewed more posts about an assessment within a week of its due date tended to perform better.
{"title":"The Forum Factor: Exploring the Link between Online Discourse and Student Achievement in Higher Education","authors":"Darryn He, Hannah Steffes, Samin Yasar, Paul Denny, Andrew Luxton-Reilly, Juho Leinonen","doi":"10.1145/3627217.3627222","DOIUrl":"https://doi.org/10.1145/3627217.3627222","url":null,"abstract":"The growth of digital education has expanded the use of online forums like Piazza. However, their impact on academic achievement is still being determined. This study investigates the relationship between Piazza engagement and academic performance in computer science. We explored four hypotheses: Piazza activity rates, endorsements, post frequency on assessments, and pre-assessment viewing habits. Data analysis from an extensive programming course showed that active Piazza users and endorsed students performed significantly better academically. While the number of posts related to assessments was generally not correlated with performance, students who viewed more posts about an assessment within a week of its due date tended to perform better.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"45 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184653","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}
Zixuan Wang, Paul Denny, Juho Leinonen, Andrew Luxton-Reilly
Understanding student perceptions in higher education is vital for optimizing teaching and learning practices. This research explores the relationship between course characteristics, Student Evaluation of Teaching, and disciplinary differences, with a particular focus on Computer Science courses. Analyzing data from the second half of the 2022 semester at one university, the study investigates the impact of course level, type, and size on student evaluation scores. Additionally, it compares Computer Science courses to other disciplines, revealing key differences in student satisfaction and perceptions. Findings indicate that second-year courses received lower ratings, and theoretical courses in online formats received higher satisfaction than programming courses. Smaller course sizes correlated with higher scores across multiple aspects. However, Computer Science courses scored lower overall and in crucial areas compared to other disciplines, highlighting the need for tailored teaching strategies. This research underscores the importance of continuous assessment and adaptation in higher education to foster positive learning environments and improve student experiences.
{"title":"Understanding Student Evaluation of Teaching in Computer Science Courses","authors":"Zixuan Wang, Paul Denny, Juho Leinonen, Andrew Luxton-Reilly","doi":"10.1145/3627217.3627220","DOIUrl":"https://doi.org/10.1145/3627217.3627220","url":null,"abstract":"Understanding student perceptions in higher education is vital for optimizing teaching and learning practices. This research explores the relationship between course characteristics, Student Evaluation of Teaching, and disciplinary differences, with a particular focus on Computer Science courses. Analyzing data from the second half of the 2022 semester at one university, the study investigates the impact of course level, type, and size on student evaluation scores. Additionally, it compares Computer Science courses to other disciplines, revealing key differences in student satisfaction and perceptions. Findings indicate that second-year courses received lower ratings, and theoretical courses in online formats received higher satisfaction than programming courses. Smaller course sizes correlated with higher scores across multiple aspects. However, Computer Science courses scored lower overall and in crucial areas compared to other disciplines, highlighting the need for tailored teaching strategies. This research underscores the importance of continuous assessment and adaptation in higher education to foster positive learning environments and improve student experiences.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"13 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184787","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}
Faculty members have the challenge of making classes engaging, while students often find it difficult to remember concepts taught in class, recall them when needed, and stay focused throughout. To address this issue, a crossword puzzle was used in an experimental capacity in a multidisciplinary undergraduate introductory data science course to evaluate its effectiveness at Ahmedabad University. The results showed that the crossword puzzle helped to increase interactivity in class and improved retention of knowledge and concepts covered during the session. Moreover, it helped to foster interest in learning new concepts or reinforcing weaker ones.
{"title":"Effectiveness of e-Crossword Puzzle tool in the Multidisciplinary course for the undergraduate students","authors":"S. Naik, Jap Ashokbhai Purohit","doi":"10.1145/3627217.3627226","DOIUrl":"https://doi.org/10.1145/3627217.3627226","url":null,"abstract":"Faculty members have the challenge of making classes engaging, while students often find it difficult to remember concepts taught in class, recall them when needed, and stay focused throughout. To address this issue, a crossword puzzle was used in an experimental capacity in a multidisciplinary undergraduate introductory data science course to evaluate its effectiveness at Ahmedabad University. The results showed that the crossword puzzle helped to increase interactivity in class and improved retention of knowledge and concepts covered during the session. Moreover, it helped to foster interest in learning new concepts or reinforcing weaker ones.","PeriodicalId":508655,"journal":{"name":"Proceedings of the 16th Annual ACM India Compute Conference","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184845","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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