An Evaluation of Data-Driven Programming Hints in a Classroom Setting

Data-driven programming hints are a scalable way to support students when they are stuck by automatically offering suggestions and identifying errors. However, few classroom studies have investigated data-driven hints’ impact on students’ performance and learning. In this work, we ran a controlled e...

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Detalles Bibliográficos
Autores principales: Price, Thomas W., Marwan, Samiha, Winters, Michael, Williams, Joseph Jay
Formato: Online Artículo Texto
Lenguaje:English
Publicado: 2020
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334677/
http://dx.doi.org/10.1007/978-3-030-52240-7_45
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author Price, Thomas W.
Marwan, Samiha
Winters, Michael
Williams, Joseph Jay
author_facet Price, Thomas W.
Marwan, Samiha
Winters, Michael
Williams, Joseph Jay
author_sort Price, Thomas W.
collection PubMed
description Data-driven programming hints are a scalable way to support students when they are stuck by automatically offering suggestions and identifying errors. However, few classroom studies have investigated data-driven hints’ impact on students’ performance and learning. In this work, we ran a controlled experiment with 241 students in an authentic classroom setting, comparing students who learned with and without hints. We found no evidence that hints improved student performance or learning overall, and we discuss possible reasons why.
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spelling pubmed-73346772020-07-06 An Evaluation of Data-Driven Programming Hints in a Classroom Setting Price, Thomas W. Marwan, Samiha Winters, Michael Williams, Joseph Jay Artificial Intelligence in Education Article Data-driven programming hints are a scalable way to support students when they are stuck by automatically offering suggestions and identifying errors. However, few classroom studies have investigated data-driven hints’ impact on students’ performance and learning. In this work, we ran a controlled experiment with 241 students in an authentic classroom setting, comparing students who learned with and without hints. We found no evidence that hints improved student performance or learning overall, and we discuss possible reasons why. 2020-06-10 /pmc/articles/PMC7334677/ http://dx.doi.org/10.1007/978-3-030-52240-7_45 Text en © Springer Nature Switzerland AG 2020 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Price, Thomas W.
Marwan, Samiha
Winters, Michael
Williams, Joseph Jay
An Evaluation of Data-Driven Programming Hints in a Classroom Setting
title An Evaluation of Data-Driven Programming Hints in a Classroom Setting
title_full An Evaluation of Data-Driven Programming Hints in a Classroom Setting
title_fullStr An Evaluation of Data-Driven Programming Hints in a Classroom Setting
title_full_unstemmed An Evaluation of Data-Driven Programming Hints in a Classroom Setting
title_short An Evaluation of Data-Driven Programming Hints in a Classroom Setting
title_sort evaluation of data-driven programming hints in a classroom setting
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334677/
http://dx.doi.org/10.1007/978-3-030-52240-7_45
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