论文标题
反馈和参与入门编程模块
Feedback and Engagement on an Introductory Programming Module
论文作者
论文摘要
我们在第一年的本科编程模块上进行了一项有关参与和成就的研究，该编程模块使用了包含产生自动反馈的任务的在线学习环境。学生还可以从传统实验室获得人类反馈。我们收集了有关参与和成就的定量数据，这使我们能够将队列分为6组。然后，我们在模块结束后与学生进行了访谈，以产生有关反馈是什么，其有用，对其的用途以及其在参与方面的影响的定性数据。一个普遍的发现是，人类和自动反馈是不同的，但互补的。但是，组有不同的反馈需求。我们的发现暗示：（1）混合的人自动反馈方法改善了参与度； （2）需要根据学生类型来区分这种方法。我们对编程模块的反馈设计有影响。
We ran a study on engagement and achievement for a first year undergraduate programming module which used an online learning environment containing tasks which generate automated feedback. Students could also access human feedback from traditional labs. We gathered quantitative data on engagement and achievement which allowed us to split the cohort into 6 groups. We then ran interviews with students after the end of the module to produce qualitative data on perceptions of what feedback is, how useful it is, the uses made of it, and how it bears on engagement. A general finding was that human and automated feedback are different but complementary. However there are different feedback needs by group. Our findings imply: (1) that a blended human-automated feedback approach improves engagement; and (2) that this approach needs to be differentiated according to type of student. We give implications for the design of feedback for programming modules.
