A Survey of Automated Programming Hint Generation: The HINTS Framework

Automated tutoring systems offer the flexibility and scalability necessary to facilitate the provision of high-quality and universally accessible programming education. To realise the potential of these systems, recent work has proposed a diverse range of techniques for automatically generating feedback in the form of hints to assist students with programming exercises. This article integrates these apparently disparate approaches into a coherent whole. Specifically, it emphasises that all hint techniques can be understood as a series of simpler components with similar properties. Using this insight, it presents a simple framework for describing such techniques, the Hint Iteration by Narrow-down and Transformation Steps framework, and surveys recent work in the context of this framework. Findings from this survey include that (1) hint techniques share similar properties, which can be used to visualise them together, (2) the individual steps of hint techniques should be considered when designing and evaluating hint systems, (3) more work is required to develop and improve evaluation methods, and (4) interesting relationships, such as the link between automated hints and data-driven evaluation, should be further investigated. Ultimately, this article aims to facilitate the development, extension, and comparison of automated programming hint techniques to maximise their educational potential.

The Mediating Effect of Creativity on the Relationship Between Mathematic Achievement and Programming Self-Efficacy

Purpose: This study aimed to explore the relationship between mathematic achievement and programming self-efficacy, and adopt a mediation model to verify the mediating role of creativity on the relationship between mathematic achievement and programming self-efficacy.Methods: A total of 950 upper-secondary school students were surveyed using their math test scores, the Kirton Adaption-Innovation and the Programmed Self-Efficacy Scale. SPSS-26 was used for descriptive statistical analysis and correlation analysis of related variables. The PROCESS plugin was used to test the mediating effect of creativity.Results: (1) Mathematic achievement has a positive effect on programming self-efficacy, mathematic achievement is positively related to creativity, and creativity also has a positive influence on programming self-efficacy. (2) Creativity has a mediating effect on the relationship between mathematic achievement and programming self-efficacy.Conclusion: The results revealed that mathematic achievement affected programming self-efficacy directly and also indirectly through creativity. This provided certain ideas for the development of programming education for teenagers. Since students’ mathematics learning and creativity are related to programming learning, it is necessary to pay attention to the integration of the disciplines of programming education and mathematics. Further, the cultivation of innovative thinking is also critical to facilitate programming learning.

Factors Influencing the Creativity of Chinese Upper-Secondary-School Students Participating in Programming Education

Purpose: This study explored whether instructional characteristics, learner characteristics, family socioeconomic status, and gender influence creativity in the context of programming education in China.Methods: A total of 851 upper-secondary-school students in Beijing, China, were surveyed using the Creativity Scale, Programming Learning Scale, Programming Teaching Scale and Family Socioeconomic Status Questionnaire. SPSS (version 22) was used for correlation analysis, t-test and regression analysis.Results: (1) Teachers’ programming teaching method and management; students’ programming learning approach, attitude, and engagement; gender; and family economic capital were all significantly associated with creativity. (2) There were significant differences between males and females in terms of creativity, programming learning approach and programming learning attitude. (3) Learner attitudes, engagement, and approach, and their family economic capital, were strong predictors of creativity, with the strongest influence of learners’ attitudes to programming learning and weaker influence of family economic capital.Conclusion: The main factors that influence creativity in the context of programming education are programming teaching method, programming teaching management, programming learning approach, programming learning attitude, programming learning engagement and family economic capital. Among these, learner factors (attitude, engagement, and approach) and family economic capital are the key factors influencing creativity. These findings provide a basis for improving the creativity of Chinese programming learners and inspire teachers to consider learner factors and gender differences as they design and manage their instruction. Furthermore, the influence of family economic capital on the creativity of learners cannot be ignored.

Exploring the Motivation of Livestreamed Users in Learning Computer Programming and Coding

This article discusses the emerging presence of online livestreaming programs for computer coding education. The typologies of motivations from a user-gratification perspective were explored from live coding streaming platforms such as “Twitch.tv” and “LiveEdu.tv”. Categories of motivations were identified from the literature. Content analysis was used for analyzing the distribution of motivation categories in “Twitch.tv,” as well as blog posts on “LiveEdu.tv” guided by Gratifications Theory. From the literature, five types of motivations were identified: 1) Cognitive; 2) Affective; 3) Social Integration; 4) Personal Integration; and 5) Tension release. In live coding streaming communities, the content analysis of 256 streams and twenty six discussion posts indicated that the primary motivation is cognitive related information seeking, followed by social integration such as community outreach, and then personal integration such as personal recognition. Through content analysis, the authors found that the audience's psychological state while watching online livestreaming of coding practice is mainly focused on learning and information seeking, emotional connectedness, and social interactions. Based on the findings, an empirical motivation model in live coding streaming was also developed. The findings for researchers and practitioners alike in programming education can apply respective motivation characteristics in programming education.

Validation of Rubric Evaluation for Programming Education

In evaluating the learning achievement of programming-thinking skills, the method of using a rubric that describes evaluation items and evaluation stages is widely employed. However, few studies have evaluated the reliability, validity, and consistency of the rubrics themselves. In this study, we introduced a statistical method for evaluating the characteristics of rubrics using the goal question metric (GQM) method. Furthermore, we proposed a method for measuring four evaluation results and characteristics obtained from rubrics developed using this statistical method. Moreover, we showed and confirmed the consistency and validity of the statistical method using the GQM method of the resulting developed rubrics. We show how to verify the consistency and validity of the rubric using the GQM method.