A Tool for Introducing Computer Science with Automatic Formative Assessment

Autores
Benotti, Luciana; Martinez, Maria Cecilia; Schapachnik, Fernando
Año de publicación
2018
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
In this paper we present a software platform called Chatbot designed to introduce high school students to Computer Science (CS) concepts in an innovative way: by programming chatbots. A chatbot is a bot that can be programmed to have a conversation with a human or robotic partner in some natural language such as English or Spanish. While programming their chatbots, students use fundamental CS constructs such as variables, conditionals, and finite state automata, among others. Chatbot uses pattern matching, state of the art lemmatization techniques, and finite state automata in order to provide automatic formative assessment to the students. When an error is found, the formative feedback generated is immediate and task-level. We evaluated Chatbot in two observational studies. An online nation-wide competition where more than 10,000 students participated. And, a mandatory in-class 15-lesson pilot course in three high schools. We measured indicators of student engagement (task completion, participation, self reported interest, etc.) and found that girls' engagement with Chatbot was higher than boys' for most indicators. Also, in the online competition, the task completion rate for the students that decided to use Chatbot was five times higher than for the students that chose to use the renowned animation and game programming tool Alice. Our results suggest that the availability of automatic formative assessment may have an impact on task completion and other engagement indicators among high school students.
Fil: Benotti, Luciana. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía y Física; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Martinez, Maria Cecilia. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Escuela de Cs. de la Educacion; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Humanidades. Universidad Nacional de Córdoba. Instituto de Humanidades; Argentina
Fil: Schapachnik, Fernando. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Computación; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
Automatic Formative Assessment
Computer Science Education
Interactive Learning Environments
K-12 Education
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/65398
Acceder
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network_name_str CONICET Digital (CONICET)
spelling A Tool for Introducing Computer Science with Automatic Formative AssessmentBenotti, LucianaMartinez, Maria CeciliaSchapachnik, FernandoAutomatic Formative AssessmentComputer Science EducationInteractive Learning EnvironmentsK-12 Educationhttps://purl.org/becyt/ford/1.2https://purl.org/becyt/ford/1In this paper we present a software platform called Chatbot designed to introduce high school students to Computer Science (CS) concepts in an innovative way: by programming chatbots. A chatbot is a bot that can be programmed to have a conversation with a human or robotic partner in some natural language such as English or Spanish. While programming their chatbots, students use fundamental CS constructs such as variables, conditionals, and finite state automata, among others. Chatbot uses pattern matching, state of the art lemmatization techniques, and finite state automata in order to provide automatic formative assessment to the students. When an error is found, the formative feedback generated is immediate and task-level. We evaluated Chatbot in two observational studies. An online nation-wide competition where more than 10,000 students participated. And, a mandatory in-class 15-lesson pilot course in three high schools. We measured indicators of student engagement (task completion, participation, self reported interest, etc.) and found that girls' engagement with Chatbot was higher than boys' for most indicators. Also, in the online competition, the task completion rate for the students that decided to use Chatbot was five times higher than for the students that chose to use the renowned animation and game programming tool Alice. Our results suggest that the availability of automatic formative assessment may have an impact on task completion and other engagement indicators among high school students.Fil: Benotti, Luciana. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía y Física; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Martinez, Maria Cecilia. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Escuela de Cs. de la Educacion; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Humanidades. Universidad Nacional de Córdoba. Instituto de Humanidades; ArgentinaFil: Schapachnik, Fernando. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Computación; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaInstitute of Electrical and Electronics Engineers2018-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/65398Benotti, Luciana; Martinez, Maria Cecilia; Schapachnik, Fernando; A Tool for Introducing Computer Science with Automatic Formative Assessment; Institute of Electrical and Electronics Engineers; IEEE Transactions on Learning Technologies; 11; 2; 4-2018; 179-1921939-1382CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/http://ieeexplore.ieee.org/abstract/document/7879322/info:eu-repo/semantics/altIdentifier/doi/10.1109/TLT.2017.2682084info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-15T14:23:00Zoai:ri.conicet.gov.ar:11336/65398instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-15 14:23:00.437CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv A Tool for Introducing Computer Science with Automatic Formative Assessment
title A Tool for Introducing Computer Science with Automatic Formative Assessment
spellingShingle A Tool for Introducing Computer Science with Automatic Formative Assessment
Benotti, Luciana
Automatic Formative Assessment
Computer Science Education
Interactive Learning Environments
K-12 Education
title_short A Tool for Introducing Computer Science with Automatic Formative Assessment
title_full A Tool for Introducing Computer Science with Automatic Formative Assessment
title_fullStr A Tool for Introducing Computer Science with Automatic Formative Assessment
title_full_unstemmed A Tool for Introducing Computer Science with Automatic Formative Assessment
title_sort A Tool for Introducing Computer Science with Automatic Formative Assessment
dc.creator.none.fl_str_mv Benotti, Luciana
Martinez, Maria Cecilia
Schapachnik, Fernando
author Benotti, Luciana
author_facet Benotti, Luciana
Martinez, Maria Cecilia
Schapachnik, Fernando
author_role author
author2 Martinez, Maria Cecilia
Schapachnik, Fernando
author2_role author
author
dc.subject.none.fl_str_mv Automatic Formative Assessment
Computer Science Education
Interactive Learning Environments
K-12 Education
topic Automatic Formative Assessment
Computer Science Education
Interactive Learning Environments
K-12 Education
purl_subject.fl_str_mv https://purl.org/becyt/ford/1.2
https://purl.org/becyt/ford/1
dc.description.none.fl_txt_mv In this paper we present a software platform called Chatbot designed to introduce high school students to Computer Science (CS) concepts in an innovative way: by programming chatbots. A chatbot is a bot that can be programmed to have a conversation with a human or robotic partner in some natural language such as English or Spanish. While programming their chatbots, students use fundamental CS constructs such as variables, conditionals, and finite state automata, among others. Chatbot uses pattern matching, state of the art lemmatization techniques, and finite state automata in order to provide automatic formative assessment to the students. When an error is found, the formative feedback generated is immediate and task-level. We evaluated Chatbot in two observational studies. An online nation-wide competition where more than 10,000 students participated. And, a mandatory in-class 15-lesson pilot course in three high schools. We measured indicators of student engagement (task completion, participation, self reported interest, etc.) and found that girls' engagement with Chatbot was higher than boys' for most indicators. Also, in the online competition, the task completion rate for the students that decided to use Chatbot was five times higher than for the students that chose to use the renowned animation and game programming tool Alice. Our results suggest that the availability of automatic formative assessment may have an impact on task completion and other engagement indicators among high school students.
Fil: Benotti, Luciana. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía y Física; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Martinez, Maria Cecilia. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Escuela de Cs. de la Educacion; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Humanidades. Universidad Nacional de Córdoba. Instituto de Humanidades; Argentina
Fil: Schapachnik, Fernando. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Computación; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
description In this paper we present a software platform called Chatbot designed to introduce high school students to Computer Science (CS) concepts in an innovative way: by programming chatbots. A chatbot is a bot that can be programmed to have a conversation with a human or robotic partner in some natural language such as English or Spanish. While programming their chatbots, students use fundamental CS constructs such as variables, conditionals, and finite state automata, among others. Chatbot uses pattern matching, state of the art lemmatization techniques, and finite state automata in order to provide automatic formative assessment to the students. When an error is found, the formative feedback generated is immediate and task-level. We evaluated Chatbot in two observational studies. An online nation-wide competition where more than 10,000 students participated. And, a mandatory in-class 15-lesson pilot course in three high schools. We measured indicators of student engagement (task completion, participation, self reported interest, etc.) and found that girls' engagement with Chatbot was higher than boys' for most indicators. Also, in the online competition, the task completion rate for the students that decided to use Chatbot was five times higher than for the students that chose to use the renowned animation and game programming tool Alice. Our results suggest that the availability of automatic formative assessment may have an impact on task completion and other engagement indicators among high school students.
publishDate 2018
dc.date.none.fl_str_mv 2018-04
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/65398
Benotti, Luciana; Martinez, Maria Cecilia; Schapachnik, Fernando; A Tool for Introducing Computer Science with Automatic Formative Assessment; Institute of Electrical and Electronics Engineers; IEEE Transactions on Learning Technologies; 11; 2; 4-2018; 179-192
1939-1382
CONICET Digital
CONICET
url http://hdl.handle.net/11336/65398
identifier_str_mv Benotti, Luciana; Martinez, Maria Cecilia; Schapachnik, Fernando; A Tool for Introducing Computer Science with Automatic Formative Assessment; Institute of Electrical and Electronics Engineers; IEEE Transactions on Learning Technologies; 11; 2; 4-2018; 179-192
1939-1382
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://ieeexplore.ieee.org/abstract/document/7879322/
info:eu-repo/semantics/altIdentifier/doi/10.1109/TLT.2017.2682084
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Institute of Electrical and Electronics Engineers
publisher.none.fl_str_mv Institute of Electrical and Electronics Engineers
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.22299

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