A Tool for Introducing Computer Science with Automatic Formative Assessment

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 lan...

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Guardado en:
Detalles Bibliográficos
Publicado: 2018
Materias:
automatic formative assessment
computer science education
Interactive learning environments
K-12 education
Animation
Automata theory
Computer aided instruction
Computer programming
Education computing
Natural language processing systems
Pattern matching
Teaching
Computer Science Education
Formative assessment
Formative feedbacks
High school students
Interactive learning environment
Observational study
Software platforms
Students
Acceso en línea:https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_19391382_v11_n2_p179_Benotti
http://hdl.handle.net/20.500.12110/paper_19391382_v11_n2_p179_Benotti
Aporte de:
Biblioteca Digital - Facultad de Ciencias Exactas y Naturales (UBA) de Universidad de Buenos Aires
id paper:paper_19391382_v11_n2_p179_Benotti
record_format dspace
spelling paper:paper_19391382_v11_n2_p179_Benotti2023-06-08T16:32:12Z A Tool for Introducing Computer Science with Automatic Formative Assessment automatic formative assessment computer science education Interactive learning environments K-12 education Animation Automata theory Computer aided instruction Computer programming Education computing Natural language processing systems Pattern matching Teaching Computer Science Education Formative assessment Formative feedbacks High school students Interactive learning environment K-12 education Observational study Software platforms Students 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. © 2008-2011 IEEE. 2018 https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_19391382_v11_n2_p179_Benotti http://hdl.handle.net/20.500.12110/paper_19391382_v11_n2_p179_Benotti
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-134
collection Biblioteca Digital - Facultad de Ciencias Exactas y Naturales (UBA)
topic automatic formative assessment
computer science education
Interactive learning environments
K-12 education
Animation
Automata theory
Computer aided instruction
Computer programming
Education computing
Natural language processing systems
Pattern matching
Teaching
Computer Science Education
Formative assessment
Formative feedbacks
High school students
Interactive learning environment
K-12 education
Observational study
Software platforms
Students
spellingShingle automatic formative assessment
computer science education
Interactive learning environments
K-12 education
Animation
Automata theory
Computer aided instruction
Computer programming
Education computing
Natural language processing systems
Pattern matching
Teaching
Computer Science Education
Formative assessment
Formative feedbacks
High school students
Interactive learning environment
K-12 education
Observational study
Software platforms
Students
A Tool for Introducing Computer Science with Automatic Formative Assessment
topic_facet automatic formative assessment
computer science education
Interactive learning environments
K-12 education
Animation
Automata theory
Computer aided instruction
Computer programming
Education computing
Natural language processing systems
Pattern matching
Teaching
Computer Science Education
Formative assessment
Formative feedbacks
High school students
Interactive learning environment
K-12 education
Observational study
Software platforms
Students
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. © 2008-2011 IEEE.
title A Tool for Introducing Computer Science with Automatic Formative Assessment
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 tool for introducing computer science with automatic formative assessment
publishDate 2018
url https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_19391382_v11_n2_p179_Benotti
http://hdl.handle.net/20.500.12110/paper_19391382_v11_n2_p179_Benotti
_version_ 1768546695393574912

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