Exploring the effects of feedback on the problem-solving process of novice programmers
Abstract
The research investigates how specific affective states, such as frustration, boredom, and anxiety, influence help-seeking behaviors in problem-solving programming activities. Carried out with 73 beginner programming students divided into two CS1 classes, the study uses an interactive learning environment to collect and analyze data from student interactions. The results reveal that negative affective states are significantly associated with the search for clues that offer ready-made answers to problems. Furthermore, there is a correlation between boredom and anxiety reported by students. It is concluded that negative affective states can motivate students to prefer quick and less challenging solutions, emphasizing the importance of considering the affective dimension in the design of interactive learning environments.
Keywords:
feedback, programming, problem-solving
References
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Caspersen, M. E., & Bennedsen, J. (2007). Instructional design of a programming course: A learning theoretic approach. In Proceedings of the third international workshop on Computing education research (pp. 111–122).
Cavalcanti, A. P., de Mello, R. F. L., de Miranda, P. B. C., & de Freitas, F. L. G. (2020). Análise automática de feedback em ambientes de aprendizagem online. In Anais do XXXI Simpósio Brasileiro de Informática na Educação (pp. 892–901). SBC.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Houghton, W. (2004). Learning and teaching theory for engineering academics. Engineering Subject Centre.
Koulouri, T., Lauria, S., and Macredie, R. D. (2014). Teaching introductory programming: A quantitative evaluation of different approaches. ACM Transactions on Computing Education, 14(4).
Kunkle, W. M. and Allen, R. B. (2016). The impact of different teaching approaches and languages on student learning of introductory programming concepts. ACM Transactions on Computing Education, 16(1).
Lahtinen, E., Ala-Mutka, K., and Järvinen, H.-M. (2005). A study of the difficulties of novice programmers. ACM SIGCSE Bulletin, 37(3), 14–18.
Langer, P. (2011). The use of feedback in education: a complex instructional strategy. Psychological Reports, 109(3), 775–7848.
Medeiros, R. P., Ramalho, G. L., and Falcão, T. P. (2018). A systematic literature review on teaching and learning introductory programming in higher education. IEEE Transactions on Education, 62(2), 77–90.
Narciss, S. (2004). The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology, 51(3), 214–228.
Narciss, S. (2008). Feedback strategies for interactive learning tasks. In Spector, J. M., Merrill, M. D., Van Merrienboer, J. J. G., and Driscoll, M. P. (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 125–143). Erlbaum.
Raabe, A., de Jesus, E. A., Hodecker, A., and Pelz, F. (2015). Avaliação do feedback gerado por um corretor automático de algoritmos. In Proceedings of the Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), 26, 358.
Sheard, J., Simon, S., Hamilton, M., and Lönnberg, J. (2009). Analysis of research into the teaching and learning of programming. In Proceedings of the Fifth International Workshop on Computing Education Research Workshop (pp. 93–104).
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Spohrer, J. C. and Soloway, E. (1989). Simulating student programmers. In Proceedings of the International Joint Conference on Artificial Intelligence (IJCAI), 89, 543–549.
Boud, D., & Molloy, E. (Eds.). (2013). Feedback in higher and professional education: Understanding it and doing it well. Routledge.
Caspersen, M. E., & Bennedsen, J. (2007). Instructional design of a programming course: A learning theoretic approach. In Proceedings of the third international workshop on Computing education research (pp. 111–122).
Cavalcanti, A. P., de Mello, R. F. L., de Miranda, P. B. C., & de Freitas, F. L. G. (2020). Análise automática de feedback em ambientes de aprendizagem online. In Anais do XXXI Simpósio Brasileiro de Informática na Educação (pp. 892–901). SBC.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Houghton, W. (2004). Learning and teaching theory for engineering academics. Engineering Subject Centre.
Koulouri, T., Lauria, S., and Macredie, R. D. (2014). Teaching introductory programming: A quantitative evaluation of different approaches. ACM Transactions on Computing Education, 14(4).
Kunkle, W. M. and Allen, R. B. (2016). The impact of different teaching approaches and languages on student learning of introductory programming concepts. ACM Transactions on Computing Education, 16(1).
Lahtinen, E., Ala-Mutka, K., and Järvinen, H.-M. (2005). A study of the difficulties of novice programmers. ACM SIGCSE Bulletin, 37(3), 14–18.
Langer, P. (2011). The use of feedback in education: a complex instructional strategy. Psychological Reports, 109(3), 775–7848.
Medeiros, R. P., Ramalho, G. L., and Falcão, T. P. (2018). A systematic literature review on teaching and learning introductory programming in higher education. IEEE Transactions on Education, 62(2), 77–90.
Narciss, S. (2004). The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology, 51(3), 214–228.
Narciss, S. (2008). Feedback strategies for interactive learning tasks. In Spector, J. M., Merrill, M. D., Van Merrienboer, J. J. G., and Driscoll, M. P. (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 125–143). Erlbaum.
Raabe, A., de Jesus, E. A., Hodecker, A., and Pelz, F. (2015). Avaliação do feedback gerado por um corretor automático de algoritmos. In Proceedings of the Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), 26, 358.
Sheard, J., Simon, S., Hamilton, M., and Lönnberg, J. (2009). Analysis of research into the teaching and learning of programming. In Proceedings of the Fifth International Workshop on Computing Education Research Workshop (pp. 93–104).
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Spohrer, J. C. and Soloway, E. (1989). Simulating student programmers. In Proceedings of the International Joint Conference on Artificial Intelligence (IJCAI), 89, 543–549.
Published
2024-11-04
How to Cite
ROCHA, Hemilis Joyse Barbosa.
Exploring the effects of feedback on the problem-solving process of novice programmers. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 474-485.
DOI: https://doi.org/10.5753/sbie.2024.242737.
