ERIC Number: EJ936369
Record Type: Journal
Publication Date: 2011-Aug
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-9359
EISSN: N/A
Effects of Response-Driven Feedback in Computer Science Learning
Fernandez Aleman, J. L.; Palmer-Brown, D.; Jayne, C.
IEEE Transactions on Education, v54 n3 p501-508 Aug 2011
This paper presents the results of a project on generating diagnostic feedback for guided learning in a first-year course on programming and a Master's course on software quality. An online multiple-choice questions (MCQs) system is integrated with neural network-based data analysis. Findings about how students use the system suggest that the feedback is effective in addressing the level of knowledge of the individual and guiding him/her toward a greater understanding of particular concepts. In contrast, there is no evidence that learning required in programming problems, where students develop higher-level thinking according to Bloom's taxonomy, was exercised by using MCQs. (Contains 4 tables and 4 figures.)
Descriptors: Foreign Countries, Learning Processes, Computer Assisted Instruction, Electronic Learning, Feedback (Response), Knowledge Level, Programming, Multiple Choice Tests, Formative Evaluation, Student Evaluation, Data Analysis, Introductory Courses, Computer Software, Models, Classification
Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A