תמונות העטיפה

Practical Programming Exams with Automated Assessment Improve Student Engagement and Learning Outcomes

שמור ב:
הוצא לאור ב:Education Sciences vol. 15, no. 11 (2025), p. 1486-1506
מחבר ראשי: Žiga, Rojec
מחברים אחרים: Puhan Janez, Fajfar Iztok
יצא לאור:
MDPI AG
נושאים:
University of Ljubljana
Teaching
Software
Students
Computer science
Core curriculum
Performance evaluation
Electrical engineering
Teachers
Case studies
Skills
Computer programming
Educational objectives
Hypotheses
Computer engineering
Design
Algorithms
Independent study
Learning
Academic Failure
Environment
Influence of Technology
Learning Processes
Intellectual Disciplines
College Faculty
Computer Science Education
Academic Achievement
Measurement Techniques
Educational Technology
Correlation
College Freshmen
Instructional Effectiveness
Data Analysis
Online Systems
Laboratories
Educational Assessment
Science Curriculum
Engineering Education
College Science
Learner Engagement
Educational Strategies
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Resumen:This study investigates the impact of introducing a mandatory practical programming exam on student learning outcomes in introductory programming courses. To facilitate structured coding practice and scalable automated feedback, we developed Programmers’ Interactive Virtual Onboarding (PIVO), a novel Automated Programming Assessment System (APAS). Traditional programming curricula often prioritize theoretical concepts, limiting practical coding opportunities and immediate feedback, resulting in poor skill retention and proficiency. By integrating mandatory practical assessments together with voluntary, self-driven programming tasks through PIVO, we aimed to enhance student engagement, programming proficiency, and overall academic performance. Results show a substantial reduction in failure rates following the introduction of the practical exam, and statistical analyses revealed moderate correlation between students’ voluntary engagement in non-mandatory coding exercises and their performance in both theoretical and practical examinations. These findings indicate an association among engagement in structured, automated practice assessments, algorithmic thinking, and problem-solving capabilities.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15111486
Fuente:Education Database