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

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書誌詳細
出版年:	Education Sciences vol. 15, no. 11 (2025), p. 1486-1506
第一著者:	Žiga, Rojec
その他の著者:	Puhan Janez, Fajfar Iztok
出版事項:	MDPI AG
主題:	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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その他の書誌記述
抄録:	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
ソース:	Education Database