Thomas W. Price

Latest

• A Case Study on When and How Novices Use Code Examples in Open-Ended Programming
• An Experience Report on Introducing Explicit Strategies into Testing Checklists for Advanced Beginners
• Analysis of Novices’ Web-Based Help-Seeking Behavior While Programming
• Do Intentions to Persist Predict Short-Term Computing Course Enrollments?
• KC-Finder: Automated Knowledge Component Discovery for Programming Problems
• Case Studies on the Use of Storyboarding by Novice Programmers
• Adaptive Immediate Feedback for Block-Based Programming: Design and Evaluation
• Automating Personalized Feedback to Improve Students' Persistence in Computing
• Check It Off: Exploring the Impact of a Checklist Intervention on the Quality of Student-authored Unit Tests
• Code-DKT: A Code-based Knowledge Tracing Model for Programming Tasks.
• Cross-Lingual Adversarial Domain Adaptation for Novice Programming
• Exploring Design Choices to Support Novices' Example Use During Creative Open-Ended Programming
• Gender, Self-Assessment, and Persistence in Computing: How gender differences in self-assessed ability reduce women's persistence in computer science
• How to Catch Novice Programmers’ Struggles: Detecting Moments of Struggle in Open-Ended Block-Based Programming Projects using Trace Log Data
• How, when, and why do novices struggle in programming? Exploring the experiences and perceptions of common programming moments in block-based environments.
• Identifying Common Errors in Open-Ended Machine Learning Projects
• Increasing Students' Persistence in Computer Science through a Lightweight Scalable Intervention
• iSnap: Evolution and Evaluation of a Data-Driven Hint System for Block-based Programming
• Pinpoint: A Record, Replay, and Extract System to Support Code Comprehension and Reuse
• Proceedings of the 6th Workshop on Educational Data Mining in Computer Science Education @ EDM'22
• Adaptive, Immediate Feedback (AIF) for Novice Programmings
• Assessing Open-Ended Programming through Dynamic Analysis
• Automatic Student Code Modeling and Analysis
• Classroom Impact
• Example-based Feedback
• Open-ended Programming Projects
• Just a Few Expert Constraints Can Help: Humanizing Data-Driven Subgoal Detection for Novice Programming
• Automated classification of visual, interactive programs using execution traces
• Early Performance Prediction using Interpretable Patterns in Programming Process Data
• Execution-Trace-Based Feature Engineering To Enable Formative Feedback on Visual, Interactive Programs
• Exploring Design Choices in Data-driven Hints for Python Programming Homework
• Identifying Struggling Students in Novice Programming Course with Knowledge Tracing
• More with less: Exploring how to use deep learning effectively through semi-supervised learning for automatic bug detection in student code.
• Novices' Learning Barriers When Using Code Examples in Open-Ended Programming
• Novices' Learning Barriers When Using Code Examples in Open-Ended Programming
• PlanIT! A new integrated tool to help novices design for open-ended projects
• Proceedings of the 5th Workshop on Educational Data Mining in Computer Science Education @ EDM'21
• Promoting Students' Progress-Monitoring Behavior during Block-Based Programming
• Scaffolding Game Design: Towards Tool Support for Planning Open-Ended Projects in an Introductory Game Design Class
• Snap-Check: Automated Testing for Graphical Interactive Programs
• SnapCheck: Automated Testing for Snap Programs
• Toward Semi-Automatic Misconception Discovery Using Code Embeddings
• Using Student Trace Logs to Determine Meaningful Progress and Struggle during Programming Problem Solving.
• Adaptive Immediate Feedback Can Improve Novice Programming Engagement and Intention to Persist in Computer Science
• An Evaluation of Data-driven Programming Hints in a Classroom Setting
• Comparing Feature Engineering Approaches to Predict Complex Programming Behaviors
• Crescendo: Engaging Students to Self-Paced Programming Practices
• Engaging Students with Instructor Solutions in Online Programming Homework
• Immediate Data-Driven Positive Feedback Increases Engagement on Programming Homework for Novices
• Proceedings of the 4th Workshop on Educational Data Mining in Computer Science Education @ EDM'20
• Proceedings of the 6th SPLICE Workshop at L@S 2020: Building an Infrastructure for Computer Science Education Research and Practice at Scale
• ProgSnap2: A Flexible Format for Programming Process Data
• Step Tutor: Supporting Students through Step-by-Step Example-Based Feedback
• The Impact of Data-driven Positive Programming Feedback: When it Helps, What Happens when it Goes Wrong, and How Students Respond
• Unproductive Help-seeking in Programming: What it is and How to Address it?
• What Time is It? Student Modeling Needs to Know
• Creative CS: Intelligent Support for Creative, Open-ended Programming Projects
• A Comparison of the Quality of Data-driven Programming Hint Generation Algorithms
• A Comparison of Two Designs for Automated Programming Hints
• An Evaluation of the Impact of Automated Programming Hints on Performance and Learning
• Defining Tinkering Behavior in Open-ended Block-based Programming Assignments
• Evaluating the Effectiveness of Parsons Problems for Block-based Programming
• Exploring the Impact of Worked Examples in a Novice Programming Environment
• Lightning Talk: Curating Analyses for Programming Log Data
• One minute is enough: Early Prediction of Student Success and Event-level Difficulty during a Novice Programming Task
• Proceedings of SPLICE 2019 workshop Computing Science Education Infrastructure: From Tools to Data @ ICER'19
• Proceedings of the 2nd Workshop on Educational Data Mining in Computer Science Education @ LAK'19
• Proceedings of the 3rd Workshop on Educational Data Mining in Computer Science Education @ AIED'19
• ProgSnap2: A Flexible Format for Programming Process Data
• Resource rush: towards an open-ended programming game
• The Impact of Adding Textual Explanations to Next-step Hints in a Novice Programming Environment
• Toward Data-Driven Example Feedback for Novice Programming
• Exploring Instructional Support Design in an Educational Game for K-12 Computing Education
• iSnap: Automatic Hints and Feedback for Block-based Programming
• iSnap: Data-driven Hints for Block-based Programming
• Reducing the State Space of Programming Problems through Data-Driven Feature Detection
• The Continuous Hint Factory - Providing Hints in Vast and Sparsely Populated Edit Distance Spaces
• Evaluation of a Data-driven Feedback Algorithm for Open-ended Programming
• Factors Influencing Students' Help-Seeking Behavior while Programming with Human and Computer Tutors
• Hint Generation Under Uncertainty: The Effect of Hint Quality on Help-Seeking Behavior
• iSnap: Towards Intelligent Tutoring in Novice Programming Environments
• Position Paper: Block-based Programming Should Offer Intelligent Support for Learners
• Sharing and Using Programming Log Data
• Showpiece: iSnap Demonstration
• Evaluation of a Frame-based Programming Editor
• Generating Data-driven Hints for Open-ended Programming
• Lessons Learned from \"BJC\" CS Principles Professional Development
• Question answering in the context of stories generated by computers
• The Impact of Granularity on the Effectiveness of Students ' Pedagogical Decision
• An Exploration of Data-Driven Hint Generation in an Open-Ended Programming Problem
• BJC in Action: Comparison of Student Perceptions of a Computer Science Principles Course
• Comparing Textual and Block Interfaces in a Novice Programming Environment
• The Impact of Granularity on Worked Examples and Problem Solving
• Using the hint factory to compare model-based tutoring systems
• Towards an Extended Declarative Representation for Camera Planning