Tiffany Barnes

Latest

• A Case Study on When and How Novices Use Code Examples in Open-Ended 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
• 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.
• Increasing Students' Persistence in Computer Science through a Lightweight Scalable Intervention
• Pinpoint: A Record, Replay, and Extract System to Support Code Comprehension and Reuse
• Just a Few Expert Constraints Can Help: Humanizing Data-Driven Subgoal Detection for Novice Programming
• Automated classification of visual, interactive programs using execution traces
• Execution-Trace-Based Feature Engineering To Enable Formative Feedback on Visual, Interactive Programs
• 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
• Promoting Students' Progress-Monitoring Behavior during Block-Based Programming
• 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
• Comparing Feature Engineering Approaches to Predict Complex Programming Behaviors
• Immediate Data-Driven Positive Feedback Increases Engagement on Programming Homework for Novices
• The Impact of Data-driven Positive Programming Feedback: When it Helps, What Happens when it Goes Wrong, and How Students Respond
• What Time is It? Student Modeling Needs to Know
• A Comparison of the Quality of Data-driven Programming Hint Generation Algorithms
• 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
• One minute is enough: Early Prediction of Student Success and Event-level Difficulty during a Novice Programming Task
• Toward Data-Driven Example Feedback for Novice Programming
• iSnap: Automatic Hints and Feedback 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
• Position Paper: Block-based Programming Should Offer Intelligent Support for Learners
• 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
• 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
• Determining the Impact of Teacher Professional Development on Perceived Ability to Teach a Computer Science Principles Course.
• The Impact of Granularity on Worked Examples and Problem Solving
• Using the hint factory to compare model-based tutoring systems