Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This paper introduces the design and development of a framework that integrates a large language model (LLM) with a retrieval-augmented generation (RAG) approach leveraging both a knowledge graph and user interaction history. The framework is incorporated into a previously developed adaptive learning support system to assess learners’ code, generate formative feedback, and recommend exercises. Moreover, this study examines learner preferences across three instructional modes: adaptive, Generative AI (GenAI), and hybrid GenAI–adaptive. An experimental study was conducted to compare the learning performance and perception of the learners, and the effectiveness of these three modes using four...

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The rapid growth of artificial intelligence (AI) technology has changed lifestyles, work patterns, and educational approaches. However, courses that can guide students through the practical applications of AI technology are still scarce in K-12 education. This study aimed to develop a project-based machine learning (ML) course for the implementation of AI technology. The core idea of this course, which focused on the supervised learning of AI ML technology, was designed based on the project of weather prediction. Furthermore, data collection and status display were realized using various hardware devices such as Arduino and sensors, whereas ML algorithms were implemented in Python...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Computational thinking (CT) skills are crucial to teach. The rise of Generative AI could potentially revolutionize the teaching of these skills by changing learning experiences and outcomes. Educators are rapidly integrating these tools into their educational activities; however, the best practices for doing so remain unclear. Existing reviews on GenAI are either too broad in regards to studying specific tools such as ChatGPT for learning, or too limited in terms of studying computational thinking with a focus on programming. As such, this paper aims to summarize existing knowledge and extract best practices and avenues for future research and practice around GenAI and computational...

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Metodología: revisión bibliográfica

Temas: inteligencia artificial

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The demand for skilled programmers and the increasing complexity of coding skills have led to a rise in the adoption of artificial intelligence (AI) and machine learning (ML) technologies in computer programming education. Previous research has explored the potential of AI in aspects such as grading assignments, generating feedback, detecting plagiarism, and identifying at-risk students, but there is a lack of systematic reviews focused on AI-powered teaching processes in computer programming classes. To provide a more comprehensive understanding of AI and ML's role in computer programming education, this systematic review examines a wider range of applications across the entire pedagogical...

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Tipo: artículo

Metodología: experiencia práctica

Temas: inteligencia artificial

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ColorShapeLinks is an AI board game competition framework specially designed for students and educators in videogame development, with openness and accessibility in mind. The competition is based on an arbitrarily-sized version of the Simplexity board game, the motto of which, “simple to learn, complex to master”, is curiously also applicable to AI agents. ColorShapeLinks offers graphical and text-based frontends and a completely open and documented development framework built using industry standard tools and following software engineering best practices. ColorShapeLinks is not only a competition, but both a game and a framework which educators and students can extend and use to host their...

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Temas: inteligencia artificial

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The rise of generative AI has increased interest in its application as an intelligent lab assistant in programming education, but concerns persist over its educational value and potential exploitation. While previous work supports using a customized chatbot as an assistant that provides specific guidance rather than allowing students to prompt responses freely, empirical evidence directly comparing these approaches is still lacking. This study evaluates the impact of two chatbot designs, Unrestricted and Assistant, on student learning and behavior in a short Python programming course. Through a controlled experiment involving 42 participants, we found that students using the Assistant...

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Temas: inteligencia artificial

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The educational application of Generative AI (GAI) has garnered significant interest, sparking discussions about the pedagogical value of GAI-generated content. This study investigates the perceived effectiveness of concept explanations produced by GAI compared to those created by human teachers, focusing on programming concepts of sequence, selection, and iteration. The research also explores teachers' and students' ability to discern the source of these explanations. Participants included 11 teachers and 70 sixth-grade students who were presented with concept explanations created or generated by teachers and ChatGPT. They were asked to evaluate the helpfulness of the explanations and...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Developing assessment rubrics is resource-intensive, limiting frequent formative assessment. This study introduces HARMOGEN-R (Hybrid Assessment Rubric Model Generation with Reasoning), a framework that uses reasoning-enhanced Large Language Models (LLMs) for initial rubric generation and standard models for synthesis. It supports two generation approaches, namely, structured, with predefined evaluation criteria, and free-form, with Artificial Intelligence (AI) defined criteria. Using a within-subjects design, four AI-generated rubrics and a human-created baseline were compared across 308 open-ended responses (text and code) from three formative programming assignments in an undergraduate...

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Temas: inteligencia artificial

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This study investigates how integrating generative AI (GenAI) with instructional scaffolding and prompt engineering supports higher-order thinking skills (HOTS) and programming logic. A mixed-methods design was used, combining quantitative and qualitative data. The intervention followed a one-group pretest-post-test structure over seven weeks with 25 computer science students with no prior C++ experience. The GenAI-Ped framework guided the design. It combines Bloom's taxonomy, Seelf-Regulated Learning, Universal Design for Learning, and Vygotsky's Zone of Proximal Development. Students received scaffolded support across six instructional phases, including prompt training and guided GenAI...

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Metodología: estudio empírico

Temas: inteligencia artificial

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The availability of Automated Assessment tools for computer programming tasks can be a significant asset in Computer Science education. Systems providing such kind of service are built around an interface, allowing to administer the tasks (exercises to train programming skills), and show the results, accompanied by meaningful feedback. To produce such results, they apply techniques ranging from static analysis of program correctness, to testing-based evaluation. These systems can also support Competitive Programming, which is known to have educational meaning too. We developed the 2TSW system, supporting the automated correction of computer programming tasks, in a gamified web-based...

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