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Metodología: estudio empírico

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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Tipo: artículo

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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