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Abstract:

In this paper we present a software platform called Chatbot designed to introduce high school students to Computer Science (CS) concepts in an innovative way: by programming chatbots. A chatbot is a bot that can be programmed to have a conversation with a human or robotic partner in some natural language such as English or Spanish. While programming their chatbots, students use fundamental CS constructs such as variables, conditionals, and finite state automata, among others. Chatbot uses pattern matching, state of the art lemmatization techniques, and finite state automata in order to provide automatic formative assessment to the students. When an error is found, the formative feedback generated is immediate and task-level. We evaluated Chatbot in two observational studies. An online nation-wide competition where more than 10,000 students participated. And, a mandatory in-class 15-lesson pilot course in three high schools. We measured indicators of student engagement (task completion, participation, self reported interest, etc.) and found that girls' engagement with Chatbot was higher than boys' for most indicators. Also, in the online competition, the task completion rate for the students that decided to use Chatbot was five times higher than for the students that chose to use the renowned animation and game programming tool Alice. Our results suggest that the availability of automatic formative assessment may have an impact on task completion and other engagement indicators among high school students. © 2008-2011 IEEE.

Registro:

Documento: Artículo
Título:A Tool for Introducing Computer Science with Automatic Formative Assessment
Autor:Benotti, L.; Martínez, M.C.; Schapachnik, F.
Filiación:Department of Computer Science, Universidad Nacional de Córdoba, Córdoba, X5016 GCA, Argentina
Department of Education, Universidad Nacional de Córdoba, Córdoba, X5016 GCA, Argentina
Fundación Sadosky, Caba, C1054AAT, Argentina
Deparmento de Computación, Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires, Buenos Aires, 1053, Argentina
Palabras clave:automatic formative assessment; computer science education; Interactive learning environments; K-12 education; Animation; Automata theory; Computer aided instruction; Computer programming; Education computing; Natural language processing systems; Pattern matching; Teaching; Computer Science Education; Formative assessment; Formative feedbacks; High school students; Interactive learning environment; K-12 education; Observational study; Software platforms; Students
Año:2018
Volumen:11
Número:2
Página de inicio:179
Página de fin:192
DOI: http://dx.doi.org/10.1109/TLT.2017.2682084
Título revista:IEEE Transactions on Learning Technologies
Título revista abreviado:IEEE Trans. Learn. Technol.
ISSN:19391382
Registro:https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_19391382_v11_n2_p179_Benotti

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Citas:

---------- APA ----------
Benotti, L., Martínez, M.C. & Schapachnik, F. (2018) . A Tool for Introducing Computer Science with Automatic Formative Assessment. IEEE Transactions on Learning Technologies, 11(2), 179-192.
http://dx.doi.org/10.1109/TLT.2017.2682084
---------- CHICAGO ----------
Benotti, L., Martínez, M.C., Schapachnik, F. "A Tool for Introducing Computer Science with Automatic Formative Assessment" . IEEE Transactions on Learning Technologies 11, no. 2 (2018) : 179-192.
http://dx.doi.org/10.1109/TLT.2017.2682084
---------- MLA ----------
Benotti, L., Martínez, M.C., Schapachnik, F. "A Tool for Introducing Computer Science with Automatic Formative Assessment" . IEEE Transactions on Learning Technologies, vol. 11, no. 2, 2018, pp. 179-192.
http://dx.doi.org/10.1109/TLT.2017.2682084
---------- VANCOUVER ----------
Benotti, L., Martínez, M.C., Schapachnik, F. A Tool for Introducing Computer Science with Automatic Formative Assessment. IEEE Trans. Learn. Technol. 2018;11(2):179-192.
http://dx.doi.org/10.1109/TLT.2017.2682084