Feedback and Engagement on an Introductory Programming Module

Research output: Chapter in Book/Report/Conference proceedingConference proceedingpeer-review

Abstract

We ran a study on engagement and achievement for a first year undergraduate programming module which used an online learning environment containing tasks which generate automated feedback. Students could also access human feedback from traditional labs. We gathered quantitative data on engagement and achievement which allowed us to split the cohort into 6 groups. We then ran interviews with students after the end of the module to produce qualitative data on perceptions of what feedback is, how useful it is, the uses made of it, and how it bears on engagement. A general finding was that human and automated feedback are different but complementary. However there are different feedback needs by group. Our findings imply: (1) that a blended human-automated feedback approach improves engagement; and (2) that this approach needs to be differentiated according to type of student. We give implications for the design of feedback for programming modules.
Original languageEnglish
Title of host publicationCEP 2022: Computing Education Practice 2022
EditorsRosanne English, Craig Stewart
PublisherACM
Pages17-20
Number of pages4
ISBN (Print)978-1-4503-9561-8
DOIs
Publication statusPublished - 6 Jan 2022
EventComputing Education Practice 2022 - Durham, United Kingdom
Duration: 6 Jan 20226 Jan 2022

Conference

ConferenceComputing Education Practice 2022
Abbreviated titleCEP 2022
Country/TerritoryUnited Kingdom
CityDurham
Period6/01/226/01/22

Keywords

  • Feedback
  • Programming Education
  • Interactive learning environments

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