A Tool for Introducing Computer Science with Automatic Formative Assessment
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 lan...
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Institute of Electrical and Electronics Engineers
2018
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| LEADER | 15940caa a22013217a 4500 | ||
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| 024 | 7 | |2 scopus |a 2-s2.0-85039973992 | |
| 040 | |a Scopus |b spa |c AR-BaUEN |d AR-BaUEN | ||
| 100 | 1 | |a Benotti, L. | |
| 245 | 1 | 2 | |a A Tool for Introducing Computer Science with Automatic Formative Assessment |
| 260 | |b Institute of Electrical and Electronics Engineers |c 2018 | ||
| 506 | |2 openaire |e Política editorial | ||
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| 520 | 3 | |a 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. |l eng | |
| 536 | |a Detalles de la financiación: Universidad Nacional de Córdoba | ||
| 536 | |a Detalles de la financiación: Google | ||
| 536 | |a Detalles de la financiación: This work was partially supported by grants ANPCyT-PICT-2014-1833, UBACyT 20020130200032BA, CIN-CONI-CET-PDTS-2015, PID-MINCYT-CBA-2014 and grants by the Argentinean Ministry of Science, Technology and Productive Innovation’s Manuel Sadosky Foundation. It was also partially supported by scholarships and grants from the Universidad Nacional de Córdoba and by two Google RISE awards. The authors wish to thank the Google in Education team that organized the Google RISE Summit where we presented the tool and got interesting feedback. They also would like to thank the people from the Manuel Sadosky Foundation that took part in the development of Alibi, Santiago Ceria, Gabriela Di Piazza, Vanina Klinkovich, Mariana Rodrigo, Aaron Wang, and people from the Universidad Nacional de Córdoba that took part in the development and field study: María Emilia Echeveste, Candela Casas, Emmanuel Gunther, Marcos Gómez, Joshep Cortez Sanchez, Eduardo Rodríguez Pesce, Andrés Pagliano, and Pablo Pérez De Angelis. | ||
| 593 | |a Department of Computer Science, Universidad Nacional de Córdoba, Córdoba, X5016 GCA, Argentina | ||
| 593 | |a Department of Education, Universidad Nacional de Córdoba, Córdoba, X5016 GCA, Argentina | ||
| 593 | |a Fundación Sadosky, Caba, C1054AAT, Argentina | ||
| 593 | |a Deparmento de Computación, Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires, Buenos Aires, 1053, Argentina | ||
| 690 | 1 | 0 | |a AUTOMATIC FORMATIVE ASSESSMENT |
| 690 | 1 | 0 | |a COMPUTER SCIENCE EDUCATION |
| 690 | 1 | 0 | |a INTERACTIVE LEARNING ENVIRONMENTS |
| 690 | 1 | 0 | |a K-12 EDUCATION |
| 690 | 1 | 0 | |a ANIMATION |
| 690 | 1 | 0 | |a AUTOMATA THEORY |
| 690 | 1 | 0 | |a COMPUTER AIDED INSTRUCTION |
| 690 | 1 | 0 | |a COMPUTER PROGRAMMING |
| 690 | 1 | 0 | |a EDUCATION COMPUTING |
| 690 | 1 | 0 | |a NATURAL LANGUAGE PROCESSING SYSTEMS |
| 690 | 1 | 0 | |a PATTERN MATCHING |
| 690 | 1 | 0 | |a TEACHING |
| 690 | 1 | 0 | |a COMPUTER SCIENCE EDUCATION |
| 690 | 1 | 0 | |a FORMATIVE ASSESSMENT |
| 690 | 1 | 0 | |a FORMATIVE FEEDBACKS |
| 690 | 1 | 0 | |a HIGH SCHOOL STUDENTS |
| 690 | 1 | 0 | |a INTERACTIVE LEARNING ENVIRONMENT |
| 690 | 1 | 0 | |a K-12 EDUCATION |
| 690 | 1 | 0 | |a OBSERVATIONAL STUDY |
| 690 | 1 | 0 | |a SOFTWARE PLATFORMS |
| 690 | 1 | 0 | |a STUDENTS |
| 700 | 1 | |a Martínez, M.C. | |
| 700 | 1 | |a Schapachnik, F. | |
| 773 | 0 | |d Institute of Electrical and Electronics Engineers, 2018 |g v. 11 |h pp. 179-192 |k n. 2 |p IEEE Trans. Learn. Technol. |x 19391382 |t IEEE Transactions on Learning Technologies | |
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| 856 | 4 | 0 | |u https://hdl.handle.net/20.500.12110/paper_19391382_v11_n2_p179_Benotti |y Handle |
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