Process and Self-regulation Explainable Feedback for Novice Programmers Appears Ineffectual - Archive ouverte HAL Access content directly
Conference Papers Year : 2022

Process and Self-regulation Explainable Feedback for Novice Programmers Appears Ineffectual

Abstract

This paper investigates how to provide novice programmers with feedback about their learning process including hints and explanations to improve their learning. The aim is to improve the feedback effectiveness and perceived utility by making it more meaningful through the use of explanations. Our proposals were implemented in the context of computer science education and an experiment was conducted to evaluate the effect of explainable feedback on changes in learners’ strategies, performance and perceptions. The first results of this experiment show no significant effect of process and self-regulation feedback (explained or not) on students’ strategies or learning outcomes. Also, we conducted a qualitative analysis that allowed us to propose a series of recommendations for stakeholders exploring feedback explainability.
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Dates and versions

hal-03793265 , version 1 (30-09-2022)

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Esther Félix, Franck Amadieu, Rémi Venant, Julien Broisin. Process and Self-regulation Explainable Feedback for Novice Programmers Appears Ineffectual. 17th European Conference on Technology Enhanced Learning (EC-TEL 2022), Oct 2022, Toulouse, France. pp.514-520, ⟨10.1007/978-3-031-16290-9_44⟩. ⟨hal-03793265⟩
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