Vol-2733⫷ Vol-2734 ⫸Vol-2735
urn:nbn:de:0074-2734-0

Copyright © 2020 for the individual papers by the papers' authors. Copyright © 2020 for the volume as a collection by its editors. This volume and its papers are published under the Creative Commons License Attribution 4.0 International ( CC BY 4.0 ) .

CSEDM 2020
4th Educational Data Mining in Computer Science Education (CSEDM) Workshop

Proceedings of 4th Educational Data Mining in Computer Science Education (CSEDM) Workshop
co-located with the 13th Educational Data Mining Conference ( EDM 2020 )

Virtual Event, July 10, 2020 .

Edited by

Thomas Price (1)
Peter Brusilovsky (2)
Sharon I-Han Hsiao (3)
Ken Koedinger (4)
Yang Shi (1)

(1) North Carolina State University , Department of Computer Science, Raleigh, NC, USA.
(2) University of Pittsburgh , School of Computing and Information, Pittsburgh, PA, USA
(3) Arizona State University , School of Computing, Informatics & Decision Systems Engineering, Tempe, AZ, USA
(4) Carnegie Mellon University , Human-Computer Interaction Institute, Pittsburgh, PA, USA

Table of Contents

Preface

Preface
Thomas W. Price , Peter Brusilovsky , Sharon I-Han Hsiao , Ken Koedinger , Yang Shi

Long papers

Immediate Data-Driven Positive Feedback Increases Engagement on Programming Homework for Novices
Samiha Marwan , Thomas W. Price , Min Chi , Tiffany Barnes
A Longitudinal Study on Student Persistence in Programming Self-assessments
Cheng-Yu Chung , Yancy Vance Paredes , Mohammed Alzaid , Kushal Reddy Papakannu , I-Han Hsiao
Improving Short and Long-term Learning in an Online Homework System
Ben Prystawski , Jacob Nogas , Andrew Petersen , Joseph Jay Williams
Evaluations as Research Tools: Gender Differences in Academic Self-Perception and Care Work in Undergraduate Course Reviews
David Lang , Youjie Chen , Andreas Paepcke , Mitchell L. Stevens
The Impact of Data-driven Positive Programming Feedback: When it Helps, What Happens when it Goes Wrong, and How Students Respond
Preya shabrina , Samiha Marwan , Min Chi , Thomas W. Price , Tiffany Barnes
Semantic Textual Similarity of Course Materials at a Distance-Learning University
Niels Seidel , Moritz Rieger , Tobias Walle
The Relationship Between Course Scheduling and Student Performance
Seth Poulsen , Carolyn J. Anderson , Matthew West
Evaluating an Instrumented Python CS1 Course
Austin Cory Bart , Teomara Rutherford , James Skripchuk
Data-Driven Approaches for Exploring the Effects of Teacher Instruction on Student Programming Behaviors
Nicholas Lytle , Veronica Catete , Yihuan Dong , Mehak Maniktala , Danielle Boulden , Eric Wiebe , Tiffany Barnes
A Data-Driven Approach to Automatically Assessing Concept-Level CS Competencies Based on Student Programs
Bita Akram , Hamoon Azizolsoltani , Wookhee Min , Eric Wiebe , Anam Navied , Bradford Mott , Kristy Elizabeth Boyer , James Lester
Analyzing Parsons Puzzle Solutions using Modified Levenshtein's Algorithm
Salil Maharjan , Amruth Kumar
Comparing Feature Engineering Approaches to Predict Complex Programming Behaviors
Wengran Wang , Yudong Rao , Yang Shi , Alexandra Milliken , Chris Martens , Tiffany Barnes , Thomas W. Price

Extended Abstracts

Incorporating REDCap for Data Collection of K-12 CS Education Research
Monica M. McGill
Designing an Intelligent Tutoring System Across Multiple Classes
Laura O. Moraes , Carlos Eduardo Pedreira

2020-11-09: submitted by Yang Shi, metadata incl. bibliographic data published under Creative Commons CC0
2020-11-10 : published on CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613-0073) | valid HTML5 |