Vol-2734
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|