| 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|