Next Article in Journal
Model-Based Design and Formal Verification Processes for Automated Waterway System Operations
Next Article in Special Issue
Adaptation in E-Learning Content Specifications with Dynamic Sharable Objects
Previous Article in Journal / Special Issue
A Knowledge Comparison Environment for Supporting Meaningful Learning of E-Book Users
Open AccessArticle

A Classification of Adaptive Feedback in Educational Systems for Programming

Humboldt-Universität zu Berlin, Department of Computer Science, Research Group “Computer Science Education/Computer Science and Society”, Unter den Linden 6, 10099 Berlin, Germany
Academic Editor: Ockie Bosch
Systems 2016, 4(2), 22; https://doi.org/10.3390/systems4020022
Received: 23 December 2015 / Revised: 28 April 2016 / Accepted: 5 May 2016 / Published: 23 May 2016
(This article belongs to the Special Issue Adaptive Educational Technology Systems)
Over the last three decades, many educational systems for programming have been developed to support learning/teaching programming. In this paper, feedback types that are supported by existing educational systems for programming are classified. In order to be able to provide feedback, educational systems for programming deployed various approaches to analyzing students’ programs. This paper identifies analysis approaches for programs and introduces a classification for adaptive feedback supported by educational systems for programming. The classification of feedback is the contribution of this paper. View Full-Text
Keywords: adaptive feedback; educational systems for programming; program analysis techniques adaptive feedback; educational systems for programming; program analysis techniques
MDPI and ACS Style

Le, N.-T. A Classification of Adaptive Feedback in Educational Systems for Programming. Systems 2016, 4, 22.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map

1
Back to TopTop