Identifying nonconformities in contributions to programming projects: from an engagement perspective in improving code quality.
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| Title: | Identifying nonconformities in contributions to programming projects: from an engagement perspective in improving code quality. |
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| Authors: | Nguyen, Bao-An, Chen, Hsi-Min, Dow, Chyi-Ren |
| Source: | Behaviour & Information Technology. Jan2023, Vol. 42 Issue 1, p141-157. 17p. 6 Diagrams, 5 Charts, 5 Graphs. |
| Subjects: | Learning assessment, Computer software, Teams in the workplace, Structural equation modeling, Kruskal-Wallis Test, Computers, Patient participation, Multiple regression analysis, Rating of students, Workflow, Experience, Software architecture, Pearson correlation (Statistics), Interprofessional relations, Quality assurance, Students, Automation, Descriptive statistics, Factor analysis, Research funding, Student attitudes, Cluster analysis (Statistics) |
| Geographic Terms: | Taiwan |
| Abstract: | Project-based learning is among the most common learning approaches aimed at conveying professional standards and best practices to students in programming courses. However, team projects commonly impose problems related to responsibility sharing, such as low effort or inequality in contributions. This paper presents a collaborative programming assessment system featuring a code quality assessment function with specific metrics to measure individual contributions. Student engagement data is used to detect nonconformities in collaboration using a learning analytical approach. Latent profile analysis was used to detect four theoretical team profiles differentiated by team effort (2 levels) and within-team collaboration (2 levels). We demonstrated the efficacy of assessing code to evaluate team dynamics and student behaviour, wherein efforts to resolve coding style failures can be used as a proxy by which to estimate the taskwork awareness of team members. Submission data from 146 students in 41 web-programming projects revealed four behavioural patterns that could potentially hinder the effective functioning of programming teams: free-riding, social loafing, the bystander effect, and lone wolves. We also demonstrated the applicability of automated programming assessment systems to the monitoring of learning progress, thereby facilitating timely interventions to correct difficulties at the team level. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Project-based learning is among the most common learning approaches aimed at conveying professional standards and best practices to students in programming courses. However, team projects commonly impose problems related to responsibility sharing, such as low effort or inequality in contributions. This paper presents a collaborative programming assessment system featuring a code quality assessment function with specific metrics to measure individual contributions. Student engagement data is used to detect nonconformities in collaboration using a learning analytical approach. Latent profile analysis was used to detect four theoretical team profiles differentiated by team effort (2 levels) and within-team collaboration (2 levels). We demonstrated the efficacy of assessing code to evaluate team dynamics and student behaviour, wherein efforts to resolve coding style failures can be used as a proxy by which to estimate the taskwork awareness of team members. Submission data from 146 students in 41 web-programming projects revealed four behavioural patterns that could potentially hinder the effective functioning of programming teams: free-riding, social loafing, the bystander effect, and lone wolves. We also demonstrated the applicability of automated programming assessment systems to the monitoring of learning progress, thereby facilitating timely interventions to correct difficulties at the team level. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0144929X |
| DOI: | 10.1080/0144929X.2021.2017483 |
