Barry W. Peddycord

Exploring networks of problem-solving interactions

Intelligent tutoring systems and other computer-aided learning environments produce large amounts of transactional data on student problem-solving behavior, in previous work we modeled the student-tutor interaction data as a complex network, and successfully generated automated next-step hints as well as visualizations for educators. In this work we discuss the types of tutoring environments that are best modeled by interaction networks, and how the empirical observations of problem-solving result in common network features. We find that interaction networks exhibit the properties of scale-free networks such as vertex degree distributions that follow power law. We compare data from two versions of a propositional logic tutor, as well as two different representations of data from an educational game on programming. We find that statistics such as degree assortativity and the scale-free metric allow comparison of the network structures across domains, and provide insight into student problem solving behavior.

Building Games to Learn from Their Players: Generating Hints in a Serious Game

This paper presents a method for generating hints based on observed world states in a serious game. BOTS is an educational puzzle game designed to teach programming fundamentals. To incorporate intelligent feedback in the form of personalized hints, we apply data-driven hint-generation methods. This is especially challenging for games like BOTS because of the open-ended nature of the problems. By using a modified representation of player data focused on outputs rather than actions, we are able to generate hints for players who are in similar (rather than identical) states, creating hints for multiple cases without requiring expert knowledge. Our contributions in this work are twofold. Firstly, we generalize techniques from the ITS community in hint generation to an educational game. Secondly, we introduce a novel approach to modeling student states for open-ended problems, like programming in BOTS. These techniques are potentially generalizable to programming tutors for mainstream languages.

Evaluating Scratch Programs to Assess Computational Thinking in a Science Lesson (Abstract Only)

In this poster, we describe efforts to assess computational thinking activities that can be easily implemented in any science classroom. Studies have shown that a set of conditions must be met for computational thinking tools to be used in K-12 education and that when they are used, there is a wide spectrum in the level of computational thinking that the tool enables. This study extends this work by examining how middle school students translated their science fair projects into Scratch and what evidence of computational thinking is present. Scrape, a tool designed to analyze Scratch projects was used. Overall, it was found that most students simply created a presentation of their project without much complexity. Eight students created interactive projects that required user participation and used more advanced computational concepts. Finally, recommendations are given for next steps in the creation of a series of activities that would scaffold student learning as they apply to computational thinking concepts of a science concept.

Making games and apps in introductory computer science (abstract only)

The new CS Principles curriculum, a pilot Advanced Placement course, offers novice students an exciting opportunity to learn computing in a hands-on, fun way. High school and college teachers of introductory computer science course are invited to this workshop to learn basic game and mobile phone development. Participants will learn GameMaker, AppInventor, and Touch Develop. These tools allow students to create and have fun with computing while teaching object-oriented and event-driven programming and game architectures. Participants should bring their own laptops (ideally with AppInventor installed). Windows 7 phones will be provided during the workshop. We will provide links to curricular modules for the CS Principles: Beauty and Joy of Computing course.

Experience with Online and Open-Web Exams.

Most examinations are administered in an environment that is becoming artificial. Today, ideas are routinely communicated using computers; for example to perform technical work or even write a piece of prose many use the aid of a computer. That is the situation that students are in when they take an exam on paper. Faculty have plenty of opportunities to administer tests online. Textbook publishers, as well as learning-management systems, have online modules that could be used to deliver quizzes or exams. Students can use their laptops to take an exam online, even in an ordinary classroom. But online administration raises several issues, which instructors should think through before taking the plunge. To uncover the implications of online exams, the authors set up a research study, surveying instructors on four teaching-related listservs: the Engineering Technology listserv; SIGCSE-members (computer science faculty); the College Board’s APCS list; and the listserv of the Professional & Organization Development Network in Higher Education; and students in the first author’s classes from Fall 2009 until Spring 2011. Eighty-five instructors and 315 students responded to the survey. All of them had experience administering or taking online and/or “open-Web” exams, where students were given unfettered access to the Internet during the exam, but forbidden to communicate with others. This study investigated several aspects of online exams, classifying its observations into six categories: material covered, administration of the exam, grading, academic integrity, handwriting vs. coding, and miscellaneous.

AP CS principles and the beauty and joy of computing curriculum (abstract only)

The Beauty and Joy of Computing (BJC) is an introductory computer science curriculum developed at the University of California, Berkeley (and adapted at the University of North Carolina, Charlotte), intended for high school juniors through university non-majors. It was used in two of the five initial pilot programs for the AP CS Principles course being developed by the College Board and the National Science Foundation. Our overall goal is to support the CS10K project by preparing instructors to teach the AP CS Principles course through the BJC curriculum. In this workshop, we will share our experiences as instructors of the course at the university and high school level, provide a glimpse into a typical week of the course, and share details of NSF-funded summer professional development opportunities.