• The Journal of Korean Association of Computer Education
• /
• v.20 no.1
• /
• pp.13-26
• /
• 2017

The programming(algorithm) automated assessment system is to evaluate automatically the accuracy and time/space efficiency of user's solution to the problem which is provided. This system gives the immediate feedback of the solution, real-time ranking. So, in the course of data structure and algorithm, we can apply the knowledge which we have learned to the problem solving. Especially, in the basic course of learning the syntax of the programming language, the novice student can learn in easy and fun by solving the simple problem. The university students can understand in the easy way the meaning of asymptotic analysis of algorithm in data structure & algorithm course.

• The Journal of Korean Association of Computer Education
• /
• v.17 no.4
• /
• pp.45-57
• /
• 2014

Many studies on algorithm judging system which verifies the correctness and the time efficiency of your program have been underway recently, most of which are on an online judging system focused on programming contests. However this study is mainly about development and application of the judging system based on client-server. Especially, we designed to promote metacognition and motivation which are emphasized in CRESST model, and implemented the total system that consists of the problem, data set, validation program, and user service environments. We applied our system to elementary, middle, and high school students, and We noticed a significant difference of average score between the experimental and control group in posttest and concluded that the teaching method using our system gave the bigger positive effects on programming learning.

• Journal of Internet of Things and Convergence
• /
• v.10 no.6
• /
• pp.105-110
• /
• 2024

Quizzes in the classroom can enhance students' academic achievement by assessing their understanding of the material. However, instructors often hesitate to actively utilize quizzes because of the additional workload required for creating, grading, and analyzing quiz results. With the recent advancements in Large Language Model (LLM) technology and the widespread use of online survey platforms such as Google Forms, a more efficient environment for leveraging quizzes in classes is now available. This paper proposes a system that utilizes ChatGPT, a representative LLM, to automatically generate quiz questions, conduct quiz exams via Google Forms, and provide grading and feedback. Specifically, the paper discusses the system's requirements and design, along with a prototype implementation. The prototype system was developed in a Python environment, employing the ChatGPT API for quiz question generation and the Google Forms API for administering and grading quizzes. Additionally, the system enables instructors to review and select questions generated by ChatGPT, while quiz questions and students' responses are stored in a database to facilitate both collective and individual learning outcome analysis. The automated quiz generation system offers the advantage of automating the processes of quiz question creation, examination, evaluation, and analysis, significantly alleviating instructors' workload and improving students' academic performance.

• Journal of Science Education
• /
• v.37 no.2
• /
• pp.348-358
• /
• 2013

The purpose of this study is to develop the science item on computer-based performance assessment which is able to replace the assessment with actual experimental apparatus. The survey on the necessities and the difficulties of the assessment with actual experimental apparatus was conducted with 57 physics teachers. By reflecting the results of the survey, the computer-based assessment items which are related with constructing circuits with an ammeter and a voltmeter were developed. The developed computer-based assessment items were organized in similarity to assessment conducted with actual experimental apparatus, proper feedback was provided by students' performance in the process of assessment so as to grading performance results automatically. To achieve them, the algorithm was developed so that computer can judge the accuracy of students' performance results.

• The Journal of Korean Association of Computer Education
• /
• v.21 no.4
• /
• pp.1-10
• /
• 2018

Block programming environment, which is represented by Scratch in elementary and middle school programming education, is suitable for learner's characteristics and cognitive level, and is recommended not only for beginners. Transference to the text programming environment after the block programming is essential for understanding the data processing process, understanding the accuracy and efficiency aspects of algorithms, and creating SW activity. In addition, it is presented step by step in the programming curriculum. In this study, developed WithBlock the online evaluation system for the purpose of transference from a block programming to a text programming environment. The developed system can solve the same algorithm problem in both block and text programming environment, and it can be used for elementary and secondary programming education by automatically scoring the written code and providing immediate feedback. In order to applicable to programming education in elementary and secondary surveyed the usability, learning possibility, interest and satisfaction of WithBlock. The results of the survey showed that it can be used for programming education.

• Survey Research
• /
• v.7 no.2
• /
• pp.71-95
• /
• 2006

This article presents strengths of Computer-Assisted Personal Interviewing(CAPI) in social surveys with complicated questionnaires, from examples of a pilot and the first year surveys of the Korean Longitudinal Study of Ageing(KLoSA). This study focuses on how to improve the quality of data by using CAPI and finds five strengths among others. First of all, CAPI can contribute to reducing response errors by structuring the logic and path of questionnaires, setting a response range, and maintaining response consistency. Second, CAPI enhances convenience of interviewing by allowing customized questions and automatic calculation and scoring. It also allows the 'help' function. Third, its random arrangement of questions prevents response order effect and/or questions order effect. Fourth, CAPI can raise the response rate by reducing item non-responses. Fifth, it makes it easy monitoring interviewing, thus helps supervising interviewers and modifying questionnaires when necessary. These merits of CAPI contribute to reducing possible errors in the process of interviewing, therefore improve the data quality.

• The Transactions of the Korea Information Processing Society
• /
• v.13 no.9
• /
• pp.437-443
• /
• 2024

Adhering to coding style guidelines is crucial for both companies and developers as it improves code readability and reduces the costs associated with testing and maintenance. However, teaching coding style in programming courses poses challenges. Setting up an environment for learning coding styles is hard, and there are no predefined coding style rules for beginners. From the learners' perspective, since adherence to coding styles does not affect their grades, they do not feel a strong need to learn them. This paper introduces a coding style checking system for an online evaluation system. The proposed system is implemented to check and evaluate coding styles in C, Java, and Python. Additionally, we applied 234 out of the 1,023 rules provided by the language-specific tools, which is 23.08%, allowing for the application of coding style rules according to the course progression. Moreover, we motivated learners to improve their coding style by adding quality scores to their basic scores. After introducing the coding style education system, the number of students scoring over 25 points on their initial submissions increased by 149.47%, from 18 students in the first week to 44 students in the sixth week. Learners used the coding style checking system to learn how to apply coding style rules and subsequently implemented their code in adherence to the specified coding styles.