Eye-tracking Based Performance Analysis in Error Finding Programming Test

Finding errors in the source code is a typical kinds of test in the programming courses, which is helpful to assess the students' ability in program comprehension and debugging. In this paper, we propose an analysis scheme to interpret the measured line-level eye movement in an error-finding test of C language. An eye-tracking measurement system is implemented to collect the student's eye movement; during the test, the students select the error lines by mouse click in the web pages. We divide the students' eye movement into multiple cognitive tasks according to their decision actions, i.e. the mouse click events. For each cognitive task, we formulate the line-level program execution sequence around the code line selected by the students. A new metric, namely Matched Movement Ratio (MMR), is proposed to describe the proportion of line-level eye-focus jumping events that matches with the program execution sequence. We validate the calculation of MMR by two case studies, and further utilize this metric to conduct group study for 19 students in a test about bubble-sorting algorithm. Experiment results show that, MMR can differentiate the students by their code tracing performance in error-finding missions. Although our scheme can not infer the whole cognitive process in test, MMR can work as a reference quantifying the students' cognitive efforts tracing the code lines. Our results provide evidences for the teacher to diagnose the weakness of students and provide improvement suggestions in programming courses.

Deficits in retention of anatomy knowledge from the preclinical years to clinical application on the wards have been well documented in the medical education literature. We developed and evaluated a web and laboratory-based curriculum to address deficits in anatomy knowledge retention and to increase anatomy knowledge recall through repetition and application of clinical concepts during the obstetrics and gynecology (Ob/Gyn) core clinical clerkship. Using principles of adult learning and instructional design, a curriculum was designed consisting of (1) interactive, case-based e-modules reviewing clinically relevant anatomical topics and (2) a hands-on laboratory session reinforcing the content of the e-modules, with the practice of clinical techniques using anatomical cadaveric dissections. The curriculum's effectiveness was evaluated by using multiple choice testing and comparing baseline and final test scores. For questions testing content directly covered in this curriculum, mean final scores increased by 14.3% (P < 0.001). In contrast, for questions not directly addressed in this curriculum, mean final scores did not increase significantly, only by 6.0% (P = 0.31). Questions related to the uterus showed the greatest gains in final scores (30.3% improvement, P = 0.002). A curriculum with web-based preparatory material and a hands-on gross anatomy laboratory session effectively addresses deficits in anatomy retention and improves anatomical knowledge recall for medical students on a clinical clerkship. In the future, the authors plan to conduct a multicenter study to further evaluate the ability of this curriculum to improve clinically relevant anatomical knowledge. Anat Sci Educ 9: 337-343. © 2015 American Association of Anatomists.

Purpose: This study analyzed the correlation between grade point average(GPA) of medical school and the score of Korean Medical Licensing Examination(KMLE). Methods: This study based on the results of 67th KMLE applicants who graduated from a college of medicine in 2003. We also gathered data of these applicants from the college of medicine: gender, age, type of entrance, GPA of basic medicine, clinical medicine, clinical clerkships and final test scores. We analyzed whether there was discrimination between achievement of KMLE passed and that of KMLE failed, which of variables affected the results of KMLE. Results: 173 applicants passed KMLE among 189. There were significant correlations between basic medicine, clinical medicine, final test score and the score of KMLE(respective p-value; , specificity ). Conclusion: There were significant correlations between the GPA of medical school and the score of KMLE, and significant differences between KMLE passed applicants and failed. A high-risk group of failing KMLE was the students that the GPA of 2nd grade was below 2.5 and the GPA of 3rd grade was below 2.3.

Despite being an essential clinical skill, many junior doctors feel unprepared to perform neonatal resuscitation. We introduced a neonatal resuscitation training workshop in 2009 for our final-year medical students. We assessed the effectiveness of our workshop in improving knowledge immediately post-training and at the end of the year. We retrospectively analysed the data of our students who attended the workshops during their Paediatric posting in small groups. The workshop was adapted from the American Academy of Paediatrics (AAP) Neonatal Resuscitation Provider (NRP) programme, and included overview lectures, practical simulation, interactive video scenarios and assessments (pre- and post-tests), which comprised 21 multiple-choice questions covering evaluation, practical actions and theory. We repeated the assessment in the final week of the students' medical training ("final test"). We analysed the data using paired t-test, analysis of variance (ANOVA), linear regression and Friedman's test. All 56 students attended the workshops. Their mean scores (out of 21) were 11.7 (SD 2.5) (pre-test), 16.2 (SD 1.9) (post-test) and 13.6 (SD 2.3) (final test) (P ≤ 0.001 for all pair-wise comparisons). The workshop's timing (earlier or later in the year) had no relationship with the students' final test scores (P = 0.96). In the final test, 68.5%, 67.4% and 60.6% on average answered correctly questions on practical action, theory and evaluation, respectively (P = 0.03). Our workshop produced a modest gain in student knowledge on neonatal resuscitation at the end of their medical course. The students' overall gain in knowledge was below our expectation, and evaluation appeared to be their weakest domain. Further research should evaluate strategies to enhance longer-term knowledge retention with practical performance.

Simulation-based teaching (SIM) is a common method for medical education. SIM exposes residents to uncommon scenarios that require critical, timely actions. SIM may be a valuable training method for critically ill poisoned patients whose diagnosis and treatment depend on key clinical findings. Our objective was to compare medical simulation (SIM) to traditional lecture-based instruction (LEC) for training emergency medicine (EM) residents in the acute management of critically ill poisoned patients. EM residents completed two pre-intervention questionnaires: (1) a 24-item multiple-choice test of four toxicological emergencies and (2) a questionnaire using a five-point Likert scale to rate the residents' comfort level in diagnosing and treating patients with specific toxicological emergencies. After completing the pre-intervention questionnaires, residents were randomized to SIM or LEC instruction. Two toxicologists and three EM physicians presented four toxicology topics to both groups in four 20-min sessions. One group was in the simulation center, and the other in a lecture hall. Each group then repeated the multiple-choice test and questionnaire immediately after instruction and again at 3 months after training. Answers were not discussed. The primary outcome was comparison of immediate mean post-intervention test scores and final scores 3 months later between SIM and LEC groups. Test score outcomes between groups were compared at each time point (pre-test, post-instruction, 3-month follow-up) using Wilcoxon rank sum test. Data were summarized by descriptive statistics. Continuous variables were characterized by means (SD) and tested using t tests or Wilcoxon rank sum. Categorical variables were summarized by frequencies (%) and compared between training groups with chi-square or Fisher's exact test. Thirty-two EM residents completed pre- and post-intervention tests and comfort questionnaires on the study day. Both groups had higher post-intervention mean test scores (p < 0.001), but the LEC group showed a greater improvement compared to the SIM group (5.6 [2.3] points vs. 3.6 [2.4], p = 0.02). At the 3-month follow-up, 24 (75 %) tests and questionnaires were completed. There was no improvement in 3-month mean test scores in either group compared to immediate post-test scores. The SIM group had higher final mean test scores than the LEC group (16.6 [3.1] vs. 13.3 [2.2], p = 0.009). SIM and LEC groups reported similar diagnosis and treatment comfort level scores at baseline and improved equally after instruction. At 3 months, there was no difference between groups in comfort level scores for diagnosis or treatment. Lecture-based teaching was more effective than simulation-based instruction immediately after intervention. At 3 months, the SIM group showed greater retention than the LEC group. Resident comfort levels for diagnosis and treatment were similar regardless of the type of education.

Objective: The sudden disruption of university teaching caused by the coronavirus disease 2019 (COVID-19) pandemic has forced universities to switch to online teaching. It is vital for graduating medical students to learn about COVID-19 because they are likely to treat COVID-19 patients after graduation. We developed a COVID-19 lesson for medical students that used either an online lecture or a serious game that we designed. The aim of this study is to explore the effectiveness of a serious game versus online lectures for improving medical students' COVID-19 knowledge. Materials and Methods: From our university's database of knowledge scores, we collected the prelesson, postlesson, and final test knowledge scores of the students who participated in the lesson and conducted a retrospective comparative analysis. Results: An analysis of scores concerning knowledge of COVID-19 from prelesson and postlesson tests shows that both teaching methods produce significant increases in short-term knowledge, with no statistical difference between the two methods (P > 0.05). The final test scores, however, show that the group of students who used the game-based computer application scored significantly higher in knowledge retention than did the online lecture group (P = 0.001). Conclusion: In the context of the disruption of traditional university teaching caused by the COVID-19 pandemic, the serious game we designed is potentially an effective option for online medical education about COVID-19, particularly in terms of its capacity for improved knowledge retention.

This qualitative study investigates students’ perceptions about paraphrasing and their cognitive and meta-cognitive processes in paraphrasing. Four Indonesian advanced EFL students enrolled in Applied Linguistics course of a graduate program in English Language Teaching of a state university in Malang were voluntarily willing to participate in thestudy. These four subjects did a paraphrasing task requiring them to do concurrent verbal reports whileparaphrasing three sentences and one paragraph.Following this, the subjects responded to a questionnaire and then participated in a retrospective interview. The data from the questionnaires were described qualitatively, whereas the verbal reports were transcribed andanalyzed for identification of cognitive and meta-cognitive strategies based on the framework of learning strategies by Chamot and Kupper (1989). The subjects’ perceptions about paraphrasing appeared to be in line with the widely accepted definition and criteria of proper paraphrases. Additionally, the results of verbal reports show that the subjects used 21 cognitive and seven meta-cognitive strategies, reflecting the fact that most of the cognitive strategies used in the sentence level were applied in the paragraph level with some additions of strategies specific to paragraph development and synthesis such as finding the main idea and summarizing.

Program comprehension is an important activity in software maintenance, as software must be sufficiently understood before it can be properly modified. The study of a program's execution, known as dynamic analysis, has become a common technique in this respect and has received substantial attention from the research community, particularly over the last decade. These efforts have resulted in a large research body of which currently there exists no comprehensive overview. This paper reports on a systematic literature survey aimed at the identification and structuring of research on program comprehension through dynamic analysis. From a research body consisting of 4,795 articles published in 14 relevant venues between July 1999 and June 2008 and the references therein, we have systematically selected 176 articles and characterized them in terms of four main facets: activity, target, method, and evaluation. The resulting overview offers insight in what constitutes the main contributions of the field, supports the task of identifying gaps and opportunities, and has motivated our discussion of several important research directions that merit additional consideration in the near future.

Effect of different score reports of Web-based formative test on students' self-regulated learning

A core challenge in introductory programming courses during the freshmen year is getting students to understand how a static textual representation (source code) maps to a highly dynamic process (program execution). Most students nowadays are visual learners who learn programming concept better through web-based visual and interactive learning instead of learning from traditional black board lecturing styles. This presentation will report our experience with positive learning outcomes in teaching an introductory programming course in Python by using a dynamic visual programming development environment based on flow-charts (RAPTOR) and active learning with an interactive eBook (zyBook). In this study, eleven sections of COSC 111 were included over three semesters as control and experimental groups. Analysis showed a marginally significant difference (F (1,5) = 5.87; p = 0.060) between sections taught via the traditional method and sections taught with the proposed pedagogical innovation. We also found that there are statistically significant positive correlations in between uses of the interactive book (eBook) and performances of students in tests. To add to our understanding of what students were experiencing, we also administered a survey to students at the end of the course. Regarding learning styles and tools, survey result showed that the eBook was helpful in understanding programming concepts (71.5%), that the instant feedback that the online book provided was helpful (82.9%), that the class discussion and interaction were helpful (85.7%). Overall, it seems that the proposed pedagogical approaches have made a positive difference by increasing student motivation and engagement, and reducing failure rates.

This study aims to examine the effect of the VAK Learning Style (Visual, Auditory, and Kinesthetic) on learning Basic Physics Techniques using a digital simulation model using the Single-Test Reliability application on the learning outcomes of cadets at the Aviation Polytechnic of Surabaya. The research method is descriptive quantitative with a quasi-experimental design, namely research that is intended to determine whether there is a consequence of something imposed on the subject under investigation. The participants in this study cadets of the Airport Electrical Engineering Study Program at the Aviation Polytechnic of Surabaya. The data generated is the tendency of cadets' learning styles in doing exercises and final tests using the Single-Test Reliability application on learning outcomes. The data obtained shows that cadets who have a tendency for visual learning styles get higher exercise and final test scores than cadets with auditory and kinestatic learning styles. The use of the Single-Test Reliability application increased learning outcomes from the initial class average of 64.2 become 81, with the highest average score obtained by cadets with visual learning styles.

This study focuses on measuring levels of anxiety experienced by 11‐year‐olds in their last year at primary school and aims to investigate the effect of anxiety on pupils’ performance in eleven‐plus tests. The Taylor Manifest Anxiety Test was used to determine individual levels of anxiety amongst a Year 6 cohort. Their final test scores in the eleven‐plus examination were used as a measure of their overall performance. Correlations were carried out to see if there was any link between levels of anxiety and performance in eleven‐plus for the group as a whole and in terms of gender. There appeared to be no significant link between levels of high anxiety and poor exam performance. However, although there seemed to be no apparent correlation, highly anxious boys performed well in the eleven‐plus examination, as did highly anxious girls.

Volume contents

The purpose of this research is to investigate the implementation of the Problem Solving method that has proven to improve the learning outcomes of fourth-grade students at MI Al Falah Pagu Wates Kediri in the academic year 2022/2023, specifically in Social Sciences subject. The research design consists of four stages: (1) planning, (2) implementation, (3) observation, and (4) reflection. The research subjects were 25 fourth-grade students at MI Al Falah Pagu Wates Kediri, comprising 15 male students and 10 female students. Data collection techniques included observation, interviews, tests, and field notes. The data analysis technique used the average of student activities and the final test scores. The results showed that the implementation of the Problem Solving method in the Social Sciences subject could improve the fourth-grade students' learning outcomes at MI Al Falah Pagu Wates Kediri. This was shown in the increase in the percentage of student learning activities from 55.2% to 82% and had an impact on the average learning outcomes of students, which increased from 73.65 to 83.4.

Recent theoretical developments in the area of confidence testing suggest that an improvement in the reliability and validity of confidence tests should result from correcting scores for realism. Thirty-six medical and dental students were admin istered two short confidence-scored tests dealing with cellular and molecular biology. Both the uncorrected scores and the scores corrected for realism were correlated with course final test scores and with the biochemistry section of the National Medical Board Examination, Part I. The adjustment of scores for realism led to increases in reliability (split half) and predictive validity, although the differenceswere not statistically significant.