Copertina

Investigating the Impact and Student Perceptions of Guided Parsons Problems for Learning Logic with Subgoals

Fuente: arXiv

Salvato in:

Dettagli Bibliografici
Autori principali:	Tithi, Sutapa Dey, Tian, Xiaoyi, Chi, Min, Barnes, Tiffany
Natura:	Preprint
Pubblicazione:	2025
Soggetti:	Human-Computer Interaction Logic in Computer Science
Accesso online:	Acceder al recurso
Tags:	Aggiungi Tag Nessun Tag, puoi essere il primo ad aggiungerne!!

Documenti analoghi

Exploring the Design and Impact of Interactive Worked Examples for Learners with Varying Prior Knowledge
di: Tithi, Sutapa Dey, et al.
Pubblicazione: (2026)

Z3Guide: A Scalable, Student-Centered, and Extensible Educational Environment for Logic Modeling
di: Huang, Ruanqianqian, et al.
Pubblicazione: (2025)

Proof Assistants for Teaching: a Survey
di: Minh, Frédéric Tran, et al.
Pubblicazione: (2025)

SMT-Layout: A MaxSMT-based Approach Supporting Real-time Interaction of Real-world GUI Layout
di: Li, Bohan, et al.
Pubblicazione: (2024)

Dialogue-based Explanations for Logical Reasoning using Structured Argumentation
di: Ho, Loan, et al.
Pubblicazione: (2025)

A Logical Formalisation of a Hypothesis in Weighted Abduction: towards User-Feedback Dialogues
di: Motoura, Shota, et al.
Pubblicazione: (2025)

On The Reasonable Effectiveness of Relational Diagrams: Explaining Relational Query Patterns and the Pattern Expressiveness of Relational Languages
di: Gatterbauer, Wolfgang, et al.
Pubblicazione: (2024)

LeanTutor: Towards a Verified AI Mathematical Proof Tutor
di: Patel, Manooshree, et al.
Pubblicazione: (2025)

Does Your AI Agent Get You? A Personalizable Framework for Approximating Human Models from Argumentation-based Dialogue Traces
di: Tang, Yinxu, et al.
Pubblicazione: (2025)

Usable-by-Construction: a formal framework
di: Reeves, Steve
Pubblicazione: (2024)

Transparent AI: Developing an Explainable Interface for Predicting Postoperative Complications
di: Ren, Yuanfang, et al.
Pubblicazione: (2024)

Lean Atlas: An Integrated Proof Environment for Scalable Human-AI Collaborative Formalization
di: Yanahama, Banri, et al.
Pubblicazione: (2026)

Approximating Human Models During Argumentation-based Dialogues
di: Tang, Yinxu, et al.
Pubblicazione: (2024)

Dialectical Reconciliation via Structured Argumentative Dialogues
di: Vasileiou, Stylianos Loukas, et al.
Pubblicazione: (2023)

An XAI View on Explainable ASP: Methods, Systems, and Perspectives
di: Eiter, Thomas, et al.
Pubblicazione: (2026)

Viverra: Text-to-Code with Guarantees
di: Wu, Haoze, et al.
Pubblicazione: (2026)

Learning to Program != "One-Size-Fits-All": Exploring Variations of Parsons Problems as Scaffolding
di: Haynes-Magyar, Carl Christopher
Pubblicazione: (2025)

AI-Generated Rubric Interfaces: K-12 Teachers' Perceptions and Practices
di: Riahi, Bahare, et al.
Pubblicazione: (2026)

Interactive Formal Specification for Mathematical Problems of Engineers
di: Neuper, Walther
Pubblicazione: (2024)

Integrating Personalized Parsons Problems with Multi-Level Textual Explanations to Scaffold Code Writing
di: Hou, Xinying, et al.
Pubblicazione: (2024)

SubgoalXL: Subgoal-based Expert Learning for Theorem Proving
di: Zhao, Xueliang, et al.
Pubblicazione: (2024)

Democratizing Foundations of Problem-Solving with AI: A Breadth-First Search Curriculum for Middle School Students
di: Pitts, Griffin, et al.
Pubblicazione: (2026)

ASP-driven User-interaction with Clinguin
di: Beiser, Alexander, et al.
Pubblicazione: (2025)

AI Sensing and Intervention in Higher Education: Student Perceptions of Learning Impacts, Affective Responses, and Ethical Priorities
di: Han, Bingyi, et al.
Pubblicazione: (2026)

Deceptive Game Design? Investigating the Impact of Visual Card Style on Player Perception
di: Kallabis, Leonie, et al.
Pubblicazione: (2025)

Designing and Evaluating Next-Generation Learning Interfaces: Linking AI, HCI, and the Learning Sciences
di: Xia, Meng, et al.
Pubblicazione: (2026)

CodeTailor: LLM-Powered Personalized Parsons Puzzles for Engaging Support While Learning Programming
di: Hou, Xinying, et al.
Pubblicazione: (2024)

Perceptions of the Fairness Impacts of Multiplicity in Machine Learning
di: Meyer, Anna P., et al.
Pubblicazione: (2024)

Beyond Text: Probing K-12 Educators' Perspectives and Ideas for Learning Opportunities Leveraging Multimodal Large Language Models
di: Tseng, Tiffany, et al.
Pubblicazione: (2025)

The Effect of Transparency on Students' Perceptions of AI Graders
di: Orgill, Joslyn, et al.
Pubblicazione: (2026)

Improving Public Service Chatbot Design and Civic Impact: Investigation of Citizens' Perceptions of a Metro City 311 Chatbot
di: Zhou, Jieyu, et al.
Pubblicazione: (2025)

Virtual Interviewers, Real Results: Exploring AI-Driven Mock Technical Interviews on Student Readiness and Confidence
di: Gomez, Nathalia, et al.
Pubblicazione: (2025)

Investigating the Perception of Translational Shape-Changing Haptic Interfaces
di: Yang, Qihan, et al.
Pubblicazione: (2025)

Investigating the Perception of Facial Anonymization Techniques in 360° Videos
di: Wöhler, Leslie, et al.
Pubblicazione: (2024)

Assessing the Impact and Underlying Pathways of Sequenced AI feedback on Student Learning
di: Cao, Jie, et al.
Pubblicazione: (2026)

Combining Log Data and Collaborative Dialogue Features to Predict Project Quality in Middle School AI Education
di: Borchers, Conrad, et al.
Pubblicazione: (2025)

Personalized Parsons Puzzles as Scaffolding Enhance Practice Engagement Over Just Showing LLM-Powered Solutions
di: Hou, Xinying, et al.
Pubblicazione: (2025)

Investigating Effects of Perceived Technology-enhanced Environment on Self-regulated Learning: Beyond P-values
di: Sui, Chi-Jung, et al.
Pubblicazione: (2023)

Implementation Considerations for Automated AI Grading of Student Work
di: Tian, Zewei, et al.
Pubblicazione: (2025)

Investigating Size Congruency Between the Visual Perception of a VR Object and the Haptic Perception of Its Physical World Agent
di: Zheng, Wenqi, et al.
Pubblicazione: (2024)