Yizhou Qian
Biographic Data
| ID | 8584841 |
|---|---|
| NAME | Yizhou Qian |
| GIVEN NAMES | Yizhou |
| FAMILY NAME | Qian |
| SIGNATURE | QIAN Y |
| AFFILIATIONS | Jiangnan University |
| ORCID | 0000-0003-2551-9581 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploring the quality and effectiveness of AI-generated feedback in introductory programming
Feedback is a vital but often difficult part of introductory programming courses, where standard compiler messages are vague and confusing for students. Generative artificial intelligence (GenAI) has become a promising tool for providing improved feedback in programming education, yet empirical studies on its effectiveness in real educational settings are limited. Using a design-based research approach, this study examined both the quality and in…
Using an automated assessment tool to explore difficulties of middle school students in introductory programming
This study investigated common student errors and underlying difficulties of two groups of Chinese middle school students in an introductory Python programming course using data in the automated assessment tool (AAT) Mulberry. One group of students was from a typical middle school while the other group was from a high-ability middle school. By analyzing 8030 erroneous student programs, we identified 12 common errors of the two groups. Further ana…
Using Targeted Feedback to Address Common Student Misconceptions in Introductory Programming
With the expansion of computer science (CS) education, CS teachers in K-12 schools should be cognizant of student misconceptions and be prepared to help students establish accurate understanding of computer science and programming. Digital tools, such as automated assessment systems, can be useful and supportive in teaching CS courses. This two-stage design-based research (DBR) study investigated the effects of targeted feedback in an automated a…
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Using Targeted Feedback to Address Common Student Misconceptions in Introductory Programming
With the expansion of computer science (CS) education, CS teachers in K-12 schools should be cognizant of student misconceptions and be prepared to help students establish accurate understanding of computer science and programming. Digital tools, such as automated assessment systems, can be useful and supportive in teaching CS courses. This two-stage design-based research (DBR) study investigated the effects of targeted feedback in an automated a…
Using an automated assessment tool to explore difficulties of middle school students in introductory programming
This study investigated common student errors and underlying difficulties of two groups of Chinese middle school students in an introductory Python programming course using data in the automated assessment tool (AAT) Mulberry. One group of students was from a typical middle school while the other group was from a high-ability middle school. By analyzing 8030 erroneous student programs, we identified 12 common errors of the two groups. Further ana…
Exploring the quality and effectiveness of AI-generated feedback in introductory programming
Feedback is a vital but often difficult part of introductory programming courses, where standard compiler messages are vague and confusing for students. Generative artificial intelligence (GenAI) has become a promising tool for providing improved feedback in programming education, yet empirical studies on its effectiveness in real educational settings are limited. Using a design-based research approach, this study examined both the quality and in…
Teaching and Learning Programming (3 works) · Computer Science (2 works) · Educational Games and Gamification (2 works) · Mathematics education (2 works) · Psychology (2 works) · Categorization (1 work) · Computer-Assisted Instruction (1 work) · Correctness (1 work) · Debugging (1 work) · Experimental Learning in Engineering (1 work)