一句话：通过236名学生的实证研究，验证ASPA静态分析器在编程基础课程中促进学习与持续反馈的有效性。
如何教授编程基础课程长期以来存在争议，针对学生学习与评估过程的辅助干预方法虽多，但往往只适用于其中一个方面。本文旨在验证ASPA这一静态分析器工具能否同时支持学习与持续反馈。作者设计并开展了一项实证研究，对象为236名基础编程课程学生，他们在项目开发活动中自愿使用该工具。研究首先对学生进行画像，随后评估其使用ASPA的态度、感知易用性与感知有用性。结果表明，ASPA是整个课程的良好助手，尤其对学生的编程作业帮助显著，并且有助于提高学生的成绩。该工作为静态分析工具在编程教育中的持续反馈应用提供了实证支持。
For decades there have been arguments how to teach programming in the basic courses. Supportive intervention methods to improve students’ learning and methods to improve assessment process have been widely studied. There are various successful methods to each topic separately, but only a few of them fit for both. In this work, we aimed at validating ASPA a static analyser tool that supports learning and continuous feedback on programming courses. For this purpose, we designed and conduct an empirical study among 236 students enrolled in the basic programming course, that voluntary adopted the tools during the project development activities. We first profiled the students, then, evaluated the attitude toward using ASPA, the perceived ease of use, and the perceived usefulness. Results showed that ASPA is a good helper for the entire course and especially the student’s programming assignments, and it also helps to improve the students’ grades.
@inproceedings{paperbot10960,
title = {ASPA: A Static Analyser to Support Learning and Continuous Feedback on Programming Courses. An Empirical Validation},
author = {Roope Luukkainen and Jussi Kasurinen and Uolevi Nikula and Valentina Lenarduzzi},
booktitle = {ICSE},
year = {2022},
doi = {10.1109/icse-seet55299.2022.9794188}
}