一句话：通过两门 CS1 击键日志揭示可编译状态比例的影响因素，并发现其意识与考试成绩相关。
论文分析两门不同背景的 CS1 入门编程课程击键日志，考察每次击键时处于可编译状态的事件比例，以及其与上下文因素、程序进展和学业成绩的关系。研究发现：随着学生编写程序，编译与运行事件频率及可编译事件比例均上升；程序临近完成时编译与运行事件出现峰值；可编译比例因作业、程序长度和编程背景而异；IDE 实时错误诊断能提高可编译状态比例；学生对自身可编译状态的意识与考试成绩相关，而处于不可编译状态的时间则不然。作者据此指出，研究者不能假设整个作业过程中编译频率恒定，并呼吁设计提升学生可编译状态意识的教学法。
In this paper, we analyze keystroke log data from two introductory programming courses from two distinct contexts to investigate the proportion of events that compile, how this relates to contextual factors, the progression of programs, and academic outcomes. We find that, as students write their programs, frequency of compile and run events increases as does the proportion of events that compile. We also find a spike in the number of compile and run events as a program nears completion, that the proportion of events that compile varies by assignment, length of program, and programming context, that real-time IDE error diagnostics lead to higher proportion of events that are in compilable state, and that a student’s awareness of their compilable state is correlated with exam score while the amount of time they spend in an uncompilable state is not. Among the practical implications of our work are the fact that researchers cannot rely on frequency of compilation remaining constant through an assignment and a call to researchers and practitioners to design pedagogies that enhance student awareness of their compilable state.