Programming tasks in the Bebras Challenge: Are they a good idea in terms of the contestants' workload?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F25%3A43909334" target="_blank" >RIV/60076658:12410/25:43909334 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/chapter/10.1007/978-3-031-73474-8_8" target="_blank" >https://link.springer.com/chapter/10.1007/978-3-031-73474-8_8</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-031-73474-8" target="_blank" >10.1007/978-3-031-73474-8</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Programming tasks in the Bebras Challenge: Are they a good idea in terms of the contestants' workload?

Popis výsledku v původním jazyce

In the Czech version of the Bebras Challenge, programming tasks in which a programming code is built from blocks are used alongside traditional contest tasks. This paper deals with the comparison of these programming tasks with other informatics tasks in terms of the workload of their solvers. Programming tasks can strongly attract the contestants’ attention. The aim of the paper is to find out to what extent pupils pay attention to programming tasks at the expense of other tasks and how this differs for successful and unsuccessful contestants. We prepared national round tests in which there were typically two programming tasks and ten other tasks in each age category. We conducted quantitative research with a total of 184,949 respondents from the 2023 contest.We discovered that pupils spend more time on programming tasks than on the other tasks. When designing tests that include programming tasks, it is necessary to take this into account, and thus either limit the number of tasks, increase the test time, or include less challenging tasks. Our research on programming tasks revealed that, for most age categories, successful pupils ran different versions of their solution fewer times than unsuccessful ones. We also discovered that successful solvers spent more time on the task than unsuccessful solvers. The youngest pupils were the outliers in these findings.Our paper contributes to the understanding of the extent to which it is a good idea to include programming tasks in informatics contests like the Bebras Challenge.

Název v anglickém jazyce

Programming tasks in the Bebras Challenge: Are they a good idea in terms of the contestants' workload?

Popis výsledku anglicky

In the Czech version of the Bebras Challenge, programming tasks in which a programming code is built from blocks are used alongside traditional contest tasks. This paper deals with the comparison of these programming tasks with other informatics tasks in terms of the workload of their solvers. Programming tasks can strongly attract the contestants’ attention. The aim of the paper is to find out to what extent pupils pay attention to programming tasks at the expense of other tasks and how this differs for successful and unsuccessful contestants. We prepared national round tests in which there were typically two programming tasks and ten other tasks in each age category. We conducted quantitative research with a total of 184,949 respondents from the 2023 contest.We discovered that pupils spend more time on programming tasks than on the other tasks. When designing tests that include programming tasks, it is necessary to take this into account, and thus either limit the number of tasks, increase the test time, or include less challenging tasks. Our research on programming tasks revealed that, for most age categories, successful pupils ran different versions of their solution fewer times than unsuccessful ones. We also discovered that successful solvers spent more time on the task than unsuccessful solvers. The youngest pupils were the outliers in these findings.Our paper contributes to the understanding of the extent to which it is a good idea to include programming tasks in informatics contests like the Bebras Challenge.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Informatics in Schools. Innovative Approaches to Computer Science Teaching and Learning

ISBN

—

ISSN

0302-9743

e-ISSN

1611-3349

Počet stran výsledku

12

Strana od-do

99-110

Název nakladatele

Springer

Místo vydání

Cham

Místo konání akce

Budapest, Hungary

Datum konání akce

28. 10. 2024

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

001495113500008