%0 Conference Paper %1 Crow_2018 %A Crow, Tyne %A Luxton-Reilly, Andrew %A Wuensche, Burkhard %B Proceedings of the 20th Australasian Computing Education Conference %D 2018 %I ACM %K progtutor survey %P 53-62 %R 10.1145/3160489.3160492 %T Intelligent tutoring systems for programming education: a systematic review %U http://dx.doi.org/10.1145/3160489.3160492 %X A variety of intelligent tutoring systems have been created for the purpose of teaching computer programming. Most published literature focuses on systems that have been developed to teach programming within tertiary courses. A majority of systems have been developed to teach introductory programming concepts; other systems tutor more specific aspects of programming like scope or recursion. Literature reports that these systems address many of the difficulties associated with teaching programming to novices; however, individual systems vary greatly, and there is a large range of supplementary features developed in these systems. Most intelligent programming tutors involve some form of interactive programming exercises, but the use of supplementary features like plans, quizzes and worked solutions vary greatly between different systems. This systematic review reports key information about existing systems and the prevalence of different features within them. An overview of how supplementary features are integrated into these systems is given, along with implications for how intelligent programming tutors could be improved by supporting a wider range of supplementary features.

@inproceedings{Crow_2018, abstract = {A variety of intelligent tutoring systems have been created for the purpose of teaching computer programming. Most published literature focuses on systems that have been developed to teach programming within tertiary courses. A majority of systems have been developed to teach introductory programming concepts; other systems tutor more specific aspects of programming like scope or recursion. Literature reports that these systems address many of the difficulties associated with teaching programming to novices; however, individual systems vary greatly, and there is a large range of supplementary features developed in these systems. Most intelligent programming tutors involve some form of interactive programming exercises, but the use of supplementary features like plans, quizzes and worked solutions vary greatly between different systems. This systematic review reports key information about existing systems and the prevalence of different features within them. An overview of how supplementary features are integrated into these systems is given, along with implications for how intelligent programming tutors could be improved by supporting a wider range of supplementary features.}, added-at = {2023-12-07T06:17:38.000+0100}, author = {Crow, Tyne and Luxton-Reilly, Andrew and Wuensche, Burkhard}, biburl = {https://www.bibsonomy.org/bibtex/2f2c341bf548301e72358d2d8ea73a812/brusilovsky}, booktitle = {Proceedings of the 20th Australasian Computing Education Conference}, collection = {ACE 2018}, description = {Intelligent tutoring systems for programming education | Proceedings of the 20th Australasian Computing Education Conference}, doi = {10.1145/3160489.3160492}, interhash = {2603dba58254ce7c7ce48ede4dff2f0b}, intrahash = {f2c341bf548301e72358d2d8ea73a812}, keywords = {progtutor survey}, month = jan, pages = {53-62}, publisher = {ACM}, series = {ACE 2018}, timestamp = {2023-12-07T06:17:38.000+0100}, title = {Intelligent tutoring systems for programming education: a systematic review}, url = {http://dx.doi.org/10.1145/3160489.3160492}, year = 2018 }