Computer Supported Education 10th International Conference, CSEDU 2018, Funchal, Madeira, Portugal, March 15–17, 2018, Revised Selected Papers: 10th International Conference, CSEDU 2018, Funchal, Madeira, Portugal, March 15–17, 2018, Revised Selected Papers
Abstract
This book constitutes the thoroughly refereed proceedings of the 9th International Conference on Computer Supported Education, CSEDU 2018, held in Funchal, Madeira, Portugal, in March 2018.
The 27 revised full papers were carefully reviewed and selected from 193 submissions. The papers deal with the following topics: new educational environments, best practices and case studies of innovative technology-based learning strategies, institutional policies on computer-supported education including open and distance education.
... Previous research [11] showed how astonishingly simple it is for students to trick automated programming assignment assessment systems. It is often overlooked that APAAS solutions are systems that execute injected code (student submissions) and code injection is known as a severe threat from a security point of view [20]. ...
... Of course, such code injection vulnerabilities are considered by current solutions. However, in previous research [11], it was astonishing to see that current APAAS solutions sometimes overlook the cheating cleverness of students. On the one hand, APAAS solutions protect the host system via sandbox mechanisms, and APAAS systems put much effort in sophisticated plagiarism detection and authorship control of student submissions [13,16]. ...
... On the other, the grading component can be cheated in various -sometimes ridiculously simple -ways making these solutions highly suspect for (semi-)automated and unattended programming examinations that contribute to certificate a certain level of programming expertise. Previous research [11] identified at least four simple cheat patterns: ...
According to our data, about 15% of programming students trick if they are aware that only a "dumb" robot evaluates their programming assignments unattended by programming experts. Especially in large-scale formats like MOOCs, this might become a question because to trick current automated assignment assessment systems (APAAS) is astonishingly easy and the question arises whether unattended grading components grade the capability to program or to trick. This study analyzed what kind of tricks students apply beyond the well-known "copy-paste" code plagiarism to derive possible mitigation options. Therefore, this study analyzed student cheat patterns that occurred in two programming courses and developed a unit testing framework JEdUnit as a solution proposal that intentionally targets such tricky educational aspects of programming. The validation phase validated JEdUnit in another programming course. This study identified and analyzed four recurring cheat patterns (overfitting, evasion, redirection, and injection) that hardly occur in "normal" software development and are not aware to normal unit testing frameworks that are frequently used to test the correct-ness of student submissions. Therefore, the concept of well-known unit testing frameworks was extended by adding three "countermeasures": randomization, code inspection, separation. The validation showed that JEdUnit detected these patterns and in consequence, reduced cheating entirely to zero. From a students perspective, JEdUnit makes the grading component more intelligent, and cheating does not pay-off anymore. This Chapter explains the cheat patterns and what features of JEdUnit mitigate them by a continuous example.
Vindigni, G. (2023). Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula. European Journal of Theoretical and Applied Sciences, 1(4), 718-743.
DOI: 10.59324/ejtas.2023.1(4).66.
Abstract: This study addresses concerns that traditional, lecture-based teaching methods may not sufficiently develop the integrated competencies demanded by modern professional practice. A disconnect exists between conventional pedagogy and desired learning outcomes, prompting increased interest in innovative, student-centered instructional models tailored to competence growth. Despite this, nuanced differences in competence development across diverse university curricula remain underexplored, with research predominantly relying on students’ self-assessments. To address these gaps, this study employs longitudinal mixed-methods approaches with regard to theory triangulation and investigator triangulation to better understand how professional knowledge, skills, and dispositions evolve across varied curricula and contexts. This research emphasizes adaptive and re-adaptive teaching approaches incorporating technology, individualization, and experiential learning, which may uniquely integrate skill development with contextual conceptual learning. Specific attention is paid to professional education paths like design, media, and communications degrees, where contemporary competence models stress capabilities beyond core conceptual knowledge. Results from this study aim to guide reform efforts to optimize professional competence development across diverse academic areas.
ResearchGate has not been able to resolve any references for this publication.