CODE, CLICK, LEARN: A SYSTEMATIC REVIEW OF ONLINE ASSESSMENT TOOLS IN 21ST CENTURY PROGRAMMING EDUCATION

Abstract

This study investigates the contemporary landscape of 21st-century programming education, recognizing the imperative for adaptive pedagogical approaches. Delving into the evolution and impact of automated assessment tools in programming education, the research identifies the problem of enhancing student proficiency through effective assessment methodologies. The dual purpose of the study is to elucidate diverse teaching methods and strategies, highlighting innovative approaches fostering comprehensive comprehension and skill acquisition and to unravel the transformative role of Technology-Enhanced Learning and Assessment Tools in Programming Education, exploring their implications on pedagogical practices and learning outcomes. Employing advanced search techniques, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodological framework uses advanced search techniques to meticulously analyse 27 scholarly articles obtained from the Web of Science, ERIC, and SCOPUS databases using keywords such as "programming," "online assessment," "tool," and "feedback," resulting in a synthesis that encapsulates the current state of programming education. The principal results underscore the efficacy of automated assessments in gauging student proficiency and illuminate diverse teaching methods fostering enhanced comprehension. It also highlights three pivotal themes: (1) Automated Assessment in Programming Education, (2) Teaching Methods and Strategies in Programming Education, and (3) Technology-Enhanced Learning and Assessment Tools in Programming Education. The major conclusions drawn from this comprehensive synthesis serve as a guide for teachers, policymakers, and researchers navigating the dynamic intersection of technology and pedagogy in programming education, laying a robust foundation for future advancements in the field.