Abstract
Programming is a complicated task and correcting syntax error is just one among the many tasks that makes it difficult. Error messages produced by the compiler allow novice learners to know their errors. However, these messages are puzzling, and most of the times misleading due to cascading of errors, which can be detrimental to running a syntax-error free program. In most laboratory setting, it is the role of the teachers to assist their students while doing activities. However, in our experienced, considering the large number of students in a class, it may seem difficult for teachers to assist their students one-by- one given the time constraints. In this paper, the design and implementation of an interactive pedagogical agent named JEPPY is presented. It is intended to assist novice learners learning to program using C++ as a programming language. In order to see on how students struggle or progress in dealing with errors, the proponents implemented the Error Quotient (EQ) developed by Jadud. The principles of the cognitive requirements of an agent- based learning environment were followed. The agent was put into test by novice learners in a laboratory setting. Logs of interaction between the embodied agent and the participants were recorded, aside from the compile errors and edit actions. These mechanisms show us some insight on the interaction behavior of learner to the agent.
Highlights
According to Jenkins [1], Programming “is a complicated business” which requires the mastery of several skills such as problem solving, abstraction, mathematical logic and testing, debugging and so forth
The feedback flows from agent looking at the error quotient and appears when Error Quotient (EQ) is greater than the value 0.3
When EQ is more than the threshold value, the agent will capture the first error, preprocessed it and retrieve message from the rules in the domain module that matches the error, and display the help message through the embodied agent
Summary
Several studies have been conducted to look at how compiler errors have affected the learning curve of students learning to program, novice programmers. Becker [2] showed that compiler errors can be frustrating and students in his study described them as “barriers to progress”. Denny, Luxton-Reilly and Tempero [3] showed that students have difficulties locating and correcting syntax errors using average compiler. Jadud [5] called the interaction of the learners to the compiler as “compilation behaviour” and called the metric as the Error Quotient. In a study of Becker, Goslin, and Glanville [8], an enhancement to JAVA compile error messages was made and employed for intervention. Comparison between control and intervention groups showed that enhancing compiler messages is of advantage
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