Abstract
In the new situation, where more and more final programming assignments are performed outside the classroom, it is necessary to pay more attention to the possibilities of understanding whether a student has created the solution on their own. To do this, it is possible to use a programming environment that logs user actions. One such environment is Thonny, which also allows the programming process to be replayed. The aim of this study is to identify style features of different learners, based on solution logs of introductory programming courses, and to explore how permanent these features are and can these indicate whether learners have solved the tasks without external aids. It can be said that non-programming style features, like the order of writing brackets or quotation marks, are more permanent and can be used to detect plagiarism. However, programming style features, such as the use of variable names or increment, are very variable between courses, and students participating in introductory courses do not have an established style. They are greatly influenced by the style features of teaching materials and solutions of sample tasks. Therefore, programming style features cannot be used to automatically check if a student has solved a task on their own.
Highlights
As time goes on, programming becomes more popular, and people increasingly learn it at universities
It can be said that non-programming style features are more permanent
Since some students belong to the same type, it is necessary to use various style features and combine them with, for example, the average time of typing digraphs, etc
Summary
As time goes on, programming becomes more popular, and people increasingly learn it at universities. Knowing various aspects of the programming process is helpful for understanding how different students study. One option is to use a programming environment which logs user actions and use the ability to examine logs. One such environment is Thonny, a Python programming environment designed for learning and teaching programming, and it has logging functionality. Students mostly used the form 'file = open("data.txt", encoding = "UTF-8")'. The alternative option 'with open("data.txt") as file' was not used by anyone in week 4; in week 6 it was used by one student in one task. The form 'file = open("data.txt", encoding = "UTF8")' is used in the study materials. It can be said that it varied from week to week, and the students did not do it the same way every time
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