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Creators/Authors contains: "Alshaikh, Z."

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  1. ; (, Proceedings of the 21stInternational Conference on Artificial Intelligence in Education)
    Reported here are the findings of a comparative study on the effects of using a Socratic Intelligent Tutoring System for source code comprehension and learning computer programming. The result shows there are significant differences between the two groups where students who used Socratic Tutor ITS improved their knowledge by 45% in term of learning gain, developed a better understanding of concepts such as nested if-else and for loop, and improved their confidence level by 13%. Furthermore, the result of the Pearson product-moment correlation coefficient shows a positive correlation (r = 0.68) between feedback from the ITS and learning gain. 
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    Full Text Available 
  2. (, In Proceedings of the Thirty-Third International FLAIRS Conference (FLAIRS-32))
    Computer Science (CS) education is critical in today’s world, and introductory programming courses are considered extremely difficult and frustrating, often considered a major stumbling block for students willing to pursue computer programming related careers. In this paper, we describe the design of Socratic Tutor, an Intelligent Tutoring System that can help novice programmers to better understand programming concepts. The system was inspired by the Socratic method of teaching in which the main goal is to ask a set of guiding questions about key concepts and major steps or segments of complete code examples. To evaluate the Socratic Tutor, we conducted a pilot study with 34 computer science students and the results are promising in terms of learning gains. 
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    Accepted Manuscript Full Text Available