标题： 通过可选早期反馈减少编程作业的拖延行为 显示英文标题

标题： Reducing Procrastination on Programming Assignments via Optional Early Feedback

摘要： 学术拖延在本科生计算机科学学生中很普遍。 许多研究将拖延与学业表现和幸福感较差联系在一起。 当面对高年级课程中的大型复杂编程作业时，拖延对高级学生尤其有害。 我们设计了一种干预措施，以应对此类编程作业上的学术拖延。 该干预措施包括早期截止日期，这些截止日期不计入分数，但如果学生提前提交作业，将提供额外的自动反馈。 我们通过比较对照组和干预组学生的的行为和表现来评估该干预措施。 我们的结果表明，该干预措施显著鼓励了更多学生提前开始作业。 尽管对照组和干预组学生的成绩之间没有显著差异，但使用该干预措施的干预组学生取得了比未使用的学生成绩显著更高的成绩。 我们的结果表明，仅仅提前开始并不能提高学生的成绩。 然而，提前开始并获得额外反馈相对于其他学生的成绩提高了学生的成绩。 我们还进行了半结构化访谈，以了解学生对该干预措施的看法。 访谈结果显示，学生在许多方面受益于该干预措施，包括学业成绩的提高、心理健康以及软技能的发展。 学生采用该干预措施是为了获得更多反馈、满足他们的好奇心或利用他们的可用时间。 不采用该干预措施的主要原因包括有其他竞争性的截止日期、该干预措施不计入任何分数以及对自己的工作感到自信。 显示英文摘要

摘要： Academic procrastination is prevalent among undergraduate computer science students. Many studies have linked procrastination to poor academic performance and well-being. Procrastination is especially detrimental for advanced students when facing large, complex programming assignments in upper-year courses. We designed an intervention to combat academic procrastination on such programming assignments. The intervention consisted of early deadlines that were not worth marks but provided additional automated feedback if students submitted their work early. We evaluated the intervention by comparing the behaviour and performance of students between a control group and an intervention group. Our results showed that the intervention encouraged significantly more students to start the assignments early. Although there was no significant difference in students' grades between the control and intervention groups, students within the intervention group who used the intervention achieved significantly higher grades than those who did not. Our results implied that starting early alone did not improve students' grades. However, starting early and receiving additional feedback enhanced the students' grades relative to those of the rest of the students. We also conducted semi-structured interviews to gain an understanding of students' perceptions of the intervention. The interviews revealed that students benefited from the intervention in numerous ways, including improved academic performance, mental health, and development of soft skills. Students adopted the intervention to get more feedback, satisfy their curiosity, or use their available time. The main reasons for not adopting the intervention include having other competing deadlines, the intervention not being worth any marks, and feeling confident about their work.