| Description |
Keystroke data collected from CS1 student participants during 2019 at Utah State University. See readme.txt for detailed information.
This dataset has undergone deidentification, though it is possible, being a complex, temporal, and ephemeral dataset, that identifying keystrokes may have been missed. Ethical use of this dataset includes avoiding attempts at reconstructing identities. That said, if researchers discover anything identifiable in the data, they are encouraged to contact the dataset authors (john.edwards@usu.edu). |
| Related Publication |
@inproceedings{10.1145/3372782.3406272,
author = {Edwards, John and Leinonen, Juho and Birthare, Chetan and Zavgorodniaia, Albina and Hellas, Arto},
title = {Programming Versus Natural Language: On the Effect of Context on Typing in CS1},
year = {2020},
isbn = {9781450370929},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
url = {https://doi.org/10.1145/3372782.3406272},
doi = {10.1145/3372782.3406272},
abstract = {Analyzing keystroke data from students working on essay and programming tasks, we study to what extent the difference in task context influences performance in typing. Using data from two introductory programming courses offered at two separate institutions, we compare and contrast typing speed between programming and natural language tasks. We observe that students tend to be faster at typing (the same) character pairs when writing natural language text than when learning to write code. We show that students improve on typing character pairs that appear in frequently used words in programming languages, and that typing programming constructs also improves. We find that students are faster at detecting and erasing their mistakes when typing natural language text than when programming. Our results support theories regarding contextual memory, procedural memory, and practice, and have implications for course curriculum and pedagogy design.},
booktitle = {Proceedings of the 2020 ACM Conference on International Computing Education Research},
pages = {204–215},
numpages = {12},
keywords = {cognitive load, memory context, procedural memory, schemas, typing},
location = {Virtual Event, New Zealand},
series = {ICER '20}
}
|