Purpose

In a programming course, students often need tutors' assistance to complete learning activities, as they lack enough background knowledge to complete tasks. A further problem is that without individual tutoring, the knowledge gap between students increases. Therefore, the authors have proposed an instant response learning supplement tool (IRLST) to support students' learning, in order to facilitate students' independent problem-solving skills.

Design/methodology/approach

The authors divided the students into two groups according to their learning styles: verbal and visual. The IRLST was used to collect and analyze the information on their usage and provide supplementary resources to facilitate their learning. The proposed system also analyzed the student usage, background knowledge and exam scores to assess their academic performance.

Findings

According to the results of statistical analysis, students' learning performance improved significantly, especially low-scoring students. Moreover, as compiler messages were not recognized, students tended to identify the same problems. Thus, it is suggested that teachers not only should focus on improving the students' syntax but also strengthening their background knowledge and debugging skills.

Research limitations/implications

There are two main limitations in this study: (1) as most of the students were in the visual learning group, the size of the groups was impacted, thus it was not possible to establish a control group; (2) one specific version of the IRLST system did not send reliable advice or supplementary content occasionally.

Originality/value

The IRLST developed in this study can be used to provide immediate supplementary resources to help students overcoming programming problems and developing problem-solving skills.

中文翻译：

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提高编程技能：学习风格理论和即时反应补充工具的运用

目的

在编程课程中，学生经常需要导师的帮助来完成学习活动，因为他们缺乏足够的背景知识来完成任务。另一个问题是，如果没有个别辅导，学生之间的知识差距就会扩大。因此，作者提出了一种即时反应学习补充工具（IRLST）来支持学生的学习，以促进学生独立解决问题的能力。

设计/方法论/途径

作者根据学生的学习风格将他们分为两组：言语学习风格和视觉学习风格。IRLST 用于收集和分析其使用信息，并提供补充资源以促进他们的学习。该系统还分析了学生的使用情况、背景知识和考试成绩，以评估他们的学业表现。

发现

根据统计分析结果，学生的学习成绩明显提高，尤其是低分学生。此外，由于无法识别编译器消息，学生往往会发现相同的问题。因此，建议教师不仅要注重提高学生的语法能力，还要加强学生的背景知识和调试能力。

研究局限性/影响

本研究存在两个主要局限性：（1）由于大多数学生属于视觉学习组，因此组的规模受到影响，因此无法建立对照组；(2) IRLST系统的某一特定版本偶尔没有发送可靠的建议或补充内容。

原创性/价值

本研究中开发的 IRLST 可用于提供即时补充资源，帮助学生克服编程问题并培养解决问题的技能。