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Export Reference (APA) 
Santos, A. L., Soares, T., Garrido, N. & Lehtinen, T. (2022). Jask: Generation of questions about learners’ code in Java. In Brett A. Becker, Keith Quille, Mikko-Jussi Laakso, (Ed.), ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education. (pp. 117-123). Dublin: Association for Computing Machinery.
Export Reference (IEEE) 
A. L. Santos et al.,  "Jask: Generation of questions about learners’ code in Java", in ITiCSE '22: Proc. of the 27th ACM Conf. on on Innovation and Technology in Computer Science Education, Brett A. Becker, Keith Quille, Mikko-Jussi Laakso,, Ed., Dublin, Association for Computing Machinery, 2022, vol. 1, pp. 117-123
Export BibTeX 
@inproceedings{santos2022_1732205064415,
	author = "Santos, A. L. and Soares, T. and Garrido, N. and Lehtinen, T.",
	title = "Jask: Generation of questions about learners’ code in Java",
	booktitle = "ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education",
	year = "2022",
	editor = "Brett A. Becker, Keith Quille, Mikko-Jussi Laakso,",
	volume = "1",
	number = "",
	series = "",
	doi = "10.1145/3502718.3524761",
	pages = "117-123",
	publisher = "Association for Computing Machinery",
	address = "Dublin",
	organization = "SIGCSE ACM Special Interest Group on Computer Science Education",
	url = "https://dl.acm.org/doi/proceedings/10.1145/3502718"
}
Export RIS 
TY  - CPAPER
TI  - Jask: Generation of questions about learners’ code in Java
T2  - ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education
VL  - 1
AU  - Santos, A. L.
AU  - Soares, T.
AU  - Garrido, N.
AU  - Lehtinen, T.
PY  - 2022
SP  - 117-123
DO  - 10.1145/3502718.3524761
CY  - Dublin
UR  - https://dl.acm.org/doi/proceedings/10.1145/3502718
AB  - We present Jask, a system capable of generating questions about a learner's code written in Java. Given Java code as input, Jask provides a set of meaningful questions formulated in terms of the actual code (using its constructs and identifiers) and the corresponding correct answers. We integrated Jask in a web-based system where students submit their code (e.g., from lab exercises), answer questions about it, and obtain immediate formative feedback with the correct answers. An initial study involving 123 distinct introductory programming students providing 2274 answers revealed that questions pertaining to program dynamics tend to register low scores, possibly evidencing fragile comprehension of programming constructs. Participants were surveyed, revealing a positive view towards the usefulness of Jask, especially with respect to consolidating terminology.
ER  -