APPLICATION OF ARTIFICIAL INTELLIGENCE IN PROGRAMMING EDUCATION WITHIN A BLENDED LEARNING ENVIRONMENT
DOI:
https://doi.org/10.28925/2414-0325.2024.175Keywords:
artificial intelligence, blended learning, neural networks, learning automation, programming, educational platforms, code evaluation, online toolsAbstract
Blended learning, which combines traditional teaching methods with online tools, requires effective technological solutions, particularly for ensuring continuous feedback between teachers and students. This article analyzes the current state of organizing blended learning and explores the use of modern information technologies, specifically artificial intelligence and neural networks, in programming education. The authors present a detailed description of the educational platform VirtualLaboratories, a concept for a programming education platform that leverages artificial intelligence, particularly neural networks, to automate various aspects of coding, assessment, and evaluation of completed programming solutions.
The platform supports multiple programming languages, such as C#, SQL, and Python, and integrates leading neural networks for code analysis, optimization, and quality improvement. This includes models like GPT-4 Code, CodeBERT, and CodeT5, which provide not only automatic code analysis but also recommendations for improvement and optimization. These capabilities allow teachers to focus on individualized work with students by tracking their progress, while students can tackle assignments at their convenience and receive objective, high-precision analyses of their solutions.
The article also provides examples of neural network integration for automating code evaluation processes, which significantly reduces the time required for reviewing work and minimizes errors. It describes the main functional features of the platform, which enable the creation of multi-level programming tasks, real-time feedback, and error analysis to improve programming solutions. Additionally, the article outlines prospects for further research on implementing new artificial intelligence algorithms and expanding the platform’s capabilities to support more complex tasks and programming languages.
Downloads
References
Kukharenko, V. (2018). Barriers to implementing distance learning. Distance Education: Realities and Prospects: Conference Proceedings, 35-38. (in Ukrainian)
Maiboroda, L. (2017). Blended learning as a tool for implementing distance education, Kyiv, 63-66. https://core.ac.uk/download/pdf/132488084.pdf (in Ukrainian)
Morze, N., Rakov, S., Ramskyi, Yu. & Semerikov, S. (2018). Analysis of blended learning tools in the training of future informatics teachers. Scientific Journal, Issue 173. (in Ukrainian)
Osadcha, K., Osadchyi, V., Spirin, O. & Krukhlyk, V. (2022). The state of blended learning organization in higher education institutions in Ukraine during the COVID-19 pandemic. Pedagogy of Forming a Creative Personality in Higher and Secondary Schools: Collection of Scientific Papers, Issue 81, 235-241. (in Ukrainian)
Strutynska, O. V., Torbin, H. M., Umryk, M. A., & Vernydub, R. M. (2020). Digitalization of the educational process for preparing future teachers. CEUR Workshop Proceedings, Vol. 2879, 179-199. September 27, 2024. http://ceur-ws.org/Vol-2879/paper07.pdf (in Ukrainian)
Trius, Yu., & Herasymenko, I. (2018). Blended learning and dual education as prospective approaches for training future IT specialists: PhD Thesis. National Technical University "Kharkiv Polytechnic Institute". (in Ukrainian)
Hrytsenchuk, O., Hurevych, R., Zhaldak, M., Zakharova, I., Kapustina, T., & Mardarenko, O. (2019). Use of an electronic learning course as an augmented reality tool in training future physics teachers. Scientific Notes, Issue 177 (II), 114. (in Ukrainian)
Strutynska, O. (2014). Specifics of competence formation in the field of distance learning of informatics disciplines for future informatics teachers. Scientific Journal of NPU named after M. P. Drahomanov, Series 2: Computer-Oriented Learning Systems, Issue 14, 108-113. (in Ukrainian)
Bykov, V. & Burov, O. (2020). Digital learning environment: New technologies and requirements for students. Modern Information Technologies and Innovative Teaching Methodologies in Professional Training: Methodology, Theory, Experience, Problems, 11-22. (in Ukrainian)
Ramskyi, Yu., Tverdokhlib, I., Yashchyk, O. & Ramskyi, A. (2021). Use of open online courses in blended learning for future IT specialists. (in Ukrainian)
Bykov, V., & Lapinskyi, V. (2012). Methodological and pedagogical foundations of creating and using electronic learning tools. Computer in School and Family, No. 2, 3-6. (in Ukrainian)
Ng, A. (2020). Machine learning and its application in education. Journal of Machine Learning in Education, Vol. 4, No. 2, 45-56. September 28, 2024.
GitHub Copilot. (2023). AI-Powered Code Writing Assistant. GitHub. September 28, 2024. https://github.com/features/copilot
Troelsen, A., & Japikse, P. (2019). C# 7 and .NET and .NET Core Platforms (8th ed.). Kyiv: Littera Publishing. (in Ukrainian)
Freeman, A. (2021). Pro ASP.NET Core 5: Develop Cloud-Ready Web Applications Using MVC, Blazor, and Razor Pages. Apress.
Lobel, J. (2020). Programming Entity Framework Core: Building Data-Centric Apps with the Latest Features of EF Core. O'Reilly Media.
Morze, N., Boiko, M., Strutynska, O. & Smyrnova-Trybulska, E. (2024). What should be the digital competence of teachers in the field of artificial intelligence?. Electronic Scientific Professional Journal “Open Educational E-Environment of Modern University”, (16), 76–91. https://doi.org/10.28925/2414-0325.2024.166
Ramskyi, Yu. (2013). Methodological system for the formation of information culture of future mathematics teachers. September 29, 2024. https://enpuir.npu.edu.ua/handle/123456789/36637
Spirin, O. (2001). Differentiated approach to studying the basics of artificial intelligence in the informatics course of the faculty of physics and mathematics in a pedagogical higher education institution. PhD Thesis. National Pedagogical Dragomanov University. September 29, 2024. https://lib.iitta.gov.ua/729275/5/Dis_Spirin.pdf (in Ukrainian)
Coursera Inc. (2022). The Impact of Online Learning Platforms on Educational Processes. October 06, 2024. https://www.coursera.org/about/impact
HackerRank (2023). HackerRank for Developers and Hiring: Solving Programming Challenges. October 06, 2024. https://www.hackerrank.com
LeetCode Inc. (2023). LeetCode: Programming Challenges for Interview Preparation. October 06, 2024. https://leetcode.com
Replit Inc. (2023). Replit: Collaborative Coding Platform for Developers. October 06, 2024. https://replit.com
HolonIQ (2022). Global Education Market Report. October 06, 2024. https://www.holoniq.com/insights/global-education-market
GitHub (2023). GitHub Education Annual Report. October 06, 2024. https://education.github.com/annual-report-2023
GitHub (2023). GitHub Copilot User Study. October 06, 2024. https://copilot.github.com/user-study-2023
GitHub (2023). GitHub Developer Survey. October 06, 2024. https://github.blog/developer-survey-2023
Graham, C. (2006). Blended learning systems: Definition, current trends, and future directions. In The Handbook of Blended Learning: Global Perspectives, Local Designs, 3-21.
Boelens, R., De Wever, B. & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, Vol. 22, 1-18.
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, Vol. 63, No. 5, 564-569.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A. & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, Vol. 15, No. 1, Article 3.
Bernard, R., Borokhovski, E., Schmid, R., Tamim, R., & Abrami, P. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, Vol. 26, No. 1, 87-122.
Means, B., Toyama, Y., Murphy, R., Bakia, M. & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education.
Osguthorpe, R. & Graham, C. (2003). Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education, Vol. 4, No. 3, 227-233.
Garrison, D. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, Vol. 7, No. 2, 95-105.
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Koval O.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.