{'fraction_non_alphanumeric': 0.00966702470461869, 'fraction_numerical': 0.0021482277121374865, 'mean_word_length': 5.131578947368421, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Including Coding Questions in Video Quizzes for a Flipped CS1

In an effort to improve student performance in a flipped classroom environment, this paper explores the impact of including auto-graded coding questions in gate check quizzes associated with videos for a flipped CS1 course. Previous work showed that having students complete multiple choice questions that were intended to verify that they had done the preparation work did not have a statistically significant impact on outcomes as measured through written quizzes and exams. In an attempt to engage higher-level processing of learned information, this work builds on top of that by adding questions that require students to write short segments of code for most of the quizzes in addition to doing some multiple choice questions. We found that students who were given these coding video quizzes performed better on written assessments, especially for the final exam.