5 research outputs found

    Synchronic Curation for Assessing Reuse and Integration Fitness of Multiple Data Collections

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    Data driven applications often require using data integrated from different, large, and continuously updated collections. Each of these collections may present gaps, overlapping data, have conflicting information, or complement each other. Thus, a curation need is to continuously assess if data from multiple collections are fit for integration and reuse. To assess different large data collections at the same time, we present the Synchronic Curation (SC) framework. SC involves processing steps to map the different collections to a unifying data model that represents research problems in a scientific area. The data model, which includes the collections' provenance and a data dictionary, is implemented in a graph database where collections are continuously ingested and can be queried. SC has a collection analysis and comparison module to track updates, and to identify gaps, changes, and irregularities within and across collections. Assessment results can be accessed interactively through a web-based interactive graph. In this paper we introduce SC as an interdisciplinary enterprise, and illustrate its capabilities through its implementation in ASTRIAGraph, a space sustainability knowledge system

    On Novices\u27 Interaction with Compiler Error Messages: A Human Factors Approach

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    The difficulty in understanding compiler error messages can be a major impediment to novice student learning. To alleviate this issue, multiple researchers have run experiments enhancing compiler error messages in automated assessment tools for programming assignments. The conclusions reached by these published experiments appear to be conflicting. We examine these experiments and propose five potential reasons for the inconsistent conclusions concerning enhanced compiler error messages: (1) students do not read them, (2) researchers are measuring the wrong thing, (3) the effects are hard to measure, (4) the messages are not properly designed, (5) the messages are properly designed, but students do not understand them in context due to increased cognitive load. We constructed mixed-methods experiments designed to address reasons 1 and 5 with a specific automated assessment tool, Athene, that previously reported inconclusive results. Testing student comprehension of the enhanced compiler error messages outside the context of an automated assessment tool demonstrated their effectiveness over standard compiler error messages. Quantitative results from a 60 minute one-on-one think-aloud study with 31 students did not show substantial increase in student learning outcomes over the control. However, qualitative results from the one-on-one thinkaloud study indicated that most students are reading the enhanced compiler error messages and generally make effective changes after encountering them
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