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diff --git a/paper/method.tex b/paper/method.tex index b52b74f..1cd3497 100644 --- a/paper/method.tex +++ b/paper/method.tex @@ -28,7 +28,7 @@ Since programs can be validated with appropriate unit tests, our goal is not cla Before explaining the algorithm, let us discuss the reasons why a program can be incorrect. Our experience indicates that bugs in student programs can often be described by 1) some incorrect or \emph{buggy} pattern, which needs to be removed, or 2) some missing relation (pattern) that should be included before the program can be correct. We shall now explain how both types of errors can be identified with rules. -To discover buggy patterns, the algorithm first learns rules that describe incorrect programs (I-rules). We use a variant of the CN2 algorithm~\cite{cn21991} implemented within the Orange data-mining toolbox~\cite{demsar2013orange}. Since we use rules to generate hints, and since hints should not be presented to students unless they are likely to be correct, we impose additional constraints on the rule learner: +To discover buggy patterns, the algorithm first learns rules that describe incorrect programs (I-rules). We use a variant of the CN2 algorithm~\cite{clark1991rule} implemented within the Orange data-mining toolbox~\cite{demsar2013orange}. Since we use rules to generate hints, and since hints should not be presented to students unless they are likely to be correct, we impose additional constraints on the rule learner: \begin{enumerate} \item The classification accuracy of each learned rule must exceed a threshold (we selected 90\%, as 10\% error seems acceptable for our application). \item Each conjunct in a condition must be significant with respect to the likelihood-ratio test (in our experiments significance threshold was set to $p=0.05$). |