Quizzes in Elementary-Level Visual Programming: Synthesis Methods and Pedagogical Utility

The first part of the thesis introduces algorithmic methods for synthesizing programming tasks and quizzes in block-based environments. Specifically, we develop methods for the following : (i) synthesizing conceptually similar and yet visually dissimilar write-code tasks; (ii) synthesizing adaptive multiple-choice programming quizzes that address student-specific misconceptions; and (iii) synthesizing scaffolded subtasks that break-down complex write-code tasks into simpler subtasks. Each method leverages symbolic execution, sketch-based code mutation, and search-guided generation to ensure pedagogical utility, relevance, and technical correctness. Empirical evaluations conducted through controlled user studies demonstrate the efficacy of these approaches, showing that they not only support novice learners effectively but also outperform existing methods, including next-step code edit based feedback methods.

The second part of the thesis empirically evaluates the pedagogical utility of programming quizzes in these environments via user studies and classroom deployments with K-8 learners. Specifically, we examine: (i) the effectiveness of quiz-based feedback scaffolds with different quiz-types; (ii) the design, validation, and classification of quiz types using cognitive frameworks such as Bloom's Revised Taxonomy; and (iii) the impact of embedding quizzes within programming curricula on post-learning outcomes. Our findings show that quizzes designed using metacognitive strategies and adapted to learners’ attempts significantly enhance engagement and task performance. Moreover, we observe that richer and more diverse quiz types—when integrated into the curriculum—lead to improved post-learning outcomes, while simpler, less cognitively demanding quizzes may hinder post-learning performance.

Overall, this thesis contributes novel synthesis methods for programming quizzes and empirical evidence of their effectiveness in elementary-level programming education. These findings provide a foundation for scalable and adaptive support in elementary computing curricula.