Precision education via timely intervention in K-12 computer programming course to enhance programming skill and affective-domain learning objectives

This paper presents PETIS (Precision Education-based Timely Intervention System), a tool for K-12 computer programming courses that uses real-time monitoring to identify struggling learners and provide timely instructor interventions, measuring impacts on both programming skills and affective-domain outcomes (motivation, engagement, self-efficacy). The system analyzes student programming behavior and facial expressions to trigger timely teacher assistance, with empirical evaluation in actual K-12 classrooms showing improvements in both cognitive and affective learning objectives.

Background In the realm of Science, Technology, Engineering, and Mathematic (STEM) education, computer programming stands as a vital discipline, amalgamating cross-disciplinary knowledge and fostering the capacity to solve real-world problems via fundamental concepts and logical methodologies inherent to computer science. Recognizing the important of computer programming, numerous countries have mandated it as a compulsory course to augment the competitiveness of K-12 learners. Nevertheless, the

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