Enrico Benedetti

Enrico Benedetti, Isaac Alpizar-Chacon, Johan Jeuring

Computational thinking (CT) is regarded as a fundamental skill set everyone should learn. Identifying when and how CT skills are used is challenging but important to inform interventions supporting their development. Previous research has examined how students and experts apply CT skills when solving introductory computational problems. However, the extent to which higher education students in introductory programming courses do so in depth is underexplored. We address this gap by examining how those students apply CT skills when solving computational problems, the difficulties they encounter, and the strategies they employ. We collected plans and solutions to Bebras tasks (short problems introducing CS concepts and considered effective for eliciting CT skills) in an introductory programming course for non-CS majors. We gathered 241 submissions from 58 students across five tasks, along with post-task comments and reflections on strategies. We analyzed the data using descriptive statistics, applied an existing coding scheme to identify CT skills, and conducted thematic analysis to identify difficulties and strategies. Submissions varied in structure and level of detail. The most prevalent CT skills were algorithmic thinking, abstraction, and decomposition, while evaluation and generalization appeared much less frequently. CT skill presence was positively associated with correct answers. Students faced challenges in four areas, including understanding the tasks and making a plan, and reported various problem-solving strategies. Consolidating and extending prior research on CT skills and problem solving, our findings show that students in introductory programming apply CT skills but can struggle to solve problems systematically and explain their reasoning. Furthermore, Bebras tasks create opportunities for this population to engage CT skills and could be used in future research.

Hamza El-Kebir, Junren Ran, Yongseok Lee et al.

We present a novel thermodynamic parameter estimation framework for energy-based surgery on live tissue, with direct applications to tissue characterization during electrosurgery. This framework addresses the problem of estimating tissue-specific thermodynamics in real-time, which would enable accurate prediction of thermal damage impact to the tissue and damage-conscious planning of electrosurgical procedures. Our approach provides basic thermodynamic information such as thermal diffusivity, and also allows for obtaining the thermal relaxation time and a model of the heat source, yielding in real-time a controlled hyperbolic thermodynamics model. The latter accounts for the finite thermal propagation time necessary for modeling of the electrosurgical action, in which the probe motion speed often surpasses the speed of thermal propagation in the tissue operated on. Our approach relies solely on thermographer feedback and a knowledge of the power level and position of the electrosurgical pencil, imposing only very minor adjustments to normal electrosurgery to obtain a high-fidelity model of the tissue-probe interaction. Our method is minimally invasive and can be performed in situ. We apply our method first to simulated data based on porcine muscle tissue to verify its accuracy and then to in vivo liver tissue, and compare the results with those from the literature. This comparison shows that parameterizing the Maxwell--Cattaneo model through the framework proposed yields a noticeably higher fidelity real-time adaptable representation of the thermodynamic tissue response to the electrosurgical impact than currently available. A discussion on the differences between the live and the dead tissue thermodynamics is also provided.

Enrico Benedetti, Akiko Aizawa, Florian Boudin

Providing example sentences that are diverse and aligned with learners' proficiency levels is essential for fostering effective language acquisition. This study examines the use of Pre-trained Language Models (PLMs) to produce example sentences targeting L2 Japanese learners. We utilize PLMs in two ways: as quality scoring components in a retrieval system that draws from a newly curated corpus of Japanese sentences, and as direct sentence generators using zero-shot learning. We evaluate the quality of sentences by considering multiple aspects such as difficulty, diversity, and naturalness, with a panel of raters consisting of learners of Japanese, native speakers -- and GPT-4. Our findings suggest that there is inherent disagreement among participants on the ratings of sentence qualities, except for difficulty. Despite that, the retrieval approach was preferred by all evaluators, especially for beginner and advanced target proficiency, while the generative approaches received lower scores on average. Even so, our experiments highlight the potential for using PLMs to enhance the adaptability of sentence suggestion systems and therefore improve the language learning journey.