数天内从想法到课堂：利用“氛围编码”从IDE活动日志创建编程过程可视化工具
From Idea to Classroom in Days: Using "Vibe Coding" to Create a Programming Process Visualizer from IDE Activity Logs
浏览论文内容
中文总结 AI 辅助
利用人工智能辅助的“氛围编码”，快速开发并在课堂部署Thonny日志可视化工具，可分析Python IDE日志，生成学生编程过程视图，支持教师决策，经评估和试点收集反馈后进行了可用性改进。
中文摘要 AI 辅助
本文报告了一个使用人工智能辅助的“氛围编码”构建的Thonny日志可视化工具的快速开发与课堂部署情况，旨在让教师轻松了解学生的编程过程。我们开发了一个网络应用程序，它能分析Thonny（一款Python IDE）生成的日志文件，并生成学生编程过程的可解读视图。教师可上传日志、压缩文件或包含小组或课程日志的文件夹，系统会解析所有日志，为每个学生生成结果并提供逐生导航以供查看案例。每个学生的视图包括交互式活动时间线、紧凑的会话总结、代码大小图表、编程过程回放等。这些视图通过帮助识别学习支持情况和标记学术诚信问题来支持教师决策。该工具最初用以前课程的日志进行了评估，2026年2月在一门有160名参与者的编程入门课程中进行了试点，收集了教师反馈并据此进行了迭代可用性改进。
英文摘要
This paper reports on the rapid development and classroom deployment of a Thonny log visualizer built using AI-assisted ``vibe coding'' to make students' programming processes easily visible to teachers. We developed a web application that analyzes log files generated by Thonny (an IDE for Python) and produces interpretable views of students' programming processes. Teachers can upload a log, a ZIP archive, or a folder containing logs for a group or the course; the system parses all logs, generates results per student, and provides student-by-student navigation for reviewing cases. Each student's view includes an interactive activity timeline, a compact session summary, a code-size graph, a programming-process replay, and more. These views support teacher decision-making by enabling the identification of learning-support situations and flagging sessions for academic-integrity clarification. The tool was initially evaluated using logs from previous courses; a February 2026 pilot in an introductory programming course with 160 participants provided teachers' feedback and informed iterative usability improvements.
发表机构
- Institute of Computer Science University of Tartu Tartu, Estonia ORCID: 0000-0002-2638-7253
- Institute of Computer Science University of Tartu Tartu, Estonia ORCID: 0000-0003-3303-5245
机构由 AI 辅助整理，请以论文原文为准。
