发表机构
Department of Computer Science Virginia Tech（弗吉尼亚理工大学计算机科学系）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
DBWorkout是一个游戏化SQL练习平台，通过沙箱执行、自动化反馈和LLM辅助生成，在170名本科生测试中获得高学习价值（90%）和参与度（87%），但反馈可操作性（42%）待提升。
AI 中文摘要
本研究WIP论文介绍了DBWorkout，一个基于Web的平台，通过沙箱执行、基于结果的自动化反馈和基于会话的游戏化来支持形成性SQL学习。学习结构化查询语言（SQL）对本科生而言仍具挑战性，原因是缺乏互动练习和即时反馈的机会。学生在实时数据库实例上迭代练习SQL，同时接收关于查询正确性的多维度反馈，包括行值、列结构和排序。为减轻教师负担，DBWorkout在人在回路工作流程中整合了基于大语言模型（LLM）的辅助工具，用于生成模式和任务。一项涉及助教的试点研究以及一项在两次课堂环节中部署、涵盖170名本科生的课堂实践表明，学生感知的学习价值高（90%同意）和参与度高（87%享受），同时报告的压力低（22%）。然而，仅有42%的学生认为自动化反馈具有足够的可操作性，这一发现独立地被40%的开放式回答中提出的反馈质量问题所印证，提供了跨方法三角验证这一差距。这些发现证明了DBWorkout的技术可行性和早期教学潜力，同时指出了提升反馈质量和支持持续SQL学习的方向。
英文摘要
This research WIP paper presents DBWorkout, a web-based platform that supports formative SQL learning through sandbox-based execution, automated result-based feedback, and session-based gamification. Learning Structured Query Language (SQL) remains challenging for undergraduate students due to limited opportunities for interactive practice and immediate feedback. Students iteratively practice SQL on live database instances while receiving multi-dimensional feedback on query correctness, including row values, column structure, and ordering. To reduce instructor workload, DBWorkout incorporates large language model (LLM)-assisted tools for schema and task generation within a human-in-the-loop workflow. A pilot study with teaching assistants and a classroom deployment involving 170 undergraduate students across two in-class sessions show strong perceived learning value (90% agreement) and engagement (87% enjoyment), alongside low reported pressure (22%). However, only 42% of students found the automated feedback sufficiently actionable, a finding independently corroborated by 40% of open-ended responses raising feedback quality concerns, providing cross-method triangulation of this gap. These findings demonstrate the technical feasibility and early pedagogical potential of DBWorkout while identifying directions for enhancing feedback quality and supporting sustained SQL learning.
CommentsWork-in-progress paper accepted to the 2026 IEEE Frontiers in Education Conference (FIE 2026). 1 figure, 1 table. (c) 2026 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses
