ABSTRACT
Promoting subjective well-being is a crucial challenge in aging societies. In 2022, we launched a community-based intervention trial (the Chofu-Digital-Choju Movement). This initiative centered on fostering in-person and online social connections to enhance the subjective well-being of older adults. This paper describes the study design and baseline survey. This quasi-experimental study involved community-dwelling older adults aged 65-84 years in Chofu City, Tokyo, Japan. A self-administered questionnaire was distributed to 3742 residents (1681 men and 2061 women), and a baseline survey was conducted in January 2022. We assessed subjective well-being (primary outcome); psychosocial, physical, and dietary factors; and the use of information and communication technology variables (secondary outcomes) among the participants. After the intervention involving online classes, community hubs, and community events, a 2-year follow-up survey will be conducted to evaluate the effects of the intervention, comparing the intervention group (participants) with the control group (non-participants). We received 2503 questionnaires (66.9% response rate); of these, the analysis included 2343 questionnaires (62.6% valid response rate; mean age, 74.4 (standard deviation, 5.4) years; 43.7% male). The mean subjective well-being score was 7.2 (standard deviation, 1.9). This study will contribute to the development of a prototype subjective well-being strategy for older adults.
ABSTRACT
Combinatorial interaction testing, which is a technique to verify a system with numerous input parameters, employs a mathematical object called a covering array as a test input. This technique generates a limited number of test cases while guaranteeing a given combinatorial coverage. Although this area has been studied extensively, handling constraints among input parameters remains a major challenge, which may significantly increase the cost to generate covering arrays. In this work, we propose a mathematical operation, called "weaken-product based combinatorial join", which constructs a new covering array from two existing covering arrays. The operation reuses existing covering arrays to save computational resource by increasing parallelism during generation without losing combinatorial coverage of the original arrays. Our proposed method significantly reduce the covering array generation time by 13-96% depending on use case scenarios.
ABSTRACT
Many researchers have proposed program visualization tools for memory management. Examples include state-of-the-art tools for C languages such as SeeC and Python Tutor (PT). However, three problems hinder the use of these and other tools: capability (P1), installability (P2), and usability (P3). (P1) Tools do not fully support dynamic memory allocation or File Input / Output (I/O) and Standard Input. (P2) Novice programmers often have difficulty installing SeeC due to its dependence on Clang and setting up an offline environment that uses PT. (P3) Revisualization of the modified source code in SeeC requires several steps. To alleviate these issues, we propose a new visualization tool called PlayVisualizerC.js (PVC.js). PVC.js, which is designed for novice C language programmers to provide solutions (S1-3) for P1-3. S1 offers complete support for dynamic memory allocation, standard I/O, and file I/O. S2 involves installation in a user web browser. This system is composed of JavaScript programs, including C language execution functions. S3 reduces the steps required for revisualization. To evaluate PVC.js, we conducted two experiments. The first experiment found that students using PVC solved a set of four programming tasks on average 1.7-times faster and with 19% more correct answers than those using SeeC. The second experiment found that PVC.js has a visualization performance equivalent to PT, and that PVC.js is more effective than existing general debugging tools for novices to understand programs in cases where the values of important variables change and the control flow is complicated.
ABSTRACT
In some situations, it is necessary to measure personal programming skills. For example, often students must be divided according to skill level and motivation to learn or companies recruiting employees must rank candidates by evaluating programming skills through programming tests, programming contests, etc. This process is burdensome because teachers and recruiters must prepare, implement, and evaluate a placement examination. This paper tries to predict the placement and ranking results of programming contests via machine learning without such an examination. Explanatory variables used for machine learning are classified into three categories: Psychological Scales, Programming Tasks, and Student-answered Questionnaires. The participants are university students enrolled in a Java programming class. One target variable is the placement result based on an examination by a teacher of a class and the ranking results of the programming contest. Our best classification model with a decision tree has an F-measure of 0.912, while our best ranking model with an SVM-rank has an nDCG of 0.962. In both prediction models, the best explanatory variable is from the Programming Task followed in order by Psychological Sale and Student-answered Questionnaire. Our classification model uses 9 explanatory variables, while our ranking model uses 20 explanatory variables. These include all three types of explanatory variables. The source code complexity, which is a source code metrics from Programming Task, shows best performance when the prediction uses only one explanatory variable. Contribution (1), this method can automate some of the teacher's workload, which may improve educational quality and increase the number of acceptable students in the course. Contribution (2), this paper shows the potential of using difficult-to-formulate information for an evaluation such as a Psychological Scale is demonstrated. These are the contributions and implications of this paper.
