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研究生： 吳宗翰
Wu, Tsung-Han
論文名稱： 個人訓練指導：自動發現及提供突破方案以指引陷入瓶頸的程序員
Mentored Everywhere: Discovering Breakthrough Solutions to Navigate Struggled Programmer
指導教授： 焦惠津
Jiau, Hewijin Christine
學位類別： 碩士
Master
系所名稱： 電機資訊學院 - 電腦與通信工程研究所
Institute of Computer & Communication Engineering
論文出版年： 2020
畢業學年度： 108
語文別： 英文
論文頁數： 39
中文關鍵詞： 人工智慧 、程式撰寫行為 、程式設計技巧 、程式設計技巧訓練
外文關鍵詞： artificial intelligence, programming behavior, programming skill, programming skill training
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    • 現今已經有許多線上訓練平台提供了豐富的機會，讓程序員能獨立地增進設計程式時所需要的技巧。過程中，程序員可能會陷入在訓練不如預期時，又不知怎麼調整時的狀況。學習他人成功的經驗，並從中找出適合自己的突破點是一個常見且有效的策略。當他人的經驗幫助了自己，而自己突破的經驗又幫助了其他人，一個正向的互助循環便會產生。本論文提出了一名為 AELOP 的訓練平台，利用 AI 幫助程序員善用平台所提供的資料來向他人學習, 以確保循環的建立及延續。AELOP 構築了參與訓練之程序員的訓練歷程、以群體的整體表現作為標準來衡量個別每一次的行動是否到位，最後借鏡他人的訓練歷程來找出適合個人的突破口。為驗證 AELOP 的有效性，本論文進行了幾項研究。研究結果證實了 AELOP 能有效啟發陷入瓶頸的程序員做出有效的調整以脫離瓶頸，並使其留下的經驗能讓更多人受惠。

    Numerous online training platforms provide sufficient opportunities for programmers to enhance needed programming skills all by themselves. It is common for programmers to notice that results of training is not as expected, and have no idea about how to adjust. To learn from other programmers is proved to be an effective way to make a breakthrough. When a programmer benefits from other's experience, his experiments will help another programmer out, and eventually form a mutually beneficial cycle. To develop a functional and sustainable cycle, this thesis proposes AELOP, a platform that uses AI to enable programmers to make good use of data and learn from others. AELOP construct programmers' training paths, evaluate programming behaviors with community standard, and discover suitable breakthrough solutions. Several studies are conducted to evaluate the effectiveness of AELOP. The result shows that AELOP makes programmers stay aware of their training progress, inspires struggled programmers to make effective adjustments, and collects valuable data to navigate more programmers.

    Abstract (Chinese) : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : i Abstract (English) : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : ii Acknowledgments : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : iii 1 Introduction : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 1 2 Background and Related Work : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 5 2.1 Game-based programming skill training . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2.2 Training with ELOP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2.3 Arti cial Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3 AELOP : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 12 3.1 Overview of AELOP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 4 Discover Breakthrough Solution : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 17 4.1 Programmer training model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 4.2 Programming behavior assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 4.3 Solution Generation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 5 Evaluation : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 25 5.1 Experiment Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 5.2 Evaluation Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 5.2.1 Variety and impact of programming behavior . . . . . . . . . . . . . . . . . . . 27 5.2.2 E ectiveness of Breakthrough solutions . . . . . . . . . . . . . . . . . . . . . . 29 5.2.3 Evolution of AELOP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 6 Threats to Validity : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 34 7 Conclusion : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 36 References : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 37

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