Developers rely on open-source packages and must review dependencies to safeguard against vulnerable or malicious upstream code. A careful review of all dependencies changes often does not occur in practice. Therefore, developers need signals to inform of dependency changes that require additional examination, particularly measures for contributor reputation. The goal of this study is to help developers prioritize dependency review efforts by analyzing contributor reputation measures as a signal in the Rust ecosystem. We use network centrality measures to proxy contributor reputation using collaboration activity. We employ a mixed method methodology from the top 1,644 packages in the Rust ecosystem to build a network of 6,949 developers, survey 285 developers, and model 5 centrality measures. Through our survey, we find that only 24% of respondents often review dependencies before adding or updating a package, mentioning difficulties in the review process and signals are therefore employed. Particularly, 51% of respondents often consider contributor reputation when reviewing dependencies. We further explore contributor reputation through network centrality measures employing multivariate mixed-effect linear regression models. We find that the closeness centrality measure is a significant factor in explaining how developers choose to review dependencies. Yet, centrality measures alone do not account for how developers choose to review dependencies. We recommend the Rust ecosystem implement a contributor reputation badge based on our modeled coefficients to complement developers’ dependency review efforts.

In recent years, research has increasingly focused on developing intelligent tutoring systems that provide data-driven support for students in need of assistance during programming assignments. One goal of such intelligent tutors is to provide students with quality interventions comparable to those human tutors would give. While most studies focused on generating different forms of on-demand support, such as next-step hints and worked examples, at any given moment during the programming assignment, there is a lack of research on why human tutors would provide different forms of proactive interventions to students in different situations. This information is critical to know to allow the intelligent programming environments to select the appropriate type of student support at the right moment.

In this paper, we perform a predictive analysis of a curriculum-integrated math game, ST Math, to suggest a partial ordering for the game's curriculum sequence. We analyzed the sequence of ST Math objectives played by elementary school students in 5 U.S. districts and grouped each objective into difficult and easy categories according to how many retries were needed for students to master an objective. We observed that retries on some objectives were high in one district and low in another district where the objectives are played in a different order. Motivated by this observation, we investigated what makes an effective curriculum sequence. To infer a new partially-ordered sequence, we performed an expanded replication study of a novel predictive analysis by a prior study to find predictive relationships between 15 objectives played in different sequences by 3,328 students from 5 districts. Based on the predictive abilities of objectives in these districts, we found 17 suggested objective orderings. After deriving these orderings, we confirmed the validity of the order by evaluating the impact of the suggested sequence on changes in rates of retries and corresponding performance. We observed that when the objectives were played in the suggested sequence, we record a drastic reduction in retries, implying that these objectives are easier for students. This indicates that objectives that come earlier can provide prerequisite knowledge for later objectives. We believe that data-informed sequences, such as the ones we suggest, may improve efficiency of instruction and increase content learning and performance.

We present a data-driven analysis that provides generalized insights of how a curriculum integrated educational math game gets used as a routinized classroom activity throughout the year in authentic primary school classrooms. Our study relates observations from a field study on Spatial Temporal Math (ST Math) to our findings mined from ST Math students' sequential game play data. We identified features that vary across game play sessions and modeled their relationship with session performance. We also derived data-informed suggestions that may provide teachers with insights into how to design classroom game play sessions to facilitate more effective learning.