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This paper proposes a pedagogical framework for teaching machine learning by treating problems as deterministic input-output tasks compatible with standard automated programming assessment tools. Rather than introducing new AI models, it focuses on integrating theory and practice in education to improve how students learn fundamental algorithms. The core contribution lies in adapting existing grading infrastructure to support dynamic exercises within AI curricula.
Beyond Simple Input-Output Assessment Tasks: Leveraging Automated Programming Assessment for Non-Trivial Courses
arXiv:2609.29363v1 Announce Type: new Abstract: The public visibility of Artificial Intelligence (AI) is growing rapidly, driven by the positive impact of its applications across diverse fields of knowledge. In this new chapter, courses that cover the foundations of AI and machine learning become essential for understanding their role and potential in contemporary society. Therefore, understanding fundamental concepts and elementary algorithms through the close integration of theory with practice is essential in AI courses. In this essay, we report our experience designing machine learning exercises for automated assessment tools in programming. It is worth mentioning that we are not developing a novel form of automated grading system. Instead, we propose a perspective that frames machine learning problems as input-output assessment tasks. From this perspective, each exercise admits a unique and deterministic answer and enables automated programming assessment tools (e.g., VPL for Moodle, Codeforces, and MOJ) to effectively support AI education. We believe this essay can encourage instructors to foster educational innovation by adopting more dynamic and interactive approaches to AI courses that integrate theory and practice. Importantly, this essay does not introduce an innovation in the use of AI for education; rather, it introduces an innovative approach to improving the learning of AI, particularly, machine learning.
Abstract:The public visibility of Artificial Intelligence (AI) is growing rapidly, driven by the positive impact of its applications across diverse fields of knowledge. In this new chapter, courses that cover the foundations of AI and machine learning become essential for understanding their role and potential in contemporary society. Therefore, understanding fundamental concepts and elementary algorithms through the close integration of theory with practice is essential in AI courses. In this essay, we report our experience designing machine learning exercises for automated assessment tools in programming. It is worth mentioning that we are not developing a novel form of automated grading system. Instead, we propose a perspective that frames machine learning problems as input-output assessment tasks. From this perspective, each exercise admits a unique and deterministic answer and enables automated programming assessment tools (e.g., VPL for Moodle, Codeforces, and MOJ) to effectively support AI education. We believe this essay can encourage instructors to foster educational innovation by adopting more dynamic and interactive approaches to AI courses that integrate theory and practice. Importantly, this essay does not introduce an innovation in the use of AI for education; rather, it introduces an innovative approach to improving the learning of AI, particularly, machine learning.
Artificial Intelligence (cs.AI)
arXiv:2609.29363 [cs.AI]
(or arXiv:2609.29363v1 [cs.AI] for this version)
https://doi.org/10.48550/arXiv.2609.29363 Focus to learn more arXiv-issued DOI via DataCite (pending registration)
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