Exploring the Role of Automated Feedback in Programming Education: A Systematic Literature Review

Automated feedback systems are increasingly integrated into programming education, facilitating iterative code development. A systematic literature review synthesizing 61 empirical studies up to September 2024 reveals that research in this area is fragmented. The review conceptually analyzes these systems across five dimensions: system architecture, pedagogical function, interaction mechanism, contextual deployment, and evaluation approach. A key finding is that most identified systems are fully automated and embedded within online learning environments, though the full scope of their characteristics remains to be synthesized in ongoing research.

Why it matters

The increasing integration of automated feedback in education, particularly in programming, represents a significant shift in instructional design and learning efficiency. Understanding the fragmented research landscape and the characteristics of these systems is crucial for guiding future technological development, educational policy, and strategic investment in learning technologies to maximize their pedagogical impact and scalability.

Key insights

• Automated feedback systems are widely adopted in programming education to support iterative learning.
• Research in this domain is fragmented, indicating a need for synthesis across technological and instructional aspects.
• A systematic review synthesized 61 empirical studies published by September 2024.
• The analysis framework includes system architecture, pedagogical function, interaction mechanism, contextual deployment, and evaluation approach.
• Preliminary findings suggest that most systems are fully automated and integrated into online platforms.

Source

arXiv — Computers and Society — https://arxiv.org/abs/2602.00089