Victoria Sakhnini | Searcharxiv

arXiv2026

Make or Take: How Students Navigate Self-Created and Instructor-Provided Cheat Sheets

The use of cheat sheets in exams is often framed as a way to reduce cognitive load and support student performance. However, little is known about how students choose between self-created and instructor-provided cheat sheets, or how these choices relate to their broader approaches to exam preparation. We conducted a longitudinal study in a senior-level undergraduate software requirements course, where students could use either an instructor-provided or a self-created cheat sheet for both the midterm and final exams. Across three survey waves, we received 53, 50, and 44 responses, respectively. 41 students completed all three surveys and formed the longitudinal cohort used to examine how choices and experiences evolved over time, while exam-specific analyses used all available responses from the corresponding wave. Our findings identify several considerations that shaped students' choices, including trust in instructor expertise, the desire for personalization, and preparation efficiency. We further show how students' attitudes shifted over time and how their preferences were reflected in patterns of cheat sheet use, perceived content coverage, and challenges encountered during the exams.

cs.HC↗

arXiv2025

Reducing Procrastination on Programming Assignments via Optional Early Feedback

Academic procrastination is prevalent among undergraduate computer science students. Many studies have linked procrastination to poor academic performance and well-being. Procrastination is especially detrimental for advanced students when facing large, complex programming assignments in upper-year courses. We designed an intervention to combat academic procrastination on such programming assignments. The intervention consisted of early deadlines that were not worth marks but provided additional automated feedback if students submitted their work early. We evaluated the intervention by comparing the behaviour and performance of students between a control group and an intervention group. Our results showed that the intervention encouraged significantly more students to start the assignments early. Although there was no significant difference in students' grades between the control and intervention groups, students within the intervention group who used the intervention achieved significantly higher grades than those who did not. Our results implied that starting early alone did not improve students' grades. However, starting early and receiving additional feedback enhanced the students' grades relative to those of the rest of the students. We also conducted semi-structured interviews to gain an understanding of students' perceptions of the intervention. The interviews revealed that students benefited from the intervention in numerous ways, including improved academic performance, mental health, and development of soft skills. Students adopted the intervention to get more feedback, satisfy their curiosity, or use their available time. The main reasons for not adopting the intervention include having other competing deadlines, the intervention not being worth any marks, and feeling confident about their work.

cs.CY↗