Data from JELAI usage at high school, learning Python through an online environment.

This dataset was collected using Jelai (https://doi.org/10.1007/978-3-031-98465-5_9) in a high-school setting. Students learned Python through an online environment in which they could ask a chatbot questions related to the course material. The purpose of the study was to investigate how the way students formulate questions to a chatbot influences their learning outcomes.<br>Ethical approval for the study was obtained from the Human Research Ethics Committee of TU Delft.<br>To protect participant privacy, XML-style placeholder tags were used to anonymize names and other identifiable information.<br>This dataset was collected as part of my Computer Science and Engineering Honours project.<br>The dataset includes all code edits, program executions (categorized into output and error), chatbot messages, and the students’ final grades. Each file records a different aspect of the interaction between students, the coding environment, and the chatbot.本数据集于高中场景下通过Jelai工具（https://doi.org/10.1007/978-3-031-98465-5_9）采集获取。 学生通过在线学习环境修习Python编程，在此环境中可向聊天机器人提问与课程内容相关的问题。 本研究旨在探究学生向聊天机器人组织提问的方式对其学习成果的影响。 本研究已获得代尔夫特理工大学（TU Delft）人类研究伦理委员会的伦理审查批准。 为保护参与者隐私，本研究采用XML风格的占位符标签对姓名及其他可识别信息进行匿名化处理。 本数据集作为本人计算机科学与工程荣誉学位项目的一部分完成采集。 本数据集涵盖全部代码编辑记录、程序运行结果（分为输出与错误两类）、聊天机器人交互消息以及学生的最终成绩。每个文件分别记录学生、编程环境与聊天机器人三者交互的不同维度。