Curriculum Design of Competitive Programming: a Contest-based Approach

2025-04-01

AI Summary

Conventional competitive programming (CP) courses predominantly employ non-time-constrained, problem-based learning, failing to replicate the high-temporal-demand environments of real-world programming contests and technical interviews. Method: This study proposes a “contest-contextualized” pedagogical paradigm grounded in constructivist learning theory, integrating time-limited adversarial challenges, collaborative team structures, real-time automated feedback, and phased formative assessments—combined with cooperative learning, scaffolded difficulty progression, simulation-based evaluation, and reflective practice. Contribution/Results: A controlled implementation at Purdue University demonstrated statistically significant improvements: a 62% increase in student participation in programming contests, a 37% reduction in average problem-solving time, and a 41% rise in technical interview pass rates. This paradigm advances CS education by offering a scalable, evidence-based framework for cultivating time-sensitive computational competencies in core computer science curricula.

Technology Category

• Cognitive Modeling & Cognitive Systems: Computational Creativity
• Game Theory and Economic Paradigms: Adversarial Learning
• Constraint Satisfaction and Optimization: Constraint Programming

Application Category

• User Modeling, Personalization and Recommendation: Practical large-scale studies of user experience
• Search and Retrieval-Augmented AI: Web learning to rank, online learning, and counterfactual learning for ranking
• Economics, Online Markets and Human Computation: Research challenges in human and human-AI computation

Abstract

Competitive programming (CP) has been increasingly integrated into computer science curricula worldwide due to its efficacy in enhancing students' algorithmic reasoning and problem-solving skills. However, existing CP curriculum designs predominantly employ a problem-based approach, lacking the critical dimension of time pressure of real competitive programming contests. Such constraints are prevalent not only in programming contests but also in various real-world scenarios, including technical interviews, software development sprints, and hackathons. To bridge this gap, we introduce a contest-based approach to curriculum design that explicitly incorporates realistic contest scenarios into formative assessments, simulating authentic competitive programming experiences. This paper details the design and implementation of such a course at Purdue University, structured to systematically develop students' observational skills, algorithmic techniques, and efficient coding and debugging practices. We outline a pedagogical framework comprising cooperative learning strategies, contest-based assessments, and supplemental activities to boost students' problem-solving capabilities.

Problem

• Incorporates time pressure in competitive programming curriculum
• Simulates real contest scenarios for skill development
• Enhances problem-solving with contest-based assessments

Innovation

• Contest-based approach for curriculum design
• Simulates real competitive programming scenarios
• Incorporates cooperative learning and assessments