We focus our attention on the loss of precision induced by abstract domain operations. We introduce a new technique, hints, which allows us to systematically refine the operations defined over elements of an abstract domain. We formally define hints in the abstract interpretation theory, we prove their soundness, and we characterize two families of hints: syntactic and semantic. We give some ex...

Various hints have been proposed to scaffold students. Such hints can be broadly divided into direct hints and indirect hints. On the other hand, individual differences existed among learners. In particular, cognitive styles greatly affect student learning. However, there is a lack of studies to investigate how cognitive styles affect students’ reactions to the use of hints in the context of ac...