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Despite the benefits of online judges over the automatic code correction process, the literature states that feedback from these systems needs to be improved to generate more effective learning for the student. This article deepens an earlier study, intervention-control type, and aims to identify whether the extended feedback presented to the students of introductory programming was visualized, and whether there was a statistically significant difference between the interest of different groups in the content of the feedback. A difference was observed between students in the test and control groups in relation to reading time, reading time per word, occurrences of some types of errors and and in relation to the frequency of access to extended feedback.

Os estudantes leem as mensagens de feedback estendido exibidas em juízes online?