## 2 Related Work
Applying automated assessment itself is not a solution. [PERSON] [20] stated that there had been an intense research activity in studying the difficulties in teaching and learning introductory programming. Achieving success or failure early in the introductory programming course is directly related to student continuity in the course of computer science. They proposed a system that allows to suggest exercises and to evaluate the results automatically. They did not examine the proposed approach as a suitable predictor of student's dropout or achievement. Two groups with and without using AA were compared in the research of [PERSON] [21]. The scores of the experimental group showed that students who worked with AA gained a more solid grasp of concepts related to debugging, deployment, and versioning. However, the difference between the means of groups was not statistically significant. The research conducted by [PERSON] [22] was focused on improving the average final exam scores using an automated grading (particularly AA). It concluded with the result that the automationof key processes such as program grading could save a significant amount of scarce resources in introductory courses without a negative impact on academic performance. The author presented significantly higher exam scores for students who used automated grading. The next research [23] used the Mooshak system, which did not produce clear results concerning whether it helps to reduce the dropout rate or improve the students' achievements. Students use it for testing their programming code and consider that AA deployment is a good idea. The microlearning is defined as an action-oriented approach offering bite-sized learning that gets learners to learn, act, and practice [24]. Microlearning refers to a didactic concept and approach that uses digital media to deliver small, coherent and self-contained content for short learning activities [25]. Microlearning has become popular, mainly due to the expansion of mobile devices and brings new possibilities for tracking user activities. The development level of front-end web frameworks has made microlearning no longer limited to mobile devices. Web browsers offer the same comfort and quality not only for content displaying and interacting but also for tracking user activity [24]. The content is organised in short lessons (1-5 min) and consists of two types of activities: provision of information (explanation of one idea, concept, or procedure) and verification of understanding (a simple question usually connected to information presented in the previous step). The idea of microlearning is based on every-where and every-time learning and support of learning in small and concluded parts. The goal is to engage students in deeper learning and encouraging them to think about and work with the content of subject/course in their everyday lives. The learning scenario preparation is the most crucial step in building microlearning content because didactic shortcomings in providing content often mean student failure. Course developers should bear in mind that the student receives the content in a dense form, often without linking to the previous lesson, and the time delay between the lessons can be several days [26]. Predicting learning success based on the usage of learning materials similar to microlearning units is described by [PERSON] et al. [27]. The authors explore students' usage of online learning materials as a predictor of academic success. They focused on time spent with each paragraph of the online learning material. The authors found that such time can be considered a moderate predictor of student success even when corrected for student time-on-task and that the information can be used to identify at-risk students. In other words, course material usage can be used to predict academic success.