enhance(apps/docs): extend documentation with group activity videos and additional sections on gamification #4269
Conversation
Current Aviator status
This PR was merged manually (without Aviator). Merging manually can negatively impact the performance of the queue. Consider using Aviator next time.
See the real-time status of this PR on the
Aviator webapp.
Use the Aviator Chrome Extension
to see the status of your PR within GitHub.
|
|
Important Review skippedReview was skipped due to path filters ⛔ Files ignored due to path filters (2)
CodeRabbit blocks several paths by default. You can override this behavior by explicitly including those paths in the path filters. For example, including You can disable this status message by setting the 📝 Walkthrough📝 WalkthroughWalkthroughThis pull request introduces extensive updates to the documentation for the KlickerUZH platform, focusing on gamification features. The Changes
Possibly related PRs
Suggested reviewers
Thank you for using CodeRabbit. We offer it for free to the OSS community and would appreciate your support in helping us grow. If you find it useful, would you consider giving us a shout-out on your favorite social media? 🪧 TipsChatThere are 3 ways to chat with CodeRabbit:
Note: Be mindful of the bot's finite context window. It's strongly recommended to break down tasks such as reading entire modules into smaller chunks. For a focused discussion, use review comments to chat about specific files and their changes, instead of using the PR comments. CodeRabbit Commands (Invoked using PR comments)
Other keywords and placeholders
CodeRabbit Configuration File (
|
klicker-uzh
|
||||||||||||||||||||||||||||||||||
| Project |
klicker-uzh
|
| Branch Review |
docs-extension
|
| Run status |
|
| Run duration | 09m 51s |
| Commit |
|
| Committer | Julius Schlapbach |
| View all properties for this run ↗︎ | |
| Test results | |
|---|---|
Failures
|
1
|
Flaky
|
0
|
Pending
|
0
|
Skipped
|
0
|
Passing
|
46
|
| View all changes introduced in this branch ↗︎ | |
Tests for review
cypress/e2e/E-course-workflow.cy.ts • 1 failed test
| Test | Artifacts | |
|---|---|---|
| Test course creation and editing functionalities > Test the assignment of random groups in the seeded test course |
Test Replay
Screenshots
|
|
![coderabbitai[bot]](https://avatars.githubusercontent.com/in/347564?s=60&v=4){kind=small}
There was a problem hiding this comment.
Actionable comments posted: 3
🧹 Outside diff range and nitpick comments (18)
apps/docs/sidebars.js (1)
37-41: Consider uncommenting 'Advanced Topics' and 'About' sections.The 'Advanced Topics' and 'About' sections remain commented out. Given the PR's objective to extend documentation, it might be beneficial to include these sections. They could provide valuable information to users about advanced features and project details.
Could you please clarify the rationale for keeping these sections commented out? If they're no longer relevant, consider removing them entirely to keep the code clean.
apps/docs/package.json (2)
41-41: Approve addition of remark-math and suggest documentationThe addition of remark-math (v6.0.0) is approved. This plugin works in conjunction with rehype-katex to parse math equations in Markdown before rendering them with KaTeX.
Consider adding a brief note in the documentation or README about the newly added support for math equations in Markdown. This will help other contributors and users understand how to utilize this feature in the documentation.
Line range hint
1-67: Summary of package.json changes and their impact on documentation enhancementThe changes in this file primarily focus on updating dependencies to support enhanced documentation features:
The addition of rehype-katex and remark-math plugins enables the inclusion of mathematical equations in the documentation, which could be valuable for explaining complex concepts or algorithms.
The removal of @tailwindcss/typography might affect the current styling of the documentation. Ensure that this removal doesn't negatively impact the readability and appearance of the docs.
These changes align with the PR objective of enhancing the documentation. However, it's important to verify that these new capabilities (especially math equation support) are actually being utilized in the updated documentation content.
Consider the following to maximize the benefit of these changes:
- Update the documentation guidelines to include information on how to use math equations in the content.
- If not already planned, create a section in the documentation that demonstrates the use of mathematical formulas to explain relevant concepts in the project.
- Review the overall styling of the documentation to ensure it remains consistent and readable after the removal of @tailwindcss/typography.
apps/docs/docs/gamification/experience.mdx (4)
7-11: Consider adding more explanation for the XP formulaThe introduction and presentation of the formula for calculating required XP are clear. However, given the complexity of the formula, it might be beneficial to provide additional explanation. Consider:
- Explaining what the variables
$y_1$ and$p$ represent.- Providing a brief explanation of how this formula achieves the "faster in the beginning and then require a growing amount of additional points later on" behavior.
- Adding a simple example calculation for a specific level.
These additions would help readers better understand the formula and its implications.
🧰 Tools
🪛 LanguageTool
[uncategorized] ~9-~9: A punctuation mark might be missing here.
Context: ...$i$ as $\text{XP}{\text{req}}(i)$: $$ \text{XP}{\text{req}}(i) = \frac{y_1}{2...(AI_EN_LECTOR_MISSING_PUNCTUATION)
13-17: Enhance explanation and fix punctuationThe inverse formula for calculating the current level is well-presented. However, to improve clarity:
- Consider adding a brief explanation of how this formula works or why it's useful.
- Provide a simple example calculation to illustrate its use.
Also, there's a minor punctuation issue to address:
Apply this change to fix the punctuation:
-Inverting this formula, the current player level $i$ can be directly computed from the player's current experience point balance $\text{XP}_{\text{curr}}$: +Inverting this formula, the current player level $i$ can be directly computed from the player's current experience point balance $\text{XP}_{\text{curr}}$:This adds the missing colon after the LaTeX formula.
🧰 Tools
🪛 LanguageTool
[uncategorized] ~15-~15: A punctuation mark might be missing here.
Context: ...t balance $\text{XP}{\text{curr}}$: $$ i(\text{XP}{\text{curr}}) = \left\lfloo...(AI_EN_LECTOR_MISSING_PUNCTUATION)
19-29: Improve alt text for accessibilityThe inclusion of images to illustrate the XP-level relationship is excellent. To enhance accessibility:
- Consider adding a more descriptive alt text for the second image.
Apply this change to improve the alt text:
- alt="Levels (x) vs. Experience Points (y)" + alt="Graph showing the relationship between Levels (x-axis) and Experience Points (y-axis) for different parameter values"This provides more context about the image content for users relying on screen readers.
9-9: Fix punctuation after LaTeX formulaThere's a minor punctuation issue to address:
Apply this change to fix the punctuation:
-As usual, levelling up will be faster in the beginning and then require a growing amount of additional points later on. KlickerUZH currently uses the following formula to compute the required amount of experience points for some level $i$ as $\text{XP}_{\text{req}}(i)$: +As usual, levelling up will be faster in the beginning and then require a growing amount of additional points later on. KlickerUZH currently uses the following formula to compute the required amount of experience points for some level $i$ as $\text{XP}_{\text{req}}(i)$:This adds the missing colon after the LaTeX formula.
🧰 Tools
🪛 LanguageTool
[uncategorized] ~9-~9: A punctuation mark might be missing here.
Context: ...$i$ as $\text{XP}{\text{req}}(i)$: $$ \text{XP}{\text{req}}(i) = \frac{y_1}{2...(AI_EN_LECTOR_MISSING_PUNCTUATION)
apps/docs/docs/tutorials/ppt_integration.mdx (1)
31-34: LGTM: Well-structured explanation of embedding options.The three embedding options are clearly presented and explained, providing users with a good understanding of when to use each option. The use of a bullet list improves readability.
Consider adding links to each embedding option if there are separate documentation pages or anchors for more detailed information. This would allow users to quickly access more in-depth explanations if needed.
apps/docs/docs/student_tutorials/groups_activities.mdx (1)
15-29: LGTM: Video addition enhances documentationThe embedded video is a great addition that aligns with the PR objective of incorporating group activity videos. The iframe is well-configured with appropriate security settings and responsiveness.
Suggestions for improvement:
- Consider adding a brief text description of the video content just before or after the iframe for better accessibility.
- Evaluate the placement of the video within the document flow. It might be more effective if placed after the introductory paragraph and before the "Solve a Group Activity" section.
Would you like assistance in drafting a text description for the video or suggestions for optimal placement?
apps/docs/docs/gamification/overview.mdx (1)
15-21: LGTM: Clear explanation of gamified activitiesThe "Gamified Activities and Competition" section provides a comprehensive overview of how gamification is integrated into various KlickerUZH activities. The explanation of the point system for live quizzes and practice quizzes/microlearnings is clear and informative.
Consider adding a comma after "microlearnings" in line 21 for improved readability:
- In practice quizzes and microlearnings students receive points and experience points based on the correctness of their answers. + In practice quizzes and microlearnings, students receive points and experience points based on the correctness of their answers.🧰 Tools
🪛 LanguageTool
[uncategorized] ~21-~21: Possible missing comma found.
Context: ...e leaderboard. In practice quizzes and microlearnings students receive points and experience ...(AI_HYDRA_LEO_MISSING_COMMA)
apps/docs/docs/gamification/grading_logic.mdx (4)
1-8: Improve clarity in the introduction.The introduction provides a clear overview of the grading logic. However, there's a minor grammatical issue that can be improved.
Consider revising the sentence in line 7 for better clarity:
-The presented grading approach assumes that all considered questions have a defined correct solution (or possibly multiple solutions), as this is required in asynchronous activities, except for free-text questions. +The presented grading approach assumes that all considered questions, except for free-text questions, have a defined correct solution (or possibly multiple solutions), as this is required in asynchronous activities.This revision places the exception for free-text questions earlier in the sentence, making it clearer that they are not subject to the same requirement.
🧰 Tools
🪛 LanguageTool
[style] ~4-~4: Consider a shorter alternative to avoid wordiness.
Context: --- title: Grading Logic --- In order to distribute points, XP and achievements ...(IN_ORDER_TO_PREMIUM)
[style] ~7-~7: The word “also” tends to be overused. Consider using a formal alternative to strengthen your wording.
Context: ...10 points for taking part in each poll. Please also note that the [grading approach for liv...(PLEASE_ALSO_CHECK)
35-36: Address TODO comments for graphics replacement.There are two TODO comments suggesting the replacement of graphics:
- Line 35: "TODO: potentially it would make sense to replace this graphic by one that only jumps for integer correctness values"
- Line 55: "TODO: potentially it would make sense to replace this graphic by one that only jumps for integer correctness values"
Consider creating tasks to update these graphics as suggested in the TODO comments. This will improve the clarity of the documentation by ensuring the graphics accurately represent the grading logic for integer correctness values.
Also applies to: 55-56
21-21: Fix typographical error.There's a minor typographical error in line 21.
Apply this change to fix the error:
-Single choice questions have a single correct answer, by definition, wherefore participants will receive 10 points, multiplied with any potential multipliers, if they answer correctly. +Single choice questions have a single correct answer, by definition, wherefore participants will receive 10 points, multiplied with any potential multipliers if they answer correctly.Remove the comma before "if" to improve the sentence structure.
🧰 Tools
🪛 LanguageTool
[typographical] ~21-~21: Usually, there’s no comma before “if”.
Context: ...ultiplied with any potential multipliers, if they answer correctly. $$ \text{points...(IF_NO_COMMA)
91-91: Fix grammatical error in customized grading explanation.There's a minor grammatical error in the explanation of customized grading.
Apply this change to fix the error:
-For advanced use cases, it is also possible to customized the grading logic applied during live quizzes. +For advanced use cases, it is also possible to customize the grading logic applied during live quizzes.Change "customized" to "customize" to use the correct verb form.
🧰 Tools
🪛 LanguageTool
[grammar] ~91-~91: The verb after “to” should be in the base form as part of the to-infinitive. A verb can take many forms, but the base form is always used in the to-infinitive.
Context: ...anced use cases, it is also possible to customized the grading logic applied during live q...(TO_NON_BASE)
apps/docs/docusaurus.config.ts (1)
17-17: LGTM: KaTeX stylesheet added.The addition of the KaTeX CSS stylesheet is necessary for proper rendering of mathematical expressions. Good job on specifying the version explicitly.
Consider adding a comment explaining the purpose of this stylesheet for future maintainers. For example:
// KaTeX CSS for rendering mathematical expressions 'https://cdn.jsdelivr.net/npm/katex@0.16.4/dist/katex.min.css',apps/docs/docs/tutorials/group_activity.mdx (3)
18-32: Great addition of video tutorial!The embedded video tutorial on creating group activities is a valuable enhancement to the documentation. It provides visual guidance, which can significantly improve user understanding.
A minor suggestion for improvement:
Consider adding a brief text introduction before the iframe to prepare users for the video content. For example:
Watch the following video tutorial to learn how to create a group activity: <iframe ...>This addition would provide context and encourage users to engage with the video content.
74-88: Excellent addition of grading tutorial video!The embedded video tutorial on grading group activities is a great addition to the documentation. It provides visual guidance for a potentially complex task, which can greatly assist users.
For consistency and improved user experience:
Consider adding a brief text introduction before this iframe as well, similar to the suggestion for the first video. For example:
Watch the following video tutorial to learn how to grade group activity submissions: <iframe ...>This addition would maintain consistency with the first video embed and provide context for users.
99-99: Consider keeping a static image alongside the video tutorialWhile the video tutorial is an excellent addition, some users might appreciate a quick reference static image of the grading view.
Consider keeping the image alongside the video tutorial. You could add it after the iframe with a caption like:
<iframe ...></iframe>  *Figure: Overview of the Group Activity Grading Interface*This would provide users with both dynamic (video) and static (image) references, catering to different learning preferences.
📜 Review details
Configuration used: CodeRabbit UI
Review profile: CHILL
⛔ Files ignored due to path filters (6)
-
apps/docs/static/img_v3/19_MC_awarded_points.pngis excluded by!**/*.png -
apps/docs/static/img_v3/20_KPRIM_awarded_points.pngis excluded by!**/*.png -
apps/docs/static/img_v3/21_live_quiz_awarded_points.pngis excluded by!**/*.png -
apps/docs/static/img_v3/22_live_quiz_customized_grading.pngis excluded by!**/*.png -
apps/docs/static/img_v3/23_xp_vs_level.jpgis excluded by!**/*.jpg -
pnpm-lock.yamlis excluded by!**/pnpm-lock.yaml
📒 Files selected for processing (13)
- apps/docs/docs/gamification/experience.mdx (1 hunks)
- apps/docs/docs/gamification/grading_logic.mdx (1 hunks)
- apps/docs/docs/gamification/overview.mdx (1 hunks)
- apps/docs/docs/gamification/points.mdx (0 hunks)
- apps/docs/docs/student_tutorials/groups_activities.mdx (2 hunks)
- apps/docs/docs/student_tutorials/live_quiz.mdx (1 hunks)
- apps/docs/docs/student_tutorials/microlearning.mdx (1 hunks)
- apps/docs/docs/student_tutorials/practice_quiz.mdx (1 hunks)
- apps/docs/docs/tutorials/group_activity.mdx (3 hunks)
- apps/docs/docs/tutorials/ppt_integration.mdx (1 hunks)
- apps/docs/docusaurus.config.ts (3 hunks)
- apps/docs/package.json (2 hunks)
- apps/docs/sidebars.js (3 hunks)
💤 Files with no reviewable changes (1)
- apps/docs/docs/gamification/points.mdx
✅ Files skipped from review due to trivial changes (3)
- apps/docs/docs/student_tutorials/live_quiz.mdx
- apps/docs/docs/student_tutorials/microlearning.mdx
- apps/docs/docs/student_tutorials/practice_quiz.mdx
🧰 Additional context used
🪛 LanguageTool
apps/docs/docs/gamification/experience.mdx
[uncategorized] ~9-~9: A punctuation mark might be missing here.
Context: ...$i$ as $\text{XP}{\text{req}}(i)$: $$ \text{XP}{\text{req}}(i) = \frac{y_1}{2...(AI_EN_LECTOR_MISSING_PUNCTUATION)
[uncategorized] ~15-~15: A punctuation mark might be missing here.
Context: ...t balance $\text{XP}{\text{curr}}$: $$ i(\text{XP}{\text{curr}}) = \left\lfloo...(AI_EN_LECTOR_MISSING_PUNCTUATION)
apps/docs/docs/gamification/grading_logic.mdx
[style] ~4-~4: Consider a shorter alternative to avoid wordiness.
Context: --- title: Grading Logic --- In order to distribute points, XP and achievements ...(IN_ORDER_TO_PREMIUM)
[style] ~7-~7: The word “also” tends to be overused. Consider using a formal alternative to strengthen your wording.
Context: ...10 points for taking part in each poll. Please also note that the [grading approach for liv...(PLEASE_ALSO_CHECK)
[typographical] ~21-~21: Usually, there’s no comma before “if”.
Context: ...ultiplied with any potential multipliers, if they answer correctly. $$ \text{points...(IF_NO_COMMA)
[typographical] ~32-~32: If you want to indicate numerical ranges or time ranges, consider using an en dash.
Context: ...10 & \text{correct} \ 10 \cdot \left( 1 - 2 \cdot \frac{\text{% of wrong answers}...(DASH_RULE)
[style] ~45-~45: Consider using a different adverb to strengthen your wording.
Context: ...ill therefore receive full points for a completely correct response and partial points unt...(COMPLETELY_ENTIRELY)
[uncategorized] ~49-~49: Possible missing comma found.
Context: ...nted implementation for multiple choice questions as KPRIM questions can be seen as a spe...(AI_HYDRA_LEO_MISSING_COMMA)
[style] ~49-~49: Consider using a different adverb to strengthen your wording.
Context: ...icipants will receive full points for a completely correct answer, half the maximum points...(COMPLETELY_ENTIRELY)
[style] ~67-~67: As a shorter alternative for ‘able to’, consider using “can”.
Context: ...Questions For numerical questions, you are able to specify a number of solution ranges. If...(BE_ABLE_TO)
[grammar] ~91-~91: The verb after “to” should be in the base form as part of the to-infinitive. A verb can take many forms, but the base form is always used in the to-infinitive.
Context: ...anced use cases, it is also possible to customized the grading logic applied during live q...(TO_NON_BASE)
apps/docs/docs/gamification/overview.mdx
[duplication] ~9-~9: Possible typo: you repeated a word
Context: ...so promotes collaboration. Students can form form [groups](/student_tutorials/groups_acti...(ENGLISH_WORD_REPEAT_RULE)
[uncategorized] ~11-~11: When ‘course-specific’ is used as a modifier, it is usually spelled with a hyphen.
Context: ...over time and stay motivated. On top of course specific points, students also collect experienc...(SPECIFIC_HYPHEN)
[uncategorized] ~21-~21: Possible missing comma found.
Context: ...e leaderboard. In practice quizzes and microlearnings students receive points and experience ...(AI_HYDRA_LEO_MISSING_COMMA)
apps/docs/docs/tutorials/ppt_integration.mdx
[style] ~36-~36: This phrase is redundant. Consider using “outside”.
Context: ... ## How can I use the PowerPoint Add-In outside of UZH? The KlickerUZH Evaluation PowerPo...(OUTSIDE_OF)
🔇 Additional comments (29)
apps/docs/sidebars.js (3)
21-21: LGTM! Consistent naming convention applied.The renaming of 'Tutorials for Participants' to 'Student Application' is consistent with the changes made to the 'Lecturer Application' section. This improves clarity and maintains consistency in the documentation structure.
30-36: LGTM! Verify new and commented-out gamification files.The reintroduction and modification of the Gamification section, including the new 'grading_logic' entry, align well with the PR objectives to expand gamification-related content.
Let's verify the existence of the new and commented-out files:
#!/bin/bash # Description: Verify the existence of gamification-related files # Test 1: Check if the new grading_logic file exists echo "Checking for grading_logic.md:" fd -t f "grading_logic.md" apps/docs/docs/gamification # Test 2: Check if the commented-out awards file exists echo "Checking for awards.md:" fd -t f "awards.md" apps/docs/docs/gamificationIf the 'awards.md' file exists but is no longer needed, consider removing it from the repository to maintain cleanliness.
Line range hint
8-18: LGTM! Verify the new PowerPoint integration tutorial file.The renaming of 'Tutorials for Lecturers' to 'Lecturer Application' and the addition of the 'tutorials/ppt_integration' entry align well with the PR objectives. These changes enhance the documentation structure and include the new PowerPoint Add-In tutorial.
Let's verify the existence of the new tutorial file:
✅ Verification successful
Verified the existence of the 'ppt_integration.mdx' tutorial file.
The
ppt_integration.mdxfile exists in theapps/docs/docs/tutorialsdirectory as expected, aligning with the PR objectives.🏁 Scripts executed
The following scripts were executed for the analysis:
Script:
#!/bin/bash # Description: Verify the existence of the PowerPoint integration tutorial file # Test: Check if the file exists fd -t f "ppt_integration.md" apps/docs/docs/tutorialsLength of output: 315
Script:
#!/bin/bash # Description: Verify the existence of the PowerPoint integration tutorial file # Test: Check if the file exists fd -t f "ppt_integration.md" apps/docs/docs/tutorialsLength of output: 98
Script:
#!/bin/bash # Description: Verify the existence of the PowerPoint integration tutorial file with .mdx extension # Test: Check if the file exists fd -t f "ppt_integration.mdx" apps/docs/docs/tutorialsLength of output: 99
apps/docs/package.json (2)
40-40: Approve addition of rehype-katex and verify its usageThe addition of rehype-katex (v7.0.1) is approved. This plugin allows for rendering of KaTeX math equations in Markdown, which can enhance the documentation's capabilities for displaying mathematical content.
To ensure this addition is being utilized, please run the following command to check for KaTeX usage in the documentation:
#!/bin/bash # Search for KaTeX usage in Markdown files rg --type md '\$\$' ./apps/docsIf no results are found, consider adding a note in the PR description about plans for using math equations in the documentation.
23-23: Verify the removal of @tailwindcss/typography dependencyThe @tailwindcss/typography plugin has been removed. Please confirm if this removal is intentional and if an alternative method for typography styling is in place. This change might affect the overall appearance of the documentation.
To check for any remaining usage of @tailwindcss/typography, run the following command:
apps/docs/docs/gamification/experience.mdx (3)
5-6: LGTM: Clear and informative introductionThe introductory paragraph effectively explains the concept of experience points (XP) and their role in the gamification system. It provides a good overview of how XP are collected across courses and the various activities that contribute to earning XP.
31-31: LGTM: Informative conclusionThe concluding paragraph effectively ties the theoretical concepts to their practical application in the KlickerUZH app. It provides users with the knowledge of where they can find their current level and progress information.
Line range hint
1-31: Overall: Excellent enhancement to gamification documentationThis update to the experience.mdx file significantly improves the documentation on gamification in KlickerUZH. The content now provides a comprehensive explanation of the XP and leveling system, including detailed formulas and visual aids. The changes align well with the PR objectives of extending documentation with additional sections on gamification.
Key strengths:
- Clear explanation of XP accumulation across courses
- Detailed mathematical formulas for XP requirements and level calculation
- Visual representations to aid understanding
- Practical information on how users can view their progress in the app
While there are a few minor suggestions for improvement (mainly around adding more explanations for the complex formulas and improving alt text), the overall quality of the content is high. These changes will greatly benefit users in understanding the gamification aspects of KlickerUZH.
🧰 Tools
🪛 LanguageTool
[uncategorized] ~9-~9: A punctuation mark might be missing here.
Context: ...$i$ as $\text{XP}{\text{req}}(i)$: $$ \text{XP}{\text{req}}(i) = \frac{y_1}{2...(AI_EN_LECTOR_MISSING_PUNCTUATION)
[uncategorized] ~15-~15: A punctuation mark might be missing here.
Context: ...t balance $\text{XP}{\text{curr}}$: $$ i(\text{XP}{\text{curr}}) = \left\lfloo...(AI_EN_LECTOR_MISSING_PUNCTUATION)
apps/docs/docs/tutorials/ppt_integration.mdx (4)
1-7: LGTM: Metadata and title are well-structured.The YAML front matter is correctly formatted, and hiding the default title while providing a custom one in the content is a good practice for better control over the document's appearance.
8-9: LGTM: Clear and concise introduction.The introduction effectively summarizes the purpose of the PowerPoint integration feature, providing users with a quick understanding of its functionality.
26-30: LGTM: Clear explanation of integration benefits.This section effectively communicates the advantages of integrating the live quiz evaluation into PowerPoint presentations. It addresses key user benefits such as real-time updates and improved workflow efficiency.
1-38: Overall, excellent documentation with minor suggestions for improvement.This new documentation file for PowerPoint integration with KlickerUZH is well-structured, informative, and user-friendly. It effectively explains the feature, its benefits, and various embedding options. The inclusion of a video demonstration enhances the user's understanding.
To further improve this documentation:
- Consider implementing the responsive iframe suggestion for better cross-device compatibility.
- Add more detailed deployment instructions or link to a comprehensive guide for external users.
- Refine the section titles for clarity and conciseness.
These minor enhancements will make the documentation even more valuable to users integrating KlickerUZH with PowerPoint.
🧰 Tools
🪛 LanguageTool
[style] ~36-~36: This phrase is redundant. Consider using “outside”.
Context: ... ## How can I use the PowerPoint Add-In outside of UZH? The KlickerUZH Evaluation PowerPo...(OUTSIDE_OF)
apps/docs/docs/student_tutorials/groups_activities.mdx (2)
2-2: LGTM: Title update improves clarityThe updated title "Groups and Group Activities" is more concise and accurately represents the content of the document. This change aligns well with the PR objective of enhancing documentation.
Line range hint
1-29: Overall changes align well with PR objectivesThe modifications to this file, including the title update and the addition of the embedded video, successfully enhance the documentation as per the PR objectives. The combination of concise textual content and visual explanation through the video provides a more comprehensive overview of groups and group activities in KlickerUZH.
These changes should significantly improve user understanding of the feature. Great job on implementing these enhancements!
apps/docs/docs/gamification/overview.mdx (5)
2-2: LGTM: Title update reflects broader scopeThe title change from "Overview" to "Overview and Concept" accurately represents the expanded content of the document.
23-27: LGTM: Comprehensive explanation of group activitiesThe "Groups and Collaboration" section effectively describes the group activities and collaboration features in KlickerUZH. It clearly explains how group points are earned, displayed, and how they contribute to promoting collaboration alongside competition. The inclusion of information about hint distribution and random group creation for large classes is particularly valuable.
29-38: LGTM: Clear summary of participant experienceThe "Participant Experience" section effectively summarizes the gamification features from a student's perspective. The bullet-point list is concise, well-structured, and covers all key aspects of the gamified experience in KlickerUZH. This section provides a quick overview that will be helpful for both students and instructors.
40-49: LGTM: Well-defined goals of gamificationThe "Goals of Gamification" section effectively outlines the objectives of the gamification features in KlickerUZH. The bullet-point list provides a comprehensive overview of the intended outcomes, covering aspects such as engagement, motivation, active participation, and immediate feedback. This section aligns well with the features described in previous sections and clearly communicates the purpose of gamification in the learning process.
1-49: Great job on expanding the gamification documentation!The changes made to this document significantly improve its comprehensiveness and clarity. The new structure, which includes an introduction, detailed sections on gamified activities, groups and collaboration, participant experience, and goals of gamification, provides a thorough overview of the gamification features in KlickerUZH.
The content aligns well with the PR objectives of extending documentation with additional sections on gamification. The logical flow from introduction to specific features and goals makes the document easy to follow and understand.
A few minor issues were identified and addressed in earlier comments (a typo and a hyphenation suggestion). Once these are resolved, the document will be in excellent shape.
Overall, this update greatly enhances the documentation and will be valuable for both instructors and students using KlickerUZH.
🧰 Tools
🪛 LanguageTool
[duplication] ~9-~9: Possible typo: you repeated a word
Context: ...so promotes collaboration. Students can form form [groups](/student_tutorials/groups_acti...(ENGLISH_WORD_REPEAT_RULE)
[uncategorized] ~11-~11: When ‘course-specific’ is used as a modifier, it is usually spelled with a hyphen.
Context: ...over time and stay motivated. On top of course specific points, students also collect experienc...(SPECIFIC_HYPHEN)
[uncategorized] ~21-~21: Possible missing comma found.
Context: ...e leaderboard. In practice quizzes and microlearnings students receive points and experience ...(AI_HYDRA_LEO_MISSING_COMMA)
apps/docs/docs/gamification/grading_logic.mdx (6)
9-18: LGTM: Clear explanation of multipliers.The "Grading by Question Type" section, particularly the explanation of multipliers, is well-written and informative. It clearly describes how multipliers are applied and provides useful examples of their application in different scenarios.
19-73: LGTM: Comprehensive explanation of grading logic for different question types.The sections explaining the grading logic for various question types (Single Choice, Multiple Choice, KPRIM, Numerical, and Free Text) are well-written and informative. The use of formulas and images enhances understanding, making the content clear and accessible.
🧰 Tools
🪛 LanguageTool
[typographical] ~21-~21: Usually, there’s no comma before “if”.
Context: ...ultiplied with any potential multipliers, if they answer correctly. $$ \text{points...(IF_NO_COMMA)
[typographical] ~32-~32: If you want to indicate numerical ranges or time ranges, consider using an en dash.
Context: ...10 & \text{correct} \ 10 \cdot \left( 1 - 2 \cdot \frac{\text{% of wrong answers}...(DASH_RULE)
[style] ~45-~45: Consider using a different adverb to strengthen your wording.
Context: ...ill therefore receive full points for a completely correct response and partial points unt...(COMPLETELY_ENTIRELY)
[uncategorized] ~49-~49: Possible missing comma found.
Context: ...nted implementation for multiple choice questions as KPRIM questions can be seen as a spe...(AI_HYDRA_LEO_MISSING_COMMA)
[style] ~49-~49: Consider using a different adverb to strengthen your wording.
Context: ...icipants will receive full points for a completely correct answer, half the maximum points...(COMPLETELY_ENTIRELY)
[style] ~67-~67: As a shorter alternative for ‘able to’, consider using “can”.
Context: ...Questions For numerical questions, you are able to specify a number of solution ranges. If...(BE_ABLE_TO)
74-87: LGTM: Clear explanation of live quiz grading.The "Grading in Live Quizzes" section provides a comprehensive explanation of the grading logic for live quizzes, including the bonus point system for fast and correct answers. The accompanying image effectively illustrates the point distribution over time, enhancing the reader's understanding.
89-93: LGTM: Informative overview of advanced grading customization.The "Advanced: Customized Grading" section provides a concise yet informative explanation of the advanced customization options for live quiz grading. The inclusion of an image showing the advanced settings modal is helpful for users who want to implement these features.
🧰 Tools
🪛 LanguageTool
[grammar] ~91-~91: The verb after “to” should be in the base form as part of the to-infinitive. A verb can take many forms, but the base form is always used in the to-infinitive.
Context: ...anced use cases, it is also possible to customized the grading logic applied during live q...(TO_NON_BASE)
1-93: LGTM: Well-structured and properly formatted document.The overall structure and formatting of the document are excellent. The use of clear headings and subheadings, proper Markdown and MDX syntax, well-placed images with appropriate alt text, and correctly formatted LaTeX formulas all contribute to a highly readable and professional-looking document.
🧰 Tools
🪛 LanguageTool
[style] ~4-~4: Consider a shorter alternative to avoid wordiness.
Context: --- title: Grading Logic --- In order to distribute points, XP and achievements ...(IN_ORDER_TO_PREMIUM)
[style] ~7-~7: The word “also” tends to be overused. Consider using a formal alternative to strengthen your wording.
Context: ...10 points for taking part in each poll. Please also note that the [grading approach for liv...(PLEASE_ALSO_CHECK)
[typographical] ~21-~21: Usually, there’s no comma before “if”.
Context: ...ultiplied with any potential multipliers, if they answer correctly. $$ \text{points...(IF_NO_COMMA)
[typographical] ~32-~32: If you want to indicate numerical ranges or time ranges, consider using an en dash.
Context: ...10 & \text{correct} \ 10 \cdot \left( 1 - 2 \cdot \frac{\text{% of wrong answers}...(DASH_RULE)
[style] ~45-~45: Consider using a different adverb to strengthen your wording.
Context: ...ill therefore receive full points for a completely correct response and partial points unt...(COMPLETELY_ENTIRELY)
[uncategorized] ~49-~49: Possible missing comma found.
Context: ...nted implementation for multiple choice questions as KPRIM questions can be seen as a spe...(AI_HYDRA_LEO_MISSING_COMMA)
[style] ~49-~49: Consider using a different adverb to strengthen your wording.
Context: ...icipants will receive full points for a completely correct answer, half the maximum points...(COMPLETELY_ENTIRELY)
[style] ~67-~67: As a shorter alternative for ‘able to’, consider using “can”.
Context: ...Questions For numerical questions, you are able to specify a number of solution ranges. If...(BE_ABLE_TO)
[grammar] ~91-~91: The verb after “to” should be in the base form as part of the to-infinitive. A verb can take many forms, but the base form is always used in the to-infinitive.
Context: ...anced use cases, it is also possible to customized the grading logic applied during live q...(TO_NON_BASE)
1-93: Verify completion of all PR objectives.This document on grading logic aligns well with the PR objective of expanding sections related to gamification. It provides comprehensive information on the grading system, which is a crucial aspect of gamification in educational platforms.
However, the PR objectives also mention extending documentation with group activity videos, which are not addressed in this file. Please ensure that this aspect of the PR objectives is covered in other documentation files.
To verify the inclusion of group activity video documentation, you can run the following script:
This script will help identify if and where group activity videos are mentioned in the documentation.
🧰 Tools
🪛 LanguageTool
[style] ~4-~4: Consider a shorter alternative to avoid wordiness.
Context: --- title: Grading Logic --- In order to distribute points, XP and achievements ...(IN_ORDER_TO_PREMIUM)
[style] ~7-~7: The word “also” tends to be overused. Consider using a formal alternative to strengthen your wording.
Context: ...10 points for taking part in each poll. Please also note that the [grading approach for liv...(PLEASE_ALSO_CHECK)
[typographical] ~21-~21: Usually, there’s no comma before “if”.
Context: ...ultiplied with any potential multipliers, if they answer correctly. $$ \text{points...(IF_NO_COMMA)
[typographical] ~32-~32: If you want to indicate numerical ranges or time ranges, consider using an en dash.
Context: ...10 & \text{correct} \ 10 \cdot \left( 1 - 2 \cdot \frac{\text{% of wrong answers}...(DASH_RULE)
[style] ~45-~45: Consider using a different adverb to strengthen your wording.
Context: ...ill therefore receive full points for a completely correct response and partial points unt...(COMPLETELY_ENTIRELY)
[uncategorized] ~49-~49: Possible missing comma found.
Context: ...nted implementation for multiple choice questions as KPRIM questions can be seen as a spe...(AI_HYDRA_LEO_MISSING_COMMA)
[style] ~49-~49: Consider using a different adverb to strengthen your wording.
Context: ...icipants will receive full points for a completely correct answer, half the maximum points...(COMPLETELY_ENTIRELY)
[style] ~67-~67: As a shorter alternative for ‘able to’, consider using “can”.
Context: ...Questions For numerical questions, you are able to specify a number of solution ranges. If...(BE_ABLE_TO)
[grammar] ~91-~91: The verb after “to” should be in the base form as part of the to-infinitive. A verb can take many forms, but the base form is always used in the to-infinitive.
Context: ...anced use cases, it is also possible to customized the grading logic applied during live q...(TO_NON_BASE)
apps/docs/docusaurus.config.ts (3)
3-4: LGTM: New imports for math processing.The addition of
rehypeKatexandremarkMathimports is appropriate for enabling mathematical notation support in the documentation. This aligns well with the PR objective of enhancing documentation capabilities.
Line range hint
1-365: Summary: Mathematical notation support successfully implemented.The changes in this file successfully implement support for rendering mathematical expressions in the documentation, which aligns with the PR objective of enhancing documentation capabilities. The implementation includes:
- Adding necessary imports for KaTeX and remark-math.
- Including the KaTeX CSS stylesheet.
- Configuring the appropriate plugins in the Docusaurus setup.
These changes provide a solid foundation for including mathematical content in the documentation, which can be particularly useful for educational content related to the KlickerUZH project.
To fully meet the PR objectives, ensure that:
- The newly added mathematical notation support is utilized in relevant documentation files.
- The changes are tested thoroughly to confirm proper rendering of mathematical expressions.
- Other tasks mentioned in the PR description, such as reviewing all changed posts and exchanging plots for awarded points, are addressed in separate files or pull requests.
30-31: LGTM: Math processing plugins configured.The addition of
remarkMathtoremarkPluginsandrehypeKatextorehypePluginscorrectly sets up the mathematical notation processing in the documentation.To ensure the math rendering is working as expected, please verify by adding a sample mathematical expression in one of the documentation files. You can use the following script to check for the presence of math expressions:
If no results are found, consider adding a sample math expression to test the new functionality.
apps/docs/docs/tutorials/group_activity.mdx (1)
Line range hint
1-99: Overall, excellent enhancements to the documentation!The addition of video tutorials for creating and grading group activities significantly improves the quality and usefulness of this documentation. These changes align perfectly with the PR objectives of enhancing the documentation with group activity videos.
The embedded videos provide visual guidance that complements the existing text, making the documentation more comprehensive and user-friendly. The consistency in the implementation of both iframes is commendable.
These changes are ready to be merged, pending the consideration of the minor suggestions provided in the previous comments.
There was a problem hiding this comment.
Actionable comments posted: 0
🧹 Outside diff range and nitpick comments (4)
apps/docs/docs/gamification/grading_logic.mdx (4)
1-8: LGTM! Clear and concise introduction with a minor suggestion.The introduction provides a comprehensive overview of the grading logic in KlickerUZH, aligning well with the PR objectives. It effectively sets the context for the detailed explanations that follow.
Consider revising the sentence in line 7 for improved clarity:
-Please also note that the [grading approach for live quizzes](#grading-in-live-quizzes) slightly extends the logic of asynchronous activities and that some element types are only available in select activities. +Note that the [grading approach for live quizzes](#grading-in-live-quizzes) slightly extends the logic of asynchronous activities. Additionally, some element types are only available in select activities.🧰 Tools
🪛 LanguageTool
[style] ~4-~4: Consider a shorter alternative to avoid wordiness.
Context: --- title: Grading Logic --- In order to distribute points, XP and achievements ...(IN_ORDER_TO_PREMIUM)
[style] ~7-~7: The word “also” tends to be overused. Consider using a formal alternative to strengthen your wording.
Context: ...10 points for taking part in each poll. Please also note that the [grading approach for liv...(PLEASE_ALSO_CHECK)
19-44: LGTM! Comprehensive explanation of grading logic with a minor suggestion.The sections on grading single choice and multiple choice questions are well-explained and include helpful mathematical formulas and visual aids. This aligns perfectly with the PR objectives of extending documentation on gamification.
Consider revising the sentence in line 21 to remove the unnecessary comma:
-Single choice questions have a single correct answer, by definition, wherefore participants will receive 10 points, multiplied with any potential multipliers, if they answer correctly. +Single choice questions have a single correct answer by definition, wherefore participants will receive 10 points, multiplied with any potential multipliers if they answer correctly.🧰 Tools
🪛 LanguageTool
[typographical] ~21-~21: Usually, there’s no comma before “if”.
Context: ...ultiplied with any potential multipliers, if they answer correctly. $$ \text{points...(IF_NO_COMMA)
[typographical] ~32-~32: If you want to indicate numerical ranges or time ranges, consider using an en dash.
Context: ...10 & \text{correct} \ 10 \cdot \left( 1 - 2 \cdot \frac{\text{wrong answers}}{\tex...(DASH_RULE)
[style] ~43-~43: Consider using a different adverb to strengthen your wording.
Context: ...ill therefore receive full points for a completely correct response and partial points unt...(COMPLETELY_ENTIRELY)
45-68: LGTM! Clear explanations of various question types with a minor suggestion.These sections provide clear and consistent explanations of the grading logic for KPRIM, numerical, and free text questions. The inclusion of visual aids for KPRIM questions is particularly helpful. This content aligns well with the PR objectives of extending documentation on gamification.
Consider revising the sentence in line 63 for a more concise wording:
-For numerical questions, you are able to specify a number of solution ranges. +For numerical questions, you can specify a number of solution ranges.🧰 Tools
🪛 LanguageTool
[style] ~47-~47: Consider using a different adverb to strengthen your wording.
Context: ...icipants will receive full points for a completely correct answer, half the maximum points...(COMPLETELY_ENTIRELY)
[style] ~63-~63: As a shorter alternative for ‘able to’, consider using “can”.
Context: ...Questions For numerical questions, you are able to specify a number of solution ranges. If...(BE_ABLE_TO)
85-89: LGTM! Informative section on advanced grading options with a minor suggestion.This section effectively introduces the advanced customization options for live quiz grading, which aligns well with the PR objectives of extending documentation on gamification. The inclusion of an image of the advanced settings modal is particularly helpful for user understanding.
There's a minor grammatical error in line 87. Consider revising as follows:
-For advanced use cases, it is also possible to customized the grading logic applied during live quizzes. +For advanced use cases, it is also possible to customize the grading logic applied during live quizzes.🧰 Tools
🪛 LanguageTool
[grammar] ~87-~87: The verb after “to” should be in the base form as part of the to-infinitive. A verb can take many forms, but the base form is always used in the to-infinitive.
Context: ...anced use cases, it is also possible to customized the grading logic applied during live q...(TO_NON_BASE)
📜 Review details
Configuration used: CodeRabbit UI
Review profile: CHILL
⛔ Files ignored due to path filters (3)
apps/docs/static/img_v3/19_MC_awarded_points.svgis excluded by!**/*.svgapps/docs/static/img_v3/20_KPRIM_awarded_points.svgis excluded by!**/*.svgapps/docs/static/img_v3/21_live_quiz_awarded_points.svgis excluded by!**/*.svg
📒 Files selected for processing (1)
- apps/docs/docs/gamification/grading_logic.mdx (1 hunks)
🧰 Additional context used
🪛 LanguageTool
apps/docs/docs/gamification/grading_logic.mdx
[style] ~4-~4: Consider a shorter alternative to avoid wordiness.
Context: --- title: Grading Logic --- In order to distribute points, XP and achievements ...(IN_ORDER_TO_PREMIUM)
[style] ~7-~7: The word “also” tends to be overused. Consider using a formal alternative to strengthen your wording.
Context: ...10 points for taking part in each poll. Please also note that the [grading approach for liv...(PLEASE_ALSO_CHECK)
[typographical] ~21-~21: Usually, there’s no comma before “if”.
Context: ...ultiplied with any potential multipliers, if they answer correctly. $$ \text{points...(IF_NO_COMMA)
[typographical] ~32-~32: If you want to indicate numerical ranges or time ranges, consider using an en dash.
Context: ...10 & \text{correct} \ 10 \cdot \left( 1 - 2 \cdot \frac{\text{wrong answers}}{\tex...(DASH_RULE)
[style] ~43-~43: Consider using a different adverb to strengthen your wording.
Context: ...ill therefore receive full points for a completely correct response and partial points unt...(COMPLETELY_ENTIRELY)
[style] ~47-~47: Consider using a different adverb to strengthen your wording.
Context: ...icipants will receive full points for a completely correct answer, half the maximum points...(COMPLETELY_ENTIRELY)
[style] ~63-~63: As a shorter alternative for ‘able to’, consider using “can”.
Context: ...Questions For numerical questions, you are able to specify a number of solution ranges. If...(BE_ABLE_TO)
[grammar] ~87-~87: The verb after “to” should be in the base form as part of the to-infinitive. A verb can take many forms, but the base form is always used in the to-infinitive.
Context: ...anced use cases, it is also possible to customized the grading logic applied during live q...(TO_NON_BASE)
🔇 Additional comments (3)
apps/docs/docs/gamification/grading_logic.mdx (3)
9-18: LGTM! Clear explanation of multipliers.This section effectively introduces and explains the concept of multipliers in the grading system. It provides clear examples of their application, which enhances understanding of the gamification elements.
69-83: LGTM! Comprehensive explanation of live quiz grading.This section provides a detailed and clear explanation of the grading system for live quizzes, including the concept of bonus points for fast and correct answers. The included image effectively illustrates the point distribution over time. This content aligns perfectly with the PR objectives of extending documentation on gamification elements.
1-89: LGTM! Comprehensive and well-structured documentation on grading logic.This document provides a thorough and clear explanation of the grading logic implemented in KlickerUZH. It covers all aspects of the grading system, including various question types, live quizzes, and advanced customization options. The use of mathematical formulas and images significantly enhances the understanding of complex concepts.
The content fully aligns with the PR objectives of extending documentation on gamification. The explanations are consistent, detailed, and easy to follow, making this an valuable addition to the project's documentation.
Great job on creating this comprehensive guide! The minor suggestions provided in previous comments will further polish this excellent documentation.
🧰 Tools
🪛 LanguageTool
[style] ~4-~4: Consider a shorter alternative to avoid wordiness.
Context: --- title: Grading Logic --- In order to distribute points, XP and achievements ...(IN_ORDER_TO_PREMIUM)
[style] ~7-~7: The word “also” tends to be overused. Consider using a formal alternative to strengthen your wording.
Context: ...10 points for taking part in each poll. Please also note that the [grading approach for liv...(PLEASE_ALSO_CHECK)
[typographical] ~21-~21: Usually, there’s no comma before “if”.
Context: ...ultiplied with any potential multipliers, if they answer correctly. $$ \text{points...(IF_NO_COMMA)
[typographical] ~32-~32: If you want to indicate numerical ranges or time ranges, consider using an en dash.
Context: ...10 & \text{correct} \ 10 \cdot \left( 1 - 2 \cdot \frac{\text{wrong answers}}{\tex...(DASH_RULE)
[style] ~43-~43: Consider using a different adverb to strengthen your wording.
Context: ...ill therefore receive full points for a completely correct response and partial points unt...(COMPLETELY_ENTIRELY)
[style] ~47-~47: Consider using a different adverb to strengthen your wording.
Context: ...icipants will receive full points for a completely correct answer, half the maximum points...(COMPLETELY_ENTIRELY)
[style] ~63-~63: As a shorter alternative for ‘able to’, consider using “can”.
Context: ...Questions For numerical questions, you are able to specify a number of solution ranges. If...(BE_ABLE_TO)
[grammar] ~87-~87: The verb after “to” should be in the base form as part of the to-infinitive. A verb can take many forms, but the base form is always used in the to-infinitive.
Context: ...anced use cases, it is also possible to customized the grading logic applied during live q...(TO_NON_BASE)
There was a problem hiding this comment.
Actionable comments posted: 0
🧹 Outside diff range and nitpick comments (4)
apps/docs/docs/gamification/overview.mdx (4)
15-21: Excellent addition of the "Gamified Activities and Competition" section!This new section provides valuable information about how gamification is integrated into various KlickerUZH activities. It clearly explains the point system for different types of quizzes and aligns well with the PR objectives.
For improved clarity, consider adding a brief explanation of how experience points differ from regular points in terms of their purpose or usage within the system.
23-27: Great addition of the "Groups and Collaboration" section!This new section effectively describes the collaborative aspects of the gamification system, including group activities, point distribution, and achievements. It aligns well with the PR objectives and provides valuable information for users.
To enhance completeness, consider adding a brief explanation of how students can join or form groups, or link to a relevant section that provides this information.
40-49: Great addition of the "Goals of Gamification" section!This new section effectively outlines the objectives of the gamification features in KlickerUZH. It provides valuable context for both students and lecturers about the intended outcomes of the system.
To enhance completeness, consider adding a brief point about how these gamification features can potentially improve learning outcomes or knowledge retention, if applicable.
1-49: Excellent expansion of the gamification documentation!The changes in this file have significantly improved the documentation on gamification in KlickerUZH. The new sections provide a comprehensive overview of the gamification features, covering aspects such as activities, competition, collaboration, participant experience, and goals. The content is well-organized and aligns perfectly with the PR objectives.
To further enhance the documentation:
- Consider adding a brief section or paragraph about how lecturers can enable or configure gamification features for their courses. This would provide a complete picture for all users of the system.
- If available, include some visual elements like screenshots or diagrams to illustrate key concepts (e.g., leaderboards, avatars, or the point system). This could make the documentation more engaging and easier to understand.
Overall, great job on expanding this documentation!
📜 Review details
Configuration used: CodeRabbit UI
Review profile: CHILL
📒 Files selected for processing (2)
- apps/docs/docs/gamification/overview.mdx (1 hunks)
- apps/docs/package.json (2 hunks)
🚧 Files skipped from review as they are similar to previous changes (1)
- apps/docs/package.json
🔇 Additional comments (2)
apps/docs/docs/gamification/overview.mdx (2)
2-13: Great improvements to the title and introduction!The changes in this section effectively address the previous review comments and provide a comprehensive overview of the gamification framework. The title now accurately reflects the expanded content, and the introduction offers a clear and engaging description of the gamification features in KlickerUZH.
29-39: Excellent addition of the "Participant Experience" section!This new section provides a clear and concise summary of what students can expect from the gamification features in KlickerUZH. The bullet-point format makes it easy for readers to quickly grasp the key elements of the participant experience. This addition aligns well with the PR objectives and enhances the overall documentation.
…t words, structural changes, reword for elements instead of questions (#4287)
|
klicker-uzh
|
||||||||||||||||||||||||||||
| Project |
klicker-uzh
|
| Branch Review |
v3
|
| Run status |
|
| Run duration | 09m 28s |
| Commit |
|
| Committer | Julius Schlapbach |
| View all properties for this run ↗︎ | |
| Test results | |
|---|---|
|
Failures
|
0
|
|
Flaky
|
1
|
|
Pending
|
0
|
|
Skipped
|
0
|
|
Passing
|
47
|
| View all changes introduced in this branch ↗︎ | |
TODOs before merging this branch:
Summary by CodeRabbit
Release Notes
New Features
Content Updates
Documentation Improvements