  The assessment of source code in university education is a central and
important task for lecturers of programming courses. In doing so, educators are
confronted with growing numbers of students having increasingly diverse
prerequisites, a shortage of tutors, and highly dynamic learning objectives. To
support lecturers in meeting these challenges, the use of automated programming
assessment systems (APASs), facilitating formative assessments by providing
timely, objective feedback, is a promising solution. Measuring the
effectiveness and success of these platforms is crucial to understanding how
such platforms should be designed, implemented, and used. However, research and
practice lack a common understanding of aspects influencing the success of
APASs. To address these issues, we have devised a success model for APASs based
on established models from information systems as well as blended learning
research and conducted an online survey with 414 students using the same APAS.
In addition, we examined the role of mediators intervening between technology-,
system- or self-related factors, respectively, and the users' satisfaction with
APASs. Ultimately, our research has yielded a model of success comprising seven
constructs influencing user satisfaction with an APAS.
