Table of Contents

• New technology, new learning?Yvonne Rogers. 1 [doi]
• Meeting the future challenges of education and digitizationJan Gulliksen. 2 [doi]
• SPOC-supported introduction to programmingMarco Piccioni, H.-Christian Estler, Bertrand Meyer. 3-8 [doi]
• Teaching and learning with MOOCs: computing academics' perspectives and engagementAnna Eckerdal, Päivi Kinnunen, Neena Thota, Aletta Nylén, Judy Sheard, Lauri Malmi. 9-14 [doi]
• Augmenting PBL with large public presentations: a case study in interactive graphics pedagogyMario Romero, Björn Thuresson, Christopher Peters, Filip Kis, Joe Coppard, Jonas Andrée, Natalia Landazuri. 15-20 [doi]
• The state of play: a notional machine for learning programmingMichael Berry, Michael Kölling. 21-26 [doi]
• System for automatic generation of algorithm visualizations based on pseudocode interpretationJure Mornar, Andrina Granic, Sasa Mladenovic. 27-32 [doi]
• Selective hiding for improved algorithmic visualizationZoltán Kátai. 33-38 [doi]
• Failure rates in introductory programming revisitedChristopher Watson, Frederick W. B. Li. 39-44 [doi]
• Effect of a 2-week scratch intervention in CS1 on learners with varying prior knowledgeShitanshu Mishra, Sudeesh Balan, Sridhar Iyer, Sahana Murthy. 45-50 [doi]
• Think-pair-share in a large CS1 class: does learning really happen?Aditi Kothiyal, Sahana Murthy, Sridhar Iyer. 51-56 [doi]
• Assessing computational learning in K-12Shuchi Grover, Stephen Cooper, Roy Pea. 57-62 [doi]
• Engaging high school students using chatbotsLuciana Benotti, María Cecilia Martínez, Fernando Schapachnik. 63-68 [doi]
• Serious toys: three years of teaching computer science concepts in K-12 classroomsYvon Feaster, Farha Ali, Jiannan Zhai, Jason O. Hallstrom. 69-74 [doi]
• The magic of algorithm design and analysis: teaching algorithmic skills using magic card tricksJoão F. Ferreira, Alexandra Mendes. 75-80 [doi]
• A method to prove query lower boundsJagadish M., Sridhar Iyer. 81-86 [doi]
• Problem-solving using the extremality principleJagadish M., Sridhar Iyer. 87-92 [doi]
• MLSvisual: a visualization tool for teaching access control using multi-level securityMan Wang, Steve Carr, Jean Mayo, Ching-Kuang Shene, Chaoli Wang. 93-98 [doi]
• Empowering faculty to embed security topics into computer science coursesAmbareen Siraj, Sheikh Ghafoor, Joshua Tower, Ada Haynes. 99-104 [doi]
• Student perceptions of the acceptability of various code-writing practicesSimon, Beth Cook, Judy Sheard, Angela Carbone, Chris Johnson. 105-110 [doi]
• A historical examination of the social factors affecting female participation in computingElizabeth Patitsas, Michelle Craig, Steve M. Easterbrook. 111-116 [doi]
• Cultural appropriation of computational thinking acquisition research: seeding fields of diversityClarisse S. de Souza, Luciana Cardoso de Castro Salgado, Carla Faria Leitão, Martha M. Serra. 117-122 [doi]
• Apps for social justice: motivating computer science learning with design and real-world problem solvingSarah Van Wart, Sepehr Vakil, Tapan S. Parikh. 123-128 [doi]
• Things coming together: learning experiences in a software studioJulia Prior, Andrea Connor, John Leaney. 129-134 [doi]
• Understanding students' preferences of software engineering projectsThérèse Smith, Swapna S. Gokhale, Robert McCartney. 135-140 [doi]
• Mobile application development classes for the mobile eraKelvin Sung, Arjmand Samuel. 141-146 [doi]
• A teaching model for development of sensor-driven mobile applicationsHui Chen, Kostadin Damevski. 147-152 [doi]
• Students' performance on programming-related tasks in an informatics contest in Finland, Sweden and LithuaniaValentina Dagiene, Linda Mannila, Timo Poranen, Lennart Rolandsson, Pär Söderhjelm. 153-158 [doi]
• Understanding differences among coding club studentsAntti-Jussi Lakanen, Ville Isomöttönen, Vesa Lappalainen. 159-164 [doi]
• Responses to adaptive feedback for software testingKevin Buffardi, Stephen H. Edwards. 165-170 [doi]
• Do student programmers all tend to write the same software tests?Stephen H. Edwards, Zalia Shams. 171-176 [doi]
• QR code programming tasks with automated assessmentLasse Hakulinen, Lauri Malmi. 177-182 [doi]
• Intercultural computer science educationZoltán Kátai. 183-188 [doi]
• Course development through student-faculty collaboration: a case studyDilan Ustek, Erik Opavsky, Henry M. Walker, David Cowden. 189-194 [doi]
• Making group processes explicit to student: a case of justiceVille Isomöttönen. 195-200 [doi]
• A methodological approach to key competencies in informaticsChristina Dörge. 201-206 [doi]
• Weaving computing into all middle school disciplinesSusan H. Rodger, Dwayne Brown, Michael Hoyle, Daniel MacDonald, Michael Marion, Elizabeth Onstwedder, Bella Onwumbiko, Edwin Ward. 207-212 [doi]
• Early validation of computational thinking pattern analysisKyu Han Koh, Hilarie Nickerson, Ashok R. Basawapatna, Alexander Repenning. 213-218 [doi]
• Guess my object: an 'objects first' game on objects' behavior and implementation with bluejAxel Schmolitzky, Timo Göttel. 219-224 [doi]
• Game programming for improving learning experienceRaquel B. Hijón-Neira, J. Ángel Velázquez-Iturbide, Celeste Pizarro-Romero, Luís Carriço. 225-230 [doi]
• Assessment process for a simulation-based training environment in global software developmentMiguel J. Monasor, Aurora Vizcaíno, Mario Piattini, John Noll, Sarah Beecham. 231-236 [doi]
• Towards identification and classification of core and threshold concepts in methodology education in computingMatti Tedre, Danny Brash, Sirkku Männikkö-Barbutiu, Johannes C. Cronjé. 237-242 [doi]
• Leveraging open source principles for flexible concept inventory developmentLeo Porter, Cynthia Taylor, Kevin C. Webb. 243-248 [doi]
• Advanced data analytics education for students and companiesMaija Marttila-Kontio, Mikko Kontio, Virpi Hotti. 249-254 [doi]
• Peer instruction: a link to the examDaniel Zingaro, Leo Porter. 255-260 [doi]
• Comparing outcomes in inverted and traditional CS1Diane Horton, Michelle Craig, Jennifer Campbell, Paul Gries, Daniel Zingaro. 261-266 [doi]
• CaptainTeach: multi-stage, in-flow peer review for programming assignmentsJoe Gibbs Politz, Daniel Patterson, Shriram Krishnamurthi, Kathi Fisler. 267-272 [doi]
• Enhancing syntax error messages appears ineffectualPaul Denny, Andrew Luxton-Reilly, Dave Carpenter. 273-278 [doi]
• A qualitative think-aloud study of novice programmers' code writing strategiesJacqueline L. Whalley, Nadia Kasto. 279-284 [doi]
• Programming: reading, writing and reversingDonna Teague, Raymond Lister. 285-290 [doi]
• Identifying computer science self-regulated learning strategiesKatrina Falkner, Rebecca Vivian, Nickolas J. G. Falkner. 291-296 [doi]
• Motivational active learning: engaging university students in computer science educationJohanna Pirker, Maria Riffnaller-Schiefer, Christian Gütl. 297-302 [doi]
• Study on difficulties and misconceptions with modern type systemsVille Tirronen. 303-308 [doi]
• Interdisciplinary connections in a mobile computing and robotics courseStan Kurkovsky. 309-314 [doi]
• Teaching a core CS concept through roboticsStéphane Magnenat, Jiwon Shin, Fanny Riedo, Roland Siegwart, Mordechai Ben-Ari. 315-320 [doi]
• Three views on motivation and programmingAmber Settle, Arto Vihavainen, Juha Sorva. 321-322 [doi]
• ITiCSE: the next decadeArnold Pears, Alison Clear, Lillian N. Cassel, Ernesto Cuadros-Vargas, Valentina Dagiene, Cary Laxer. 323 [doi]
• Making the hardware-software connection with PLPSohum Sohoni. 324 [doi]
• Supporting communication within industrial doctoral projects: the thesis steering modelIlona Heldal, Eva Söderström, Lars Bråthe, Robert Murby. 325 [doi]
• Structuring software engineering learning within open source software participationHeidi J. C. Ellis, Gregory W. Hislop. 326 [doi]
• AsseSQL: an online, browser-based SQL skills assessment toolJulia R. Prior. 327 [doi]
• Automatic evaluation of students' programsTonci Dadic, Vlado Glavinic, Marko Rosic. 328 [doi]
• ALGO-RYTHMICS: science and art without ethnic bordersZoltán Kátai. 329 [doi]
• A social platform supporting learning through video creation by studentsJaime Urquiza-Fuentes, Jorge Castellanos, Isidoro Hernán, Estefanía Martín, Pablo A. Haya. 330 [doi]
• Team based learning in theoretical computer scienceNathaly Verwaal. 331 [doi]
• CaptainTeach: a platform for in-flow peer review of programming assignmentsJoe Gibbs Politz, Shriram Krishnamurthi, Kathi Fisler. 332 [doi]
• Learning computer programming: a study of the effectiveness of a COAC#Jakeline Marcos-Abed. 333 [doi]
• AlgoTouch: a programming by demonstration tool for teaching algorithmsPatrice Frison. 334 [doi]
• Evolving synchronous online graduate CS educationJ. Mark Pullen, Priscilla M. McAndrews. 335 [doi]
• Automated assessment of UML activity diagramsMichael Striewe, Michael Goedicke. 336 [doi]
• Learning within a professional environment: shared ownership of an HFOSS projectHeidi J. C. Ellis, Stoney Jackson, Darci Burdge, Lori Postner, Gregory W. Hislop, Joanmarie Diggs. 337 [doi]
• SHAvisual: a secure hash algorithm visualization toolJun Ma, Jun Tao, Melissa S. Keranen, Jean Mayo, Ching-Kuang Shene, Chaoli Wang. 338 [doi]
• Learning outcomes using objectives with computer science studentsJose Amelio Medina, Juan Jose Sanchez, Eva García-Lopez, Antonio García-Cabot. 339 [doi]
• Remote pair programming (RPP) in massively open online courses (MOOCs)Jonathan McKinsey, Samuel Joseph, Armando Fox, Daniel D. Garcia. 340 [doi]
• Impact of reward structures in an inverted courseDiane Horton, Jennifer Campbell. 341 [doi]
• A small scale project to investigate the current and potential use of collaborative tools at sheffield hallam universityThomas Michael Gibson, Cheryl Middleton. 342 [doi]
• Enhancing the information assurance and security (IAS) in CS education with mobile-device based hands-on labsMinzhe Guo, Prabir Bhattacharya, Kai Qian, Chia-Tien Dan Lo, Xi He. 343 [doi]
• ACM IT curricular guidanceRobert D. Campbell, Cindy S. Tucker, Cara Tang. 344 [doi]
• Capstone projects in computer science: evaluated by stakeholdersJuan José Olarte Larrea, César Domínguez, Francisco José García Izquierdo, Arturo Jaime Elizondo. 345 [doi]
• Code reading exercises using run time tracesMichael Striewe, Michael Goedicke. 346 [doi]
• The challenge of teaching students the value of programming best practicesDaniel Toll, Tobias Olsson, Anna Wingkvist, Morgan Ericsson. 347 [doi]
• Playing with metaphors: a methodology to design video games for learning abstract programming conceptsJeisson Hidalgo-Céspedes, Gabriela Marín Raventós, Vladimir Lara-Villagrán. 348 [doi]
• An interactive visualization method of constructionist teaching and learning of geometryEgle Jasute. 349 [doi]
• Using reflections in a program integrating courseViggo Kann. 350 [doi]
• Mastering model-driven engineeringHåkan Burden, Tom Adawi. 351 [doi]
• The effect of computer science on the learning of computational physicsRivka Taub, Mordechai Ben-Ari, Michal Armoni. 352 [doi]
• Algorithmic thinking for ALL: a motivational perspectiveZoltán Kátai. 353 [doi]
• Mining job ads to find what skills are sought after from an employers' perspective on IT graduatesMorgan Ericsson, Anna Wingkvist. 354 [doi]
• Brain-based teaching in programming coursesBarbara Sabitzer, Stefan Pasterk. 355 [doi]
• Why is programming so hard to learn?Gillian Bain, Ian Barnes. 356 [doi]
• Mastery grids: an open-source social educational progress visualizationTomasz Dominik Loboda, Julio Guerra, Roya Hosseini, Peter Brusilovsky. 357 [doi]