Abstract is missing.
- The reasons might be different: why students and teachers do not use visualization toolsMaria Knobelsdorf, Essi Isohanni, Josh D. Tenenberg. 1-10 [doi]
- A mobile learning application for parsons problems with automatic feedbackVille Karavirta, Juha Helminen, Petri Ihantola. 11-18 [doi]
- Exploring programming misconceptions: an analysis of student mistakes in visual program simulation exercisesTeemu Sirkiä, Juha Sorva. 19-28 [doi]
- Computer science at school/CS teacher education: Koli working-group report on CS at schoolCarsten Schulte, Malte Hornung, Sue Sentance, Valentina Dagiene, Tatjana Jevsikova, Neena Thota, Anna Eckerdal, Anne-Kathrin Peters. 29-38 [doi]
- Computer-assisted learning in primary school mathematics using ViLLE education toolEinari Kurvinen, Rolf Lindén, Teemu Rajala, Erkki Kaila, Mikko-Jussi Laakso, Tapio Salakoski. 39-46 [doi]
- Back to school: how professional software developers develop and test software in an educational contextJan Lönnberg, Lauri Malmi. 47-56 [doi]
- A comparison between lecturers' and students' concept maps related to the input/output topic in computer architectureEdurne Larraza-Mendiluze, Nestor Garay-Vitoria. 57-66 [doi]
- An investigation of secondary school students' conceptions on how the internet worksIra Diethelm, Henning Wilken, Stefan Zumbrägel. 67-73 [doi]
- On the design of effective learning materials for supporting self-directed learning of programmingVille Tirronen, Ville Isomöttönen. 74-82 [doi]
- Automatic recognition of students' sorting algorithm implementations in a data structures and algorithms courseAhmad Taherkhani, Ari Korhonen, Lauri Malmi. 83-92 [doi]
- FLOP, a free laboratory of programmingLuis Llana, Enrique Martin-Martin, Cristóbal Pareja-Flores. 93-99 [doi]
- During automatic program animation, explanations after animations have greater impact than before animationsPeng Wang, Roman Bednarik, Andrés Moreno. 100-109 [doi]
- MOOCs: old snake oil in new barrels?Marian Petre. 110 [doi]
- Self-directed learning: stories from industryCarol Zander, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Kate Sanders, Jan Erik Moström, Lynda Thomas. 111-117 [doi]
- What students want: a study on the role of the supervisor of final works in computing educationRoman Bednarik, Adam Herout. 118-125 [doi]
- The gap between knowledge and abilityMarc Berges, Andreas Mühling, Peter Hubwieser. 126-134 [doi]
- Towards an overview map of object-oriented programming and designMarc Berges, Peter Hubwieser. 135-136 [doi]
- Students' perceptions of the differences between ICT and programming coursesMichail N. Giannakos, Peter Hubwieser, Nikos Chrisochoides. 137-138 [doi]
- DSAsketch: data structures and algorithms drawing gameLasse Hakulinen. 139-140 [doi]
- Test-driven lecturingJonne Itkonen. 141-142 [doi]
- Cooperation in programming learningVioleta Jadzgeviciene, Jurate Urboniene. 143-144 [doi]
- Towards software-supported large scale assessment of knowledge developmentAndreas Mühling, Peter Hubwieser. 145-146 [doi]
- VirTu: virtual tutoring environmentTeemu Mäntyharju, Tapio Salakoski, Matti Koivula, Mikko-Jussi Laakso. 147-148 [doi]
- Teaching CPU architecture: a new way to provide effective scaffoldingElizabeth Patitsas, Vanessa Kroeker, Rachel Jordan, Kimberly D. Voll. 149-150 [doi]
- The effect of previous programming experience on the learning of scenario-based programmingGiora Alexandron, Michal Armoni, Michal Gordon, David Harel. 151-159 [doi]
- Can computing academics assess the difficulty of programming examination questions?Simon, Daryl J. D'Souza, Judy Sheard, James Harland, Angela Carbone, Mikko-Jussi Laakso. 160-163 [doi]
- Students, teachers and phenomena: educational reconstruction for computer science educationIra Diethelm, Peter Hubwieser, Robert Klaus. 164-173 [doi]
- PARSI: a tool for automatic assessment of office documents and basic IT skillsTommi Lahtonen, Ville Isomöttönen. 174-180 [doi]