Abstract is missing.
- Card sorts, commonsense, and thresholds: a case study in CS education researchKate Sanders. 1-3 [doi]
- CodeSpells: bridging educational language features with industry-standard languagesSarah Esper, Stephen R. Foster, William G. Griswold, Carlos Herrera, Wyatt Snyder. 5-14 [doi]
- Automatic assessment and immediate feedback in first grade mathematicsEinari Kurvinen, Rolf Lindén, Teemu Rajala, Erkki Kaila, Mikko-Jussi Laakso, Tapio Salakoski. 15-23 [doi]
- STOPS: a graph-based study planning and curriculum development toolTapio Auvinen, Juha Paavola, Juha Hartikainen. 25-34 [doi]
- Are visualization tools used in programming education?: by whom, how, why, and why not?Essi Isohanni, Hannu-Matti Järvinen. 35-40 [doi]
- Can everybody learn to code?: computer science community perceptions about learning the fundamentals of programmingRebecca Vivian, Katrina E. Falkner, Claudia Szabo. 41-50 [doi]
- Computer science students' concepts of proof by inductionThérèse Smith, Robert McCartney. 51-60 [doi]
- What do software design students understand about information hiding?: a qualitative case studyPamela Flores, Nelson Medinilla, Sonia Pamplona. 61-70 [doi]
- Research-based design of the first weeks of CS1Juha Sorva, Otto Seppälä. 71-80 [doi]
- Experiences in course design using neo-piagetian theoryClaudia Szabo, Katrina E. Falkner, Nickolas J. G. Falkner. 81-90 [doi]
- Multiple-choice vs free-text code-explaining examination questionsSimon, Susan Snowdon. 91-97 [doi]
- Towards an empirically validated model for assessment of code qualityMartijn Stegeman, Erik Barendsen, Sjaak Smetsers. 99-108 [doi]
- How novices tackle their first lines of code in an IDE: analysis of programming session tracesArto Vihavainen, Juha Helminen, Petri Ihantola. 109-116 [doi]
- Novel interaction metaphors for object-oriented programming conceptsAndré L. Santos. 117-126 [doi]
- "Whither, badges?" or "wither, badges!": a metastudy of badges in computer science education to clarify effects, significance and influenceNickolas J. G. Falkner, Katrina E. Falkner. 127-135 [doi]
- MOOCs and their impact on academicsJudithe Sheard, Anna Eckerdal, Päivi Kinnunen, Lauri Malmi, Aletta Nylén, Neena Thota. 137-145 [doi]
- Model-based thinking and practice: a top-down approach to computational thinkingPalle Nowack, Michael E. Caspersen. 147-151 [doi]
- Exploring expression-level program visualization in CS1Teemu Sirkiä. 153-157 [doi]
- First-year students' social networks: learning computing with othersRobert McCartney, Kate Sanders. 159-163 [doi]
- Emotion analysis meets learning analytics: online learner profiling beyond numerical dataCalkin Suero Montero, Jarkko Suhonen. 165-169 [doi]
- Exploring assessment practices at universityDaniel S. McCain, Christos Sakalis, Arnold Pears. 171-172 [doi]
- Computational thinking skills in dutch secondary education: exploring pedagogical content knowledgeNatasa Grgurina, Erik Barendsen, Bert Zwaneveld, Klaas van Veen, Idzard Stoker. 173-174 [doi]
- A study of collaborative tool use in collaborative learning processesAntti Knutas, Jouni Ikonen, Laura Anna Ripamonti, Dario Maggiorini, Jari Porras. 175-176 [doi]
- An infographic to support students' self-regulated learningClaudia Ott, Anthony Robins, Kerry Shephard. 177-178 [doi]