Table of Contents

• Dancing rainbots: computing education with girl guidingJudy Robertson. 1 [doi]
• A new era towards more engaging and human-like computer-based learning by combining personalisation and artificial intelligence techniquesMaria Virvou. 2-3 [doi]
• Improving complex task performance using a sequence of simple practice tasksPaul Denny, Andrew Luxton-Reilly, Michelle Craig, Andrew Petersen. 4-9 [doi]
• Syntax error based quantification of the learning progress of the novice programmerAlireza Ahadi, Raymond Lister, Luke Mathieson. 10-14 [doi]
• Programming: predicting student success early in CS1. a re-validation and replication studyKeith Quille, Susan Bergin. 15-20 [doi]
• The pedagogical model of SIAL: an adaptive and open-ended intelligent tutoring system for first order logicJosé Alberto Maestro Prieto, Arancha Simón Hurtado. 21-26 [doi]
• Collateral learning of mobile computing: an experience reportAmruth N. Kumar. 27-32 [doi]
• Botzone: an online multi-agent competitive platform for AI educationHaoyu Zhou, Haifeng Zhang, Yushan Zhou, Xinchao Wang, Wenxin Li. 33-38 [doi]
• Where exactly are the difficulties in reasoning logically about code? experimentation with an online systemMichelle Cook, Megan Fowler, Jason O. Hallstrom, Joseph E. Hollingsworth, Tim Schwab, Yu-Shan Sun, Murali Sitaraman. 39-44 [doi]
• Giving hints is complicated: understanding the challenges of an automated hint system based on frequent wrong answersKristin Stephens-Martinez, Armando Fox. 45-50 [doi]
• Adaptive remediation for novice programmers through personalized prescriptive quizzesReza Soltanpoor, Charles Thevathayan, Daryl D'Souza. 51-56 [doi]
• The impact of exploring computer science in Wisconsin: where disadvantage is an advantageHeather Bort, Shion Guha, Dennis Brylow. 57-62 [doi]
• Creation and validation of low-stakes rubrics for K-12 computer scienceVeronica Cateté, Nicholas Lytle, Tiffany Barnes. 63-68 [doi]
• Teaching how to teach computational thinkingAnna Lamprou, Alexander Repenning. 69-74 [doi]
• In-class coding-based summative assessments: tools, challenges, and experienceAn Ju, Ben Mehne, Andrew Halle, Armando Fox. 75-80 [doi]
• Automatic assessment of OpenGL computer graphics assignmentsBurkhard C. Wünsche, Zhen Chen, Lindsay Alexander Shaw, Thomas Suselo, Kai-Cheung Leung, Davis Dimalen, Wannes van der Mark, Andrew Luxton-Reilly, Richard Lobb. 81-86 [doi]
• SQL tester: an online SQL assessment tool and its impactAnthony Kleerekoper, Andrew Schofield. 87-92 [doi]
• Is drawing video game characters in an hour of code activity a waste of time?Ashok R. Basawapatna, Alexander Repenning, Mark Savignano, Josiane Manera, Nora A. Escherle, Lorenzo Repenning. 93-98 [doi]
• A community model of CSforALL: analysis of community commitments for CS educationLeigh Ann DeLyser. 99-104 [doi]
• An experience report on the effectiveness of five themed workshops at inspiring high school students to learn codingNearchos Paspallis, Irene Polycarpou, Panayiotis Andreou, Josephina Antoniou, Paris Kaimakis, Marios Raspopoulos, Maria Terzi. 105-110 [doi]
• Experience in learning test-driven development: space invaders project-drivenIsabelle Blasquez, Hervé Leblanc. 111-116 [doi]
• How students get going: triggers for students' learning in project-based educationVille Isomöttönen, Aletta Nylén. 117-122 [doi]
• TEAMSCOPE: measuring software engineering processes with teamwork telemetryAn Ju, Armando Fox. 123-128 [doi]
• The educational insights and opportunities afforded by the nuances of Prim's and Kruskal's MST algorithmsAli Erkan. 129-134 [doi]
• Lab exercises for a discrete structures course: exploring logic and relational algebra with AlloyLaura E. Brown, Adam Feltz, Charles Wallace. 135-140 [doi]
• Introduction to Iltis: an interactive, web-based system for teaching logicGaetano Geck, Artur Ljulin, Sebastian Peter, Jonas Schmidt, Fabian Vehlken, Thomas Zeume. 141-146 [doi]
• Instruction of introductory programming course using multiple contextsDavid W. Brown, Sheikh K. Ghafoor, Stephen Canfield. 147-152 [doi]
• Code4Brownies: an active learning solution for teaching programming and problem solving in the classroomVinhthuy Phan, Eric Hicks. 153-158 [doi]
• Ladebug: an online tool to help novice programmers improve their debugging skillsAndrew Luxton-Reilly, Emma McMillan, Elizabeth Stevenson, Ewan D. Tempero, Paul Denny. 159-164 [doi]
• Teaching network protocol concepts in an open-source simulation environmentJ. Mark Pullen. 165-169 [doi]
• DBSnap++: creating data-driven programs by snapping blocksYasin N. Silva, Anthony Nieuwenhuyse, Thomas G. Schenk, Alaura Symons. 170-175 [doi]
• CLaDS: a cloud-based virtual lab for the delivery of scalable hands-on assignments for practical data science educationChase Geigle, Ismini Lourentzou, Hari Sundaram, ChengXiang Zhai. 176-181 [doi]
• Cybersecurity in liberal arts general education curriculumXenia Mountrouidou, Xiangyang Li, Quinn Burke. 182-187 [doi]
• Exercises for teaching reverse engineeringJohn Aycock, Andrew Groeneveldt, Hayden Kroepfl, Tara Copplestone. 188-193 [doi]
• Enhancing cybersecurity skills by creating serious gamesValdemar Svábenský, Jan Vykopal, Milan Cermák, Martin Lastovicka. 194-199 [doi]
• Problem solving to teach advanced algorithms in heterogeneous groupsFlorent Bouchez-Tichadou. 200-205 [doi]
• Relationship between computational thinking and a measure of intelligence as a general problem-solving abilityKay-Dennis Boom, Matt Bower, Amaël Arguel, Jens Siemon, Antonia Scholkmann. 206-211 [doi]
• Analyzing rich qualitative data to study pencil-puzzle-based assignments in CS1 and CS2Zack Butler, Ivona Bezáková, Kimberly Fluet. 212-217 [doi]
• How seamless are technology-rich learning environments? the voice of IT educatorsFui Chin Hiew, Judy Sheard, Rajendran Parthiban, Esyin Chew. 218-223 [doi]
• Summer of code: assisting distance-learning students with open-ended programming tasksNeil Smith, Mike Richards, Daniel G. Cabrero. 224-229 [doi]
• Gender, confidence, and mark prediction in CS examinationsBrian Harrington, Shichong Peng, Xiaomeng Jin, Minhaz Khan. 230-235 [doi]
• Promoting diversity in computingAnagha Kulkarni, Ilmi Yoon, Pleuni S. Pennings, Kazunori Okada, Carmen Domingo. 236-241 [doi]
• Teaching the societal consequences of computer science: new ideas for increasing student involvementBill Cowan, Elodie Fourquet, Marta Kryven. 242-247 [doi]
• Hackathons in the formal learning processKiev Gama, Breno Alencar Gonçalves, Pedro Alessio. 248-253 [doi]
• An authentic student research experience: fostering research skills and boosting the employability profile of studentsThanos Hatziapostolou, Dimitris Dranidis, Anna Sotiriadou, Petros Kefalas, Ioannis Nikolakopoulos. 254-259 [doi]
• Fit-breaks: incorporating physical activity breaks in introductory CS lecturesAlyona Koulanova, Ary Maharaj, Brian Harrington, Jessica Dere. 260-265 [doi]
• Challenge based startup learning: a framework to teach software startupRafael Chanin, Afonso Sales, Leandro Bento Pompermaier, Rafael Prikladnicki. 266-271 [doi]
• A two-staged capstone project to foster university-business dialogueTullio Vardanega, Monica Fedeli. 272-277 [doi]
• Guidelines for software testing education objectives from industry practices with a constructive alignment approachTimo Hynninen, Jussi Kasurinen, Antti Knutas, Ossi Taipale. 278-283 [doi]
• How CS academics view student engagementMichael Morgan, Matthew Butler 0002, Neena Thota, Jane Sinclair. 284-289 [doi]
• Considerations for switching: exploring factors behind CS students' desire to leave a CS majorAmanpreet Kapoor, Christina Gardner-McCune. 290-295 [doi]
• The impact of placement in introductory computer science courses on student persistence in a computing majorLinda Ott, Briana Bettin, Leo Ureel. 296-301 [doi]
• Classroom experience report on jigsaw learningSoohyun Nam Liao, William G. Griswold, Leo Porter. 302-307 [doi]
• A multi-institution exploration of peer instruction in practiceCynthia Taylor, Jaime Spacco, David P. Bunde, Andrew Petersen, Soohyun Nam Liao, Leo Porter. 308-313 [doi]
• A safety-aware, systems-based approach to teaching software testingNatalia Silvis-Cividjian. 314-319 [doi]
• Bringing together undergraduate and postgraduate students in software engineering team project: experiences and lessonsGeorgia M. Kapitsaki, Styliani Kleanthous Loizou. 320-325 [doi]
• Crowdsourcing programming assignments with CrowdSorcererNea Pirttinen, Vilma Kangas, Irene Nikkarinen, Henrik Nygren, Juho Leinonen, Arto Hellas. 326-331 [doi]
• ITiCSE working groups and collaboration in the computing education communityRobert McCartney, Kate Sanders. 332-337 [doi]
• Contrasting CS student and academic perspectives and experiences of student engagementMichael Morgan, Matthew Butler 0002, Jane Sinclair, Christabel Gonsalvez, Neena Thota. 338-339 [doi]
• Global perspectives on cybersecurity educationAllen Parrish, John Impagliazzo, Rajendra K. Raj, Henrique M. Dinis Santos, Muhammad Rizwan Asghar, Audun Jøsang, Teresa Pereira, Vítor J. Sá, Eliana Stavrou. 340-341 [doi]
• A review of introductory programming research 2003-2017Andrew Luxton-Reilly, Simon, Ibrahim Albluwi, Brett A. Becker, Michail Giannakos, Amruth N. Kumar, Linda Ott, James Paterson, Michael James Scott, Judy Sheard, Claudia Szabo. 342-343 [doi]
• An international investigation into student concerns regarding transition into higher educationMark Zarb, Joseph A. Abandoh-Sam, Bedour Alshaigy, Dennis J. Bouvier, Richard Glassey, Janet Hughes, Charles Riedesel. 344-345 [doi]
• Cloud computing: developing contemporary computer science curriculum for a cloud-first futureDerek Foster, Laurie White, Joshua Adams, D. Cenk Erdil, Harvey Hyman, Stan Kurkovsky, Majd Sakr, Lee Stott. 346-347 [doi]
• Modeling global competencies for computing educationStephen Frezza, Arnold Pears, Mats Daniels, Viggo Kann, Amanpreet Kapoor, Roger McDermott, Anne-Kathrin Peters, Charles Wallace, Mihaela Sabin, Åsa Cajander. 348-349 [doi]
• Stick to the script: lightweight recording and playback of live codingJohn Aycock. 350-351 [doi]
• Board of symbols: a tool for teaching programmingStephan Euler. 352-353 [doi]
• Code reviews in large, first-year coursesAndrew Petersen, Daniel Zingaro. 354-355 [doi]
• Improving students' engagement with large-team software development projectsMirela Gutica. 356-357 [doi]
• Reducing students' waiting time for assistance in programming laboratory sessions by using electronic queueingSahand Sadjadee. 358-359 [doi]
• A guideline to teach agile requirementsIsabelle Blasquez, Hervé Leblanc. 360-361 [doi]
• 50 years of software engineering: challenges, results, and opportunities in its educationStephan Krusche, Bruce Scharlau, Åsa Cajander, Janet Hughes. 362-363 [doi]
• Taxonomizing features and methods for identifying at-risk students in computing coursesArto Hellas, Petri Ihantola, Andrew Petersen, Vangel V. Ajanovski, Mirela Gutica, Timo Hynninen, Antti Knutas, Juho Leinonen, Chris Messom, Soohyun Nam Liao. 364-365 [doi]
• The internet of things in CS education: updating curricula and exploring pedagogyBarry Burd, Lecia Barker, Monica Divitini, Jorge Leoncio Guerra Guerra, Félix Armando Fermín Pérez, Ingrid Russell, Bill Siever, Liviana Tudor, Michael McCarthy, Ian Pollock. 366-367 [doi]
• Promoting the adoption of educational innovationsCynthia Taylor, Jaime Spacco, David P. Bunde, Thomas Zeume, Zack Butler, Martina Barnas, Heather Bort, Francesco Maiorana, Christopher Lynnly Hovey. 368 [doi]
• A novel introduction to file I/O using KML and google earthElizabeth Vidal, Ali Erkan. 369-370 [doi]
• Using LEGO to teach software interfaces and integrationStan Kurkovsky. 371-372 [doi]
• Introducing big data analytics in high school and collegeRaja Sooriamurthi. 373-374 [doi]
• A technique for translation from problem to codeAndrew D. Hilton, Genevieve M. Lipp, Susan H. Rodger. 375 [doi]
• Preparing first-time CS student teaching assistantsGuido Rößling, Jacqueline Gölz. 376 [doi]
• An interactive online course to raise awareness about diversityGuido Rößling, Felix Broj. 377 [doi]
• Pipelining collaborative test for improving student performance in introductory programming coursesXinjian Luo, Qianni Deng, Tao Liao. 378 [doi]
• Student based program developmentViggo Kann, Örjan Ekeberg. 379 [doi]
• Informatics study day: helping CS students become better studentsMadeleine Lorås, Trond Aalberg. 380 [doi]
• How statistics are used in computing education researchKate Sanders, Sally Hamouda, Brett A. Becker, Anna Eckerdal, Robert McCartney, Judy Sheard, Simon. 381 [doi]
• Managing assignment feedback via issue trackingRichard Glassey. 382 [doi]
• Experiences and new alternatives for teaching formal verification of Java programsAna Romero, Jose Divasón. 383 [doi]
• Towards bespoke creative coding curricula: mapping structure and content in tertiary graphic design education programming coursesStig Møller Hansen. 384 [doi]
• Lessons learned from developing advanced topics for broad useLillian N. Cassel, Don Goelman, Paula Matuszek, Mary-Angela Papalaskari, Michael Posner, Thomas Way, Darina Dicheva, Christo Dichev. 385 [doi]
• iScheduler: intelligent scheduling system for academic institutionsRaymond Alavo, Raman Adaikkalavan, Hossein Hakimzadeh. 386 [doi]
• Data jam: introducing high school students to data scienceSaman Haqqi, Raja Sooriamurthi, Brian Macdonald, Cheryl Begandy, Judy Cameron, Berni Pirollo, Evan Becker, Jacqueline Choffo, Christopher Davis, Margaret Farrell, Jennifer Lundahl, Laura Marshall, Kyle Wyche, Aaron Zheng. 387 [doi]
• Cheat me not: automated proctoring of digital exams on bring-your-own-deviceGosia Migut, Dennis Koelma, Cees G. M. Snoek, Natasa Brouwer. 388 [doi]
• Code-sharing networks of non-STEM students: the case of data science minorIlya Musabirov, Alina Bakhitova. 389 [doi]
• Inclusion of blockchain in course of distributed systems at the school of computer scienceJorge Leoncio Guerra Guerra, Félix Armando Fermín Pérez. 390 [doi]
• Implementing a competency-based information technology curriculum: challenges and opportunitiesMihaela Sabin. 391 [doi]
• Assessing attention in visual and textual programming using neuroeducation approachesSpyridon Doukakis, Mary-Angela Papalaskari, Panayiotis M. Vlamos, Antonia Plerou, Panagiota Giannopoulou. 392 [doi]
• Psychometric computational thinking testJulio Santisteban, Jennifer Santisteban-Muñoz. 393 [doi]
• Crafting engaging programming experiences for young people in GLAM spaces: the iOi-sphereAlcwyn Parker, Michael James Scott. 394 [doi]