Table of Contents

• ITiCSE, Australia, and New Zealand: What's the Story?Judy Sheard, Simon. 1-2 [doi]
• From a Black Art to a School Subject: Computing Education's Search for StatusMatti Tedre. 3-4 [doi]
• Twenty-Four Years of ITiCSE PapersSimon, Judy Sheard. 5-11 [doi]
• Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot StudyKeith Quille, Susan Bergin. 12-18 [doi]
• Resilience and Effective Learning in First-Year Undergraduate Computer ScienceTom Prickett, Julie Walters, Longzhi Yang, Morgan Harvey, Tom Crick. 19-25 [doi]
• Towards Self-motivated Learning in Computer Science Education: Results of a Questionnaire StudyChristian Werner, Boris Girnat. 26-32 [doi]
• Developing an Assessment to Profile Students based on their Understanding of the Variable Programming ConceptJulie Henry, Bruno Dumas. 33-39 [doi]
• Automated Assessment of Android Exercises with Cloud-native TechnologiesDaniel Bruzual, Maria L. Montoya Freire, Mario Di Francesco. 40-46 [doi]
• Depth of Use: An Empirical Framework to Help Faculty Gauge the Relative Impact of Learning Management System ToolsTaha Hassan, Bob Edmison, Larry Cox II, Matthew Louvet, Daron Williams, D. Scott McCrickard. 47-53 [doi]
• Unproductive Help-seeking in Programming: What it is and How to Address itSamiha Marwan, Anay Dombe, Thomas W. Price. 54-60 [doi]
• Aiding an Introduction to Formal Reasoning Within a First-Year Logic Course for CS Majors Using a Mobile Self-Study AppDavid Cerna, Martina Seidl, Wolfgang Schreiner, Wolfgang Windsteiger, Armin Biere. 61-67 [doi]
• Hands-on Security Testing in a University Lab EnvironmentPhillip James, Lauren Powell, Liam O'Reilly, Faron Moller. 68-74 [doi]
• Developing a Computer Graphics Course with a Game Development EngineDimitrij (Mitja) Hmeljak, Holly Zhang. 75-81 [doi]
• Infusing Principles and Practices for Secure Computing Throughout an Undergraduate Computer Science CurriculumJean R. S. Blair, Christa M. Chewar, Rajendra K. Raj, Edward Sobiesk. 82-88 [doi]
• Common Bugs in Scratch ProgramsChristoph Frädrich, Florian Obermüller, Nina Körber, Ute Heuer, Gordon Fraser. 89-95 [doi]
• Designing One Year Curriculum to Teach Artificial Intelligence for Middle SchoolAlpay Sabuncuoglu. 96-102 [doi]
• Tools, Languages, and Environments Used in Primary and Secondary Computing EducationMonica M. McGill, Adrienne Decker. 103-109 [doi]
• Bring the Page to Life: Engaging Rural Students in Computer Science Using AliceBrittany Terese Fasy, Stacey A. Hancock, Barbara Z. Komlos, Brendan Kristiansen, Samuel Micka, Allison Shay Theobold. 110-116 [doi]
• An International Pilot Study of K-12 Teachers' Computer Science Self-EsteemRebecca Vivian, Keith Quille, Monica M. McGill, Katrina Falkner, Sue Sentance, Sarah Barksdale, Leonard Busuttil, Elizabeth Cole, Christine Liebe, Francesco Maiorana. 117-123 [doi]
• Evaluation and Assessment Needs of Computing Education in Primary GradesRebecca Vivian, Diana Franklin, Dave Frye, Alan Peterfreund, Jason Ravitz, Florence Sullivan, Melissa Zeitz, Monica M. McGill. 124-130 [doi]
• Towards a Holistic Reservoir of Research-Based PCK Segments of K-12 Computer Science TeachersOfra Brandes, Michal Armoni. 131-137 [doi]
• SCAPA: Development of a Questionnaire Assessing Self-Concept and Attitudes Toward ProgrammingLuzia Leifheit, Katerina Tsarava, Manuel Ninaus, Klaus Ostermann, Jessika Golle, Ulrich Trautwein, Korbinian Moeller. 138-144 [doi]
• Developing an Inclusive K-12 Outreach ModelKaren Nolan, Roisin Faherty, Keith Quille, Brett A. Becker, Susan Bergin. 145-151 [doi]
• Postponing the Concept of Class When Introducing OOPNicolás Passerini, Carlos Lombardi. 152-158 [doi]
• Engage Against the Machine: Rise of the Notional Machines as Effective Pedagogical DevicesPaul E. Dickson, Neil C. C. Brown, Brett A. Becker. 159-165 [doi]
• Misconception-Based Peer Feedback: A Pedagogical Technique for Reducing MisconceptionsCazembe Kennedy, Aubrey Lawson, Yvon Feaster, Eileen T. Kraemer. 166-172 [doi]
• Using Peer Code Review as an Educational ToolXiangyu Song, Seth Copen Goldstein, Majd Sakr. 173-179 [doi]
• Introducing a Paper-Based Programming Language for Computing Education in ClassroomsAditya Mehrotra, Christian Giang, Noé Duruz, Julien Dedelley, Andrea Mussati, Melissa Skweres, Francesco Mondada. 180-186 [doi]
• Through the Lens: Enhancing Assessment with Video-Based PresentationMark Zarb, Jen BirtlesKelman. 187-192 [doi]
• The Use of DJing Tasks as a Pedagogical Bridge to Learning Data StructuresDavid James. 193-197 [doi]
• A Case Study and Call to Action: Incorporating the ACRL Framework for Information Literacy in Undergraduate CS CoursesHolly Hendrigan, Keshav Mukunda, Diana Cukierman. 198-204 [doi]
• Twenty-Four Years of ITiCSE AuthorsSimon. 205-211 [doi]
• Get Paid to Program: Evaluating an Employment-Aware After-School Program for High School Women of ColorDana McFarlane, Elissa M. Redmiles. 212-218 [doi]
• Promoting Diversity-Inclusive Computer Science Pedagogies: A Multidimensional PerspectiveVahab Pournaghshband, Paola Medel. 219-224 [doi]
• The Relationship of Gender, Experiential, and Psychological Factors to Achievement in Computer ScienceMadeline Hinckle, Arif Rachmatullah, Bradford W. Mott, Kristy Elizabeth Boyer, James C. Lester, Eric N. Wiebe. 225-231 [doi]
• The Power of Female Athletes to Level the Computer Science Playing FieldGloria Childress Townsend, Khadija Jirari Stewart, Sharmin Tunguz. 232-238 [doi]
• Global and Local Agendas of Computing Ethics EducationJanet Hughes, Ethan Plaut, Feng Wang, Elizabeth von Briesen, Cheryl Brown, Gerry Cross, Viraj Kumar, Paul Myers. 239-245 [doi]
• Exploring Creativity and Learning through the Construction of (Non-Digital) Board Games in HCI CoursesMilene Selbach Silveira. 246-251 [doi]
• Creative Choice in Fifth Grade Computing CurriculumKirsten Mork, John Wilcox, Zoë Wood. 252-258 [doi]
• Problem Solving and Creativity: Complementing Programming Education with RoboticsDennis Komm, Adrian Regez, Urs Hauser, Marco Gassner, Pascal Lütscher, Rico Puchegger, Tobias Kohn. 259-265 [doi]
• Program a Hit - Using Music as Motivator for Introducing Programming ConceptsChristian Köppe. 266-272 [doi]
• Examining Student Coding Behaviours in Creative Computing Lessons using Abstract Syntax Trees and Vocabulary AnalysisMatthew Yee-King, Louis McCallum, Maria Teresa Llano, Vít Ruzicka, Mark d'Inverno, Mick Grierson. 273-279 [doi]
• A Methodology to Integrate Professional Skill Development throughout an ICT CurriculumNicole Herbert, Kristy de Salas, Tina Acuña, Erik Wapstra. 280-286 [doi]
• Soft Skills: What do Computing Program Syllabi Reveal About Non-Technical Expectations of Undergraduate Students?Wouter Groeneveld, Brett A. Becker, Joost Vennekens. 287-293 [doi]
• Developing Industry-Relevant Higher Order Thinking Skills in Computing StudentsShekhar Kalra, Charles Thevathayan, Margaret Hamilton. 294-299 [doi]
• Top-down Design of a CS Curriculum for a Computer Games BANuno Fachada, Nélio Códices. 300-306 [doi]
• Semantic Transfer in Programming Languages: Exploratory Study of Relative NovicesEthel Tshukudu, Quintin I. Cutts. 307-313 [doi]
• Seamless Integration of NoSQL class into the Database CurriculumSuneuy Kim. 314-320 [doi]
• CS in Schools: Developing a sustainable Coding Programme in Australian SchoolsHugh E. Williams, Selina Williams, Kristy Kendall. 321-327 [doi]
• Service-Learning for Web Technology: Observations from a Small Case StudyJoost Vennekens. 328-334 [doi]
• Attitudinal Trajectories in an Online CS1 Class: Demographic and Performance TrendsDavid A. Joyner, Lily Bernstein, Maria-Isabelle Dittamo, Ben Engelman, Alysha Naran, Amber Ott, Jasmine Suh, Abby Thien. 335-341 [doi]
• Design and Evaluation of a Collaborative Online Computational Thinking CourseRebecca Smith, Scott Rixner. 342-348 [doi]
• Crowdsourcing Content Creation for SQL PracticeJuho Leinonen, Nea Pirttinen, Arto Hellas. 349-355 [doi]
• ProgSnap2: A Flexible Format for Programming Process DataThomas W. Price, David Hovemeyer, Kelly Rivers, Ge Gao, Austin Cory Bart, Ayaan M. Kazerouni, Brett A. Becker, Andrew Petersen, Luke Gusukuma, Stephen H. Edwards, David Babcock. 356-362 [doi]
• Compigorithm: An Interactive Tool for Guided Practice of Complexity AnalysisRebecca Smith, Scott Rixner. 363-369 [doi]
• A Dynamic Visualisation of the DES Algorithm and a Multi-faceted Evaluation of Its Educational ValueRachid Anane, Mohammad T. Alshammari. 370-376 [doi]
• Using DevContainers to Standardize Student Development Environments: An Experience ReportSander Valstar, William G. Griswold, Leo Porter. 377-383 [doi]
• UserFlow: A Tool for Visualizing Fine-grained Contextual Analytics in Teaching DocumentsShaveen Singh, Bernd Meyer 0001, Michael Wybrow. 384-390 [doi]
• Step Tutor: Supporting Students through Step-by-Step Example-Based FeedbackWengran Wang, Yudong Rao, Rui Zhi, Samiha Marwan, Ge Gao, Thomas W. Price. 391-397 [doi]
• Effects of Competitive and Cooperative Classroom Response Systems on Quiz Performance and Programming Skills in a Video Game Programming CourseAdrián Domínguez, Luis de Marcos, José Javier Martínez-Herráiz. 398-403 [doi]
• Insights from Student Solutions to SQL Homework ProblemsSeth Poulsen, Liia Butler, Abdussalam Alawini, Geoffrey L. Herman. 404-410 [doi]
• Achievement Goal Orientation Profiles and Performance in a Programming MOOCKukka-Maaria Polso, Heta Tuominen, Arto Hellas, Petri Ihantola. 411-417 [doi]
• What are We Asking our Students? A Literature Map of Student Surveys in Computer Science EducationAngela M. Zavaleta Bernuy, Brian Harrington 0001. 418-424 [doi]
• Are Variable, Array and Object Diagrams in Java Textbooks Explanative?Syeda Fatema Mazumder, Celine Latulipe, Manuel A. Pérez-Quiñones. 425-431 [doi]
• Assessing CS1 Design Skills with a String Manipulation TaskCruz Izu, Amali Weerasinghe. 432-438 [doi]
• The Effect of a Spatial Skills Training Course in Introductory ComputingJack Parkinson, Quintin Cytts. 439-445 [doi]
• Can Students' Spatial Skills Predict Their Programming Abilities?Ryan Bockmon, Stephen Cooper, Jonathan Gratch, Jian Zhang 0036, Mohsen Dorodchi. 446-451 [doi]
• Evaluating the Effectiveness of Flipped Teaching in a Mixed-Ability CS1 CourseAbdallah Mohamed. 452-458 [doi]
• Towards a Competence Model for the Novice Programmer Using Bloom's Revised Taxonomy - An Empirical ApproachNatalie Kiesler. 459-465 [doi]
• Comparing Small Programs for Equivalence: A Code Comprehension Task for Novice ProgrammersCruz Izu, Claudio Mirolo. 466-472 [doi]
• If They Build It, Will They Understand It? Exploring the Relationship between Student Code and PerformanceJean Salac, Diana Franklin. 473-479 [doi]
• Error Message Readability and Novice Debugging PerformancePaul Denny, James Prather, Brett A. Becker. 480-486 [doi]
• An Open-Source, API-Based Framework for Assessing the Correctness of Code in CS50Chad Sharp, Jelle van Assema, Brian Yu, Kareem Zidane, David J. Malan. 487-492 [doi]
• CompareCFG: Providing Visual Feedback on Code Quality Using Control Flow GraphsLucy Jiang, Robert Rewcastle, Paul Denny, Ewan D. Tempero. 493-499 [doi]
• Selection of Code Segments for Exclusion from Code Similarity DetectionSimon, Oscar Karnalim, Judy Sheard, Ilir Dema, Amey Karkare, Juho Leinonen, Michael Liut, Renée McCauley. 500-501 [doi]
• Capturing and Characterising Notional MachinesSally Fincher, Johan Jeuring, Craig S. Miller, Peter Donaldson, Benedict du Boulay, Matthias Hauswirth, Arto Hellas, Felienne Hermans, Colleen M. Lewis, Andreas Mühling, Janice L. Pearce, Andrew Petersen. 502-503 [doi]
• Toward High Performance Computing EducationRajendra K. Raj, Carol J. Romanowski, Sherif G. Aly, Brett A. Becker, Juan Chen, Sheikh Ghafoor, Nasser Giacaman, Steven I. Gordon, Cruz Izu, Shahram Rahimi, Michael P. Robson, Neena Thota. 504-505 [doi]
• Assessing How Pre-requisite Skills Affect Learning of Advanced ConceptsGreg L. Nelson, Filip Strömbäck, Ari Korhonen, Ibrahim Albluwi, Marjahan Begum, Ben Blamey, Karen H. Jin, Violetta Lonati, Bonnie K. MacKellar, Mattia Monga. 506-507 [doi]
• Developing a Model Augmented Reality CurriculumMikhail Fominykh, Fridolin Wild, Ralf Klamma, Mark Billinghurst, Lisandra S. Costiner, Andrey Karsakov, Eleni Mangina, Judith Molka-Danielsen, Ian Pollock, Marius Preda, Aljosa Smolic. 508-509 [doi]
• Cloud Computing Curriculum: Developing Exemplar Modules for General Course InclusionJoshua Adams, Brian Hainey, Laurie White, Derek Foster, Narine Hall, Mark Hills 0001, Sara Hooshangi, Karthik Kuber, Sajid Nazir, Majd Sakr, Lee Stott, Carmen Taglienti. 510-511 [doi]
• Meaningful Assessment at Scale: Helping Instructors to Assess Online LearningNickolas J. G. Falkner, Rebecca Vivian, Katrina Falkner, Vangel V. Ajanovski, Christine Liebe, Alistair Morrison, Miranda Parker. 512-513 [doi]
• Reviewing Computing Education PapersMarian Petre, Kate Sanders, Robert McCartney, Marzieh Ahmadzadeh, Cornelia Connolly, Sally Hamouda, Brian Harrington 0001, Jérémie O. Lumbroso, Joseph Maguire, Lauri Malmi, Monica M. McGill, Jan Vahrenhold. 514 [doi]
• Developing Competency Statements for Computer Science Curricula: The Way AheadAlison Clear, Tony Clear, Abhijat Vichare, Thea Charles, Stephen Frezza, Mirela Gutica, Barry Lunt, Francesco Maiorana, Arnold Pears, François Pitt, Charles Riedesel, Justyna Szynkiewicz. 515-516 [doi]
• Integrating Computing into K-16 Education: Scaffolding Teacher and Student Learning in STEM DisciplinesTor Ole Odden, Aman Yadav, Cathrine Wahlstrøm Tellefsen, Elisa Nadire Caeli. 517-518 [doi]
• ACM Taskforce Efforts on Computing Competencies for Undergraduate Data Science CurriculaPaul M. Leidig, Lillian N. Cassel. 519-520 [doi]
• Learning Theoretical Computing from the Mathematical Impossibility Results of the CS CurriculumRafael del Vado Vírseda. 521-522 [doi]
• DIY Smart Home: The Development of an Exemplary Internet of Things Infrastructure for Computer Science EducationAnatolij Fandrich, Tobias Stuckenberg, Ira Diethelm. 523-524 [doi]
• Encouraging Student Participation in Online Tutorials: A Tutor's PerspectiveBobby Law, Iain D. Lambie. 525-526 [doi]
• Coding and Music Creation in a Multi-Agent EnvironmentSven Anderson, Siv Disa Anderson. 527-528 [doi]
• Fun Maths for All Game Development StudentsDiogo de Andrade, Nuno Fachada. 529-530 [doi]
• A feedback-oriented platform for deliberate programming practiceMario Sánchez, Pedro Salazar. 531-532 [doi]
• Notes on Using Google Colaboratory in AI EducationMark J. Nelson, Amy K. Hoover. 533-534 [doi]
• Auditing the COMPAS Recidivism Risk Assessment Tool: Predictive Modelling and Algorithmic Fairness in CS1Claire S. Lee, Jeremy Du, Michael Guerzhoy. 535-536 [doi]
• Towards Flexible and Extensible Git-based Course Management with RepoBeeRichard Glassey, Simon Larsen. 537-538 [doi]
• Tools for Analysis of Curricula Evolution Across Computer Science Curriculum GuidelinesVangel V. Ajanovski. 539-540 [doi]
• Plethora of Skills: Play-Learn-Practice-Invent-ShareJudith Gal-Ezer, Smadar Szekely, Rami Marelly. 541-542 [doi]
• Applying Pair Programming Practice in the Improvement of Software Design Skills, in an Undergraduate CourseHernan Quintana, Billy Grados. 543-544 [doi]
• Keeping Students Occupied with the Course Contents After Leaving the ClassroomMuztaba Fuad, Monika Akbar, Lynn Zubov. 545-546 [doi]
• Extending a CPU Design Project to Reinforce LearningCruz Izu. 547-548 [doi]
• eduFUSE a Visualizer for User-Space File SystemsLuke Thompson, Joel Clarke, Robert Sheehan. 549-550 [doi]
• Introducing Data Analytics Concepts in a CS Course for Non-MajorsIngrid Russell, Zhuojun Duan, Andrew Jung. 551 [doi]
• An Interactive Tutoring System for Learning Language Processing and Compiler DesignRafael del Vado Vírseda. 552 [doi]
• VU-BugZoo: A Persuasive Platform for Teaching Software TestingNatalia Silvis-Cividjian, Rob Limburg, Niels Althuisius, Emil Apostolov, Viktor Bonev, Robert Jansma, Glenn Visser, Marc Went. 553 [doi]
• Diagramming Encouragement in CS1 TextbooksSyeda Fatema Mazumder, Celine Latulipe, Manuel A. Pérez-Quiñones. 554 [doi]
• Opportunities and Challenges for Scaling a Systems-Approach to CS Education AdoptionInes Fernandez Dionis, Stephanie Wortel-London, Leigh Ann DeLyser, Anisa Bora. 555 [doi]
• CLuAI - Conversational Learning using Artificial Intelligence: An Interactive and Adaptive Chatbot Learning Framework for Teaching ProgrammingMichael Gavin, Frank G. Glavin. 556 [doi]
• Different Approaches to Teaching a Database Course to Graduate and Undergraduate StudentsSamah Senbel. 557 [doi]
• Open-Ended Exercises in CS1: The Impact on Female, Non-Major and Inexperienced Computer Science StudentsSadia Sharmin. 558 [doi]
• Towards an Implementation of a Peer-Learning and Peer-Teaching Group in ProgrammingCorinna Kröhn, Sara Hinterplattner, Barbara Sabitzer. 559 [doi]
• Automatic Test Generation for Haskell Programming AssignmentsVladimír Still. 560 [doi]
• Teaching Lab: Training Novice Computer Science TeachersMartin Ukrop, Valdemar Svábenský, Imrich Nagy. 561 [doi]
• Pre-Bachelor's Curricular Guidance For Cybersecurity ProgramsMelissa Stange, Cindy S. Tucker, Cara Tang, Christian Servin, Markus Geissler. 562 [doi]
• Exploring Sense of Belonging in Computer Science StudentsCatherine Mooney, Anna Antoniadi, Ioannis Karvelas, Lana Salmon, Brett A. Becker. 563 [doi]
• FGPE AuthorKit - A Tool for Authoring Gamified Programming Educational ContentJosé Carlos Paiva, Ricardo Queirós, José Paulo Leal, Jakub Swacha. 564 [doi]
• Assessing the Value of Professional Body Accreditation of Computer Science Degree Programmes: A UK Case StudyTom Crick, Tom Prickett, James H. Davenport, Alastair Irons. 565 [doi]
• Designing a Collaborative Game-Based Learning Environment for AI-Infused Inquiry Learning in Elementary School ClassroomsSeung Y. Lee, Bradford W. Mott, Anne Ottenbriet-Leftwich, Adam Scribner, Sandra Taylor, Krista D. Glazewski, Cindy E. Hmelo-Silver, James C. Lester. 566 [doi]
• Demystifying and Decluttering Participation in Software Engineering Education ProgrammesJoseph Maguire, Quintin I. Cutts, Steve Draper. 567 [doi]
• The Martian Movie and Introducing Programming and Robotics with the Sphero Bolt RobotSteven M. Hadfield. 568 [doi]
• Impacts of Block-based Programming on Young Learners' Programming Skills and Attitudes in the Context of Smart EnvironmentsMazyar Seraj. 569-570 [doi]
• Teaching Computational Thinking with Interventions Adapted to Undergraduate Students' Proficiency LevelsImke de Jong. 571-572 [doi]
• The Design, Development, and Evaluation of a Novel Computer-based Competency Assessment of Computational ThinkingRina P. Y. Lai. 573-574 [doi]
• Investigating the Socially Shared Regulation of Learning in the Context of Programming EducationLeonardo S. Silva. 575-576 [doi]
• Using Spatio-Algorithmic Problem Solving Strategies to Increase Access to Data StructuresSeth Poulsen. 577-578 [doi]
• A Comprehensive Analysis of Students' Experiences of Belonging to the CS CommunitySercan Erer. 579-580 [doi]
• Efficient Instructional Design of Programming ExamplesAlbina Zavgorodniaia. 581-582 [doi]
• Frame-Based Novice ProgrammingJoe Dillane. 583-584 [doi]
• The Impact of English Language on Non-Native English Speaking Students' Performance in Programming ClassSuad Alaofi. 585-586 [doi]
• Supporting Computer Science Teaching Beyond Syllabus: ICT for Cooperation and ReflectionVojislav Vujosevic. 587-588 [doi]
• The Importance of Embedding Meta Skills in Computer Science Graduate Apprenticeship ProgrammesTiffany Young. 589-590 [doi]