Abstract is missing.
- K-12 Computing Education for the AI Era: From Data Literacy to Data AgencyMatti Tedre, Henriikka Vartiainen. 1-2 [doi]
- Chat Overflow: Artificially Intelligent Models for Computing Education - renAIssance or apocAIypse?Paul Denny, Brett A. Becker, Juho Leinonen 0001, James Prather. 3-4 [doi]
- A Systematic Mapping Study of Code Quality in EducationHieke Keuning, Johan Jeuring, Bastiaan Heeren. 5-11 [doi]
- Exploring CS1 Student's Notions of Code QualityCruz Izu, Claudio Mirolo. 12-18 [doi]
- Student Code Refactoring MisconceptionsEduardo Oliveira, Hieke Keuning, Johan Jeuring. 19-25 [doi]
- Improving Perceptions of Underrepresented Students towards Computing Majors through MentoringShamima Mithun, Xiao Luo 0002. 26-32 [doi]
- Student Usage of Q&A Forums: Signs of Discomfort?Naaz Sibia, Angela M. Zavaleta Bernuy, Joseph Jay Williams, Michael Liut, Andrew K. Petersen. 33-39 [doi]
- Diversity-focused Course Design for Computer Science Students: Incorporating Diversity Conference Attendance into Course Design and DeliveryMohammed Seyam, Mervat Abu-Elkheir. 40-46 [doi]
- On the Educational Impact of ChatGPT: Is Artificial Intelligence Ready to Obtain a University Degree?Kamil Malinka, Martin Peresíni, Anton Firc, Ondrej Hujnak, Filip Janus. 47-53 [doi]
- ChatGPT, Can You Generate Solutions for my Coding Exercises? An Evaluation on its Effectiveness in an undergraduate Java Programming CourseEng Lieh Ouh, Benjamin Kok Siew Gan, Kyong Jin Shim, Swavek Wlodkowski. 54-60 [doi]
- GPT-3 vs Object Oriented Programming Assignments: An Experience ReportBruno Pereira Cipriano, Pedro Alves. 61-67 [doi]
- Introducing Computational Thinking at Vocational High SchoolsJocelyn Simmonds, Constanza Diaz, Carlos Estay. 68-74 [doi]
- The Effects of Spanish-English Bilingual Instruction in a CS0 Course for High School StudentsIsmael Villegas Molina, Adrian Salguero, Shera Zhong, Adalbert Gerald Soosai Raj. 75-81 [doi]
- A Case Study on When and How Novices Use Code Examples in Open-Ended ProgrammingWengran Wang, Yudong Rao, Archit Kwatra, Alexandra Milliken, Yihuan Dong, Neeloy Gomes, Sarah Martin, Veronica Cateté, Amy Isvik, Tiffany Barnes, Chris Martens, Thomas W. Price. 82-88 [doi]
- Student Experiences and Academic Outcomes When Multiple Introductory Tracks ConvergeKatherine Breeden, Lucas Bang, Christopher A. Stone, Julie Medero. 89-95 [doi]
- Understanding Students' Experiences in an Online Programming Course from a Transactional Distance PerspectivePrajish Prasad, Rishabh Balse, Jayakrishnan Madathil Warriem. 96-102 [doi]
- Computing Students' Understanding of Dispositions: A Qualitative StudyNatalie Kiesler, Bonnie K. MacKellar, Amruth N. Kumar, Renée McCauley, Rajendra K. Raj, Mihaela Sabin, John Impagliazzo. 103-109 [doi]
- How ChatGPT Will Change Software Engineering EducationMarian Daun, Jennifer Brings. 110-116 [doi]
- Can Generative Pre-trained Transformers (GPT) Pass Assessments in Higher Education Programming Courses?Jaromír Savelka, Arav Agarwal, Christopher Bogart, Yifan Song, Majd Sakr. 117-123 [doi]
- Comparing Code Explanations Created by Students and Large Language ModelsJuho Leinonen 0001, Paul Denny, Stephen MacNeil, Sami Sarsa, Seth Bernstein, Joanne Kim, Andrew Tran, Arto Hellas. 124-130 [doi]
- An Equity-minded Multi-dimensional Framework for Exploring the Dynamics of Sense of Belonging in an Introductory CS CourseNarges Norouzi, Hamidreza Habibi, Carmen Robinson, Anna Sher. 131-137 [doi]
- Project-Based and Assignment-Based Courses: A Study of Piazza Engagement and Gender in Online CoursesRyan Lenfant, Alice Wanner, John R. Hott, Raymond Pettit. 138-144 [doi]
- Saving Bees with Computer Science: A Way to Spark Enthusiasm and Interest through Interdisciplinary Online CoursesKai Marquardt, Lucia Happe. 145-151 [doi]
- Detecting Code Quality Issues in Pre-written Templates of Programming Tasks in Online CoursesAnastasiia Birillo, Elizaveta Artser, Yaroslav Golubev, Maria Tigina, Hieke Keuning, Nikolay Vyahhi, Timofey Bryksin. 152-158 [doi]
- SIDE-lib: A Library for Detecting Symptoms of Python Programming MisconceptionsAbigail Evans, Zihan Wang, Jieren Liu, Mingming Zheng. 159-165 [doi]
- More (Sema|Meta)phors: Additional Perspectives on Analogy Use from Concurrent Programming StudentsBriana Bettin, Linda M. Ott, Julia Hiebel. 166-172 [doi]
- Exploring Computing Students' Post-Pandemic Learning Preferences with Workshops: A UK Institutional Case StudyTom Crick, Tom Prickett, Christina Vasiliou, Neeranjan Chitare, Ian Watson. 173-179 [doi]
- Seeing Program Output Improves Novice Learning GainsJuho Leinonen 0001, Arto Hellas, John Edwards. 180-186 [doi]
- Using Sensor-Based Programming to Improve Self-Efficacy and Outcome Expectancy for Students from Underrepresented GroupsHussel Suriyaarachchi, Alaeddin Nassani, Paul Denny, Suranga Nanayakkara. 187-193 [doi]
- An Experience Report on Introducing Explicit Strategies into Testing Checklists for Advanced BeginnersGina R. Bai, Sandeep Sthapit, Sarah Heckman, Thomas W. Price, Kathryn T. Stolee. 194-200 [doi]
- Coping With Scoping: Understanding Scope and ParametersTobias Kohn, Dennis Komm. 201-207 [doi]
- Variables in Practice. An Observation of Teaching Variables in Introductory Programming MOOCsVivian van der Werf, Min Yi Zhang, Efthimia Aivaloglou, Felienne Hermans, Marcus Specht. 208-214 [doi]
- Principles of Computers and the Internet - Model Lessons for Primary School Children: Experience ReportCyril Brom, Tereza Hannemann, Pavel Jezek, Anna Drobná, Kristina Volná, Katerina Kacerovská. 215-221 [doi]
- Castle and Stairs to Learn Iteration: Co-designing a UMC Learning Module with TeachersSara Capecchi, Michael Lodi, Violetta Lonati, Marco Sbaraglia. 222-228 [doi]
- Automatic Problem Generation for CTF-Style Assessments in IT Forensics CoursesSepehr Minagar, Amin Sakzad. 229-235 [doi]
- Want to Raise Cybersecurity Awareness? Start with Future IT ProfessionalsLydia Kraus, Valdemar Svábenský, Martin Horák, Vashek Matyás, Jan Vykopal, Pavel Celeda. 236-242 [doi]
- Binary Reverse Engineering for AllJohn Aycock. 243-249 [doi]
- Studied Questions in Data Structures and Algorithms AssessmentsIris Gaber, Amir Kirsh, David Statter. 250-256 [doi]
- Variables Affecting Students' Success in CS2Camilla Björn, Viggo Kann. 257-263 [doi]
- Assessment of Self-Identified Learning Struggles in CS2 Programming AssignmentsMatthew Zahn, Isabella Gransbury, Sarah Heckman, Lina Battestilli. 264-270 [doi]
- Towards a Success Model for Automated Programming Assessment Systems Used as a Formative Assessment ToolClemens Sauerwein, Tobias Antensteiner, Stefan Oppl, Iris Groher, Alexander Meschtscherjakov, Philipp Zech, Ruth Breu. 271-277 [doi]
- More Carrot or Less Stick: Organically Improving Student Time Management With Practice Tasks and Gamified AssignmentsMac Malone, Fabian Monrose. 278-284 [doi]
- A Practical Strategy for Training Graduate CS Teaching Assistants to Provide Effective FeedbackAlina Zaman, Amy Cook, Vinhthuy Phan, Alistair Windsor. 285-291 [doi]
- Investigating the Potential of GPT-3 in Providing Feedback for Programming AssessmentsRishabh Balse, Bharath Valaboju, Shreya Singhal, Jayakrishnan Madathil Warriem, Prajish Prasad. 292-298 [doi]
- Evaluating the Performance of Code Generation Models for Solving Parsons Problems With Small Prompt VariationsBrent N. Reeves, Sami Sarsa, James Prather, Paul Denny, Brett A. Becker, Arto Hellas, Bailey Kimmel, Garrett Powell, Juho Leinonen 0001. 299-305 [doi]
- Artificial Intelligence in Everyday Life: Educating the Public Through an Open, Distance-learning CourseMaria Kasinidou, Styliani Kleanthous, Jahna Otterbacher. 306-312 [doi]
- "I Am Not Enough": Impostor Phenomenon Experiences of University StudentsAngela M. Zavaleta Bernuy, Anna Ly, Brian Harrington 0001, Michael Liut, Sadia Sharmin, Lisa Zhang, Andrew Petersen 0001. 313-319 [doi]
- Barriers and Self-Efficacy: A Large-Scale Study on the Impact of OSS Courses on Student PerceptionsLarissa Salerno, Simone de França Tonhão, Igor Steinmacher, Christoph Treude. 320-326 [doi]
- Human Centered Data Science: Ungrading in an Introductory Data Science CourseAllison Shay Theobold. 327-333 [doi]
- Engaging Databases for Data Systems EducationToni Taipalus, Daphne Miedema, Efthimia Aivaloglou. 334-340 [doi]
- Learning from Errors: An Empirical Study on the Impact of Gamification on SQL Query FormulationEdward Langlands, Miguel Morales Trujillo. 341-347 [doi]
- Why We Need Open Data in Computer Science Education ResearchNatalie Kiesler, Daniel Schiffner. 348-353 [doi]
- Calling Upon the Community: Gathering Data on Programmatic and Academic Opportunities in Computing Education ResearchStephanie J. Lunn, Maíra Marques Samary, Alan Peterfreund. 354-360 [doi]
- Exploring the Support for Self-Regulation in Adult Online Informal Programming Learning: A Scoping ReviewSami Saeed Alghamdi, Christopher Bull 0001, Ahmed Kharrufa. 361-367 [doi]
- Using Domain-Specific, Immediate Feedback to Support Students Learning Computer Programming to Make MusicDouglas Lusa Krug, Yifan Zhang, Chrystalla Mouza, Taylor Barnett, Lori L. Pollock, David C. Shepherd. 368-374 [doi]
- Jinter: A Hint Generation System for Java ExercisesJorge A. Gonçalves, André L. Santos. 375-381 [doi]
- Mind the Error Message: An Inverted Quiz Format to Direct Learner's Attention to Error MessagesKazuhiro Tsunoda, Hidehiko Masuhara, Youyou Cong. 382-388 [doi]
- Exploring the Impact of School Location on Young People's Likelihood of Studying Computing in ScotlandFiona McNeill, Blaga Baycheva, Aba-Sah Dadzie, Eleanor Mitchell. 389-395 [doi]
- Effects of Automated Feedback in Scratch Programming TutorialsFlorian Obermüller, Luisa Greifenstein, Gordon Fraser 0001. 396-402 [doi]
- ScratchLog: Live Learning Analytics for ScratchLaura Caspari, Luisa Greifenstein, Ute Heuer, Gordon Fraser 0001. 403-409 [doi]
- Pedagogical Prisms: Toward Domain Isomorphic Analogy Design for Relevance and Engagement in Computing EducationBriana Bettin, Linda M. Ott. 410-416 [doi]
- Investigating the Role and Impact of Distractors on Parsons Problems in CS1 AssessmentsDavid H. Smith, Max Fowler, Craig B. Zilles. 417-423 [doi]
- Variations on "From Nand to Tetris" with Logisim and ARMIvaylo Ilinkin. 424-429 [doi]
- Variability-Inducing Requirements for Programs: Increasing Solution Variability for Similarity CheckingAshley Pang, Frank Vahid. 430-435 [doi]
- Online Programming Exams - An Experience ReportSeán Russell, Simon Caton, Brett A. Becker. 436-442 [doi]
- Socially Responsible Programming in Computing Education and Expectations in the ProfessionNatalie Kiesler, Carsten Thorbrügge. 443-449 [doi]
- Choosing a Didactic Basis for an Instructional Video: What Are the Implications For Novice Programmers?Svana Esche, Karsten Weihe. 450-456 [doi]
- Using Micro Parsons Problems to Scaffold the Learning of Regular ExpressionsZihan Wu 0002, Barbara J. Ericson, Christopher Brooks 0001. 457-463 [doi]
- Fostering the Innovative Mindset: Entrepreneurship Clinic Model for Computer Science StudentsAdrian Rusu, Amalia I. Rusu. 464-470 [doi]
- Exploring Programming Task Creation of Primary School Teachers in TrainingLuisa Greifenstein, Ute Heuer, Gordon Fraser 0001. 471-477 [doi]
- A Computational Thinking Obstacle Course Based on Bebras Tasks for K-12 SchoolsTaina Lehtimäki, Rosemary Monahan, Aidan Mooney, Kevin Casey, Thomas J. Naughton. 478-484 [doi]
- "AI Teaches Itself": Exploring Young Learners' Perspectives on Artificial Intelligence for Instrument DevelopmentJessica Vandenberg, Bradford W. Mott. 485-490 [doi]
- Machine Learning-Based Automated Grading and Feedback Tools for Programming: A Meta-AnalysisMarcus Messer, Neil C. C. Brown, Michael Kölling, Miaojing Shi. 491-497 [doi]
- Does Peer Code Review Change My Mind on My Submission?Sven Strickroth. 498-504 [doi]
- Automated Questions About Learners' Own Code Help to Detect Fragile Prerequisite KnowledgeTeemu Lehtinen, Otto Seppälä, Ari Korhonen. 505-511 [doi]
- The Value of Time Extensions in Identifying Students AbilitiesHuanyi Chen, Paul A. S. Ward. 512-518 [doi]
- Pseudocode vs. Compile-and-Run Prompts: Comparing Measures of Student Programming Ability in CS1 and CS2Benjamin Rheault, Alexis Dougherty, Jeremiah J. Blanchard. 519-525 [doi]
- Correlating Students' Class Performance Based on GitHub Metrics: A Statistical StudyJialin Cui, Runqiu Zhang, Ruochi Li, Yang Song 0019, Fangtong Zhou, Edward F. Gehringer. 526-532 [doi]
- The Impact of a Remote Live-Coding Pedagogy on Student Programming Processes, Grades, and Lecture Questions AskedAnshul Shah, Vardhan Agarwal, Michael Granado, John Driscoll, Emma Hogan, Leo Porter 0001, William G. Griswold, Adalbert Gerald Soosai Raj. 533-539 [doi]
- Teaching CS1 with a Mastery Learning Framework: Impact on Students' Learning and EngagementGiulia Toti, Guoning Chen, Sebastian Gonzalez. 540-546 [doi]
- Analysis of Student Grades Before and After Adopting POGILChris Mayfield, Sean Raleigh, Helen H. Hu, Clif Kussmaul. 547-553 [doi]