Abstract is missing.
- Transferring the finnish matriculation examination to ITMatti Lattu. 1-2 [doi]
- The use of code reading in teaching programmingTeresa Busjahn, Carsten Schulte. 3-11 [doi]
- Recording and analyzing in-browser programming sessionsJuha Helminen, Petri Ihantola, Ville Karavirta. 13-22 [doi]
- Academic integrity: differences between computing assessments and essaysSimon, Beth Cook, Judy Sheard, Angela Carbone, Chris Johnson. 23-32 [doi]
- Computer science students making games: a study on skill gaps and requirementJussi Kasurinen, Saeed Mirzaeifar, Uolevi Nikula. 33-41 [doi]
- Alternate reality games for computer science educationLasse Hakulinen. 43-50 [doi]
- How to study programming on mobile touch devices: interactive Python code exercisesPetri Ihantola, Juha Helminen, Ville Karavirta. 51-58 [doi]
- Getting to know computer science freshmenPäivi Kinnunen, Maija Marttila-Kontio, Erkki Pesonen. 59-66 [doi]
- Use of concept maps to analyze students' understanding of the I/O subsystemEdurne Larraza-Mendiluze, Nestor Garay-Vitoria. 67-76 [doi]
- Exploring misconceptions of operating systems in an online courseSonia Pamplona, Nelson Medinilla, Pamela Flores. 77-86 [doi]
- Tracing quiz set to identify novices' programming misconceptionsTakayuki Sekiya, Kazunori Yamaguchi. 87-95 [doi]
- An easy approach to epistemology and ontology in computing thesesMatti Tedre, John Pajunen. 97-104 [doi]
- Analysing computer science students' teamwork role adoption in an online self-organised teamwork activityRebecca Vivian, Katrina Falkner, Nickolas J. G. Falkner. 105-114 [doi]
- A case study of the development of CS teaching assistants and their experiences with team teachingElizabeth Patitsas. 115-124 [doi]
- Computer science students' causal attributions for successful and unsuccessful outcomes in programming assignmentsRebecca Vivian, Katrina Falkner, Nickolas J. G. Falkner. 125-134 [doi]
- Social media in everyday learning: how Facebook supports informal learning among young adults in South AfricaTina Klomsri, Linn Grebäck, Matti Tedre. 135-144 [doi]
- Exploiting sentiment analysis to track emotions in students' learning diariesMyriam Munezero, Calkin Suero Montero, Maxim Mozgovoy, Erkki Sutinen. 145-152 [doi]
- Building collaborative quizzesBruno Sampaio, Carmen Morgado, Fernanda Barbosa. 153-159 [doi]
- Automated grading and tutoring of SQL statements to improve student learningCarsten Kleiner, Christopher Tebbe, Felix Heine. 161-168 [doi]
- Communication patterns in collaborative software engineering courses: a case for computer-supported collaborationAntti Knutas, Jouni Ikonen, Jari Porras. 169-177 [doi]
- Pedagogy of 1: 1 computing in Colombia: a case study of three rural schoolsDavid Silva, Matti Tedre, Mikko Apiola. 179-187 [doi]
- A JavaScript library for visualizing program executionTeemu Sirkiä. 189-190 [doi]
- How do students learn to program in a connected world?Jian Shi, Su White. 191-192 [doi]
- Teaching artificial intelligence using a web-based game serverStefan Friese, Kristian Rother. 193-194 [doi]
- Brain-based programming: a good concept for schools?Peter K. Antonitsch, Barbara Sabitzer. 195-196 [doi]
- Brain-based teaching in computer science: neurodidactical proposals for effective teachingBarbara Sabitzer, Stefan Pasterk, Sabrina M. Elsenbaumer. 197-198 [doi]
- Computational thinking in CS teaching materials: a pilot studyErik Barendsen, Idzard Stoker. 199-200 [doi]
- Why is big-O analysis hard?Miranda Parker, Colleen M. Lewis. 201-202 [doi]
- An open approach for learning educational data miningIlkka Jormanainen, Erkki Sutinen. 203-204 [doi]