Abstract is missing.
- An intelligent tutor to learn the evaluation of microcontroller I/O programming expressionsHugo Arends, Hieke Keuning, Bastiaan Heeren, Johan Jeuring. 2-9 [doi]
- Designing a multi-faceted SOLO taxonomy to track program design skills through an entire courseFrancisco Enrique Vicente Castro, Kathi Fisler. 10-19 [doi]
- Solving parsons problems versus fixing and writing codeBarbara J. Ericson, Lauren E. Margulieux, Jochen Rick. 20-29 [doi]
- Key concepts of data management: an empirical approachAndreas Grillenberger 0001, Ralf Romeike. 30-39 [doi]
- Student affect in CS1: insights from an easy data collection toolPatricia Haden, Dale Parsons, Krissi Wood, Joy Gasson. 40-49 [doi]
- Metacognitive calibration when learning to programMatthias Hauswirth, Andrea Adamoli. 50-59 [doi]
- How presentation affects the difficulty of computational thinking tasks: an IRT analysisVioletta Lonati, Mattia Monga, Dario Malchiodi, Anna Morpurgo. 60-69 [doi]
- Computational thinking as an emergent learning trajectory of mathematicsPia Niemelä, Tiina Partanen, Maarit Harsu, Leo Leppänen, Petri Ihantola. 70-79 [doi]
- Friends and gurus: do students ask for help from those they know or those who would knowMikko Nurminen, Pietari Heino, Petri Ihantola. 80-87 [doi]
- Exploring the critical incident technique to encourage reflection during project-based learningAletta Nylén, Ville Isomöttönen. 88-97 [doi]
- The nature of physical computing in schools: findings from three years of practical experienceMareen Przybylla, Ralf Romeike. 98-107 [doi]
- Student perspectives on mathematics in computer scienceNikki Sigurdson, Andrew Petersen. 108-117 [doi]
- The impact of a single lecture on program plans in first-year CSFrancisco Enrique Vicente Castro, Shriram Krishnamurthi, Kathi Fisler. 118-122 [doi]
- Familiar contexts and the difficulty of programming problemsMichelle Craig, Jacqueline Smith, Andrew Petersen. 123-127 [doi]
- Classifying the nature of lecturer intervention on computer science student behaviourNickolas J. G. Falkner, Claudia Szabo, Antti Knutas. 128-132 [doi]
- Experiences of teachers in computing as role models: a phenomenographic studyVirginia Grande, Anders Berglund, Mats Daniels. 133-137 [doi]
- The program is the system: introduction to programming without abstractionMatthias Hauswirth, Andrea Adamoli, Mohammad Reza Azadmanesh. 138-142 [doi]
- Teaching master's degree students to read research literature: experience in a programming languages course 2002-2017Antti-Juhani Kaijanaho. 143-147 [doi]
- Thought crimes and profanities whilst programmingJuho Leinonen, Arto Hellas. 148-152 [doi]
- Examining manual and semi-automated methods of analysing MOOC data for computing educationMichael Morgan, Aletta Nylén, Matthew Butler 0002, Anna Eckerdal, Neena Thota, Päivi Kinnunen. 153-157 [doi]
- Integrating parson's programming puzzles into a game-based mobile learning applicationSolomon Sunday Oyelere, Jarkko Suhonen, Teemu Henrikki Laine. 158-162 [doi]
- Identification based on typing patterns between programming and free textPetrus Peltola, Vilma Kangas, Nea Pirttinen, Henrik Nygren, Juho Leinonen. 163-167 [doi]
- On the value of using an interactive electronic textbook in an introductory programming courseKerttu Pollari-Malmi, Julio Guerra, Peter Brusilovsky, Lauri Malmi, Teemu Sirkiä. 168-172 [doi]
- An exploratory study of how programming instructors illustrate variables and control flowAndré L. Santos 0001, Hugo Sousa. 173-177 [doi]
- Designing and comparing two scratch-based teaching approaches for students aged 10-12 yearsNienke van Es, Johan Jeuring. 178-182 [doi]
- Comparing different styles of automated feedback for programming exercisesAivar Annamaa, Reelika Suviste, Varmo Vene. 183-184 [doi]
- Code structure difficulty in OOP: an exploration study regarding basic cognitive processesMike Barkmin, Matthias Kramer, David A. Tobinski, Torsten Brinda. 185-186 [doi]
- Plagiarism networks: finding instances of copied answers in an online introductory programming environmentTimo Hynninen, Antti Knutas, Jussi Kasurinen. 187-188 [doi]
- Introducing computational thinking to 5 and 6 year old students in dutch primary schools: an educational design research studyJosina I. Koning, Hylke H. Faber, Menno D. M. Wierdsma. 189-190 [doi]
- Trajectories of student interaction with learning resources in blended learning: the case of data science minorIlya Musabirov, Alina Bakhitova. 191-192 [doi]
- Automatic vs manual assessment of programming tasksVreda Pieterse, Janet Liebenberg. 193-194 [doi]
- PandionJ: a pedagogical debugger featuring illustrations of variable tracing and look-aheadAndré L. Santos, Hugo S. Sousa. 195-196 [doi]
- Towards a dialectic relationship between the implicit and explicit nature of computational thinking: a computer semiotics perspectiveThomas Hvid Spangsberg, Martin Brynskov. 197-198 [doi]
- Let's play!: music improvisation as a medium to facilitate computational thinkingCalkin Suero Montero, Kaisa Pihlainen. 199-200 [doi]
- Teaching programming to non-STEM novices: a didactical study of computational thinking and non-STEM computing educationThomas Hvid Spangsberg. 201-202 [doi]
- Practical thinking in programming educationKristina Von Hausswolff. 203-204 [doi]
- Digital capital: a platform for developing computational thinkingTina Vrieler. 205-206 [doi]