@Preamble{"\input bibnames.sty"
# "\ifx \undefined \booktitle \def \booktitle #1{{{\em #1}}} \fi"
# "\ifx \undefined \circled \def \circled #1{(#1)} \fi"
# "\ifx \undefined \pkg \def \pkg #1{{{\tt #1}}} \fi"
# "\ifx \undefined \reg \def \reg {\circled{R}} \fi"
}
@String{ack-nhfb = "Nelson H. F. Beebe,
University of Utah,
Department of Mathematics, 110 LCB,
155 S 1400 E RM 233,
Salt Lake City, UT 84112-0090, USA,
Tel: +1 801 581 5254,
FAX: +1 801 581 4148,
e-mail: \path|beebe@math.utah.edu|,
\path|beebe@acm.org|,
\path|beebe@computer.org| (Internet),
URL: \path|https://www.math.utah.edu/~beebe/|"}
@String{j-TOCE = "ACM Transactions on Computing Education"}
@Article{Tenenberg:2009:IAT,
author = "Josh Tenenberg and Robert McCartney",
title = "Introducing the {ACM Transactions on Computing
Education}",
journal = j-TOCE,
volume = "9",
number = "1",
pages = "1:1--1:??",
month = mar,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1513593.1513594",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jun 1 17:49:31 MDT 2009",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The ACM Transactions on Computing Education (TOCE)
represents a name change and a broadening of scope for
the ACM Journal on Educational Resources on Computing
(JERIC). The topics covered by this new journal will
range across diverse aspects of computing education:
traditional computer science, computer engineering,
software engineering, information technology, and
informatics; emerging aspects of computing; and
applications of computing to other disciplines, such as
computational biology. The common characteristics
shared by these articles are a scholarly approach to
teaching and learning, a broad appeal to educational
practitioners, and a clear connection to student
learning.",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "Computing education; practitioner research;
scholarship of teaching and learning",
}
@Article{Richards:2009:DPB,
author = "Debbie Richards",
title = "Designing Project-Based Courses with a Focus on
Group Formation and Assessment",
journal = j-TOCE,
volume = "9",
number = "1",
pages = "2:1--2:??",
month = mar,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1513593.1513595",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jun 1 17:49:31 MDT 2009",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The value and the pitfalls of project and group work
are well recognized. The principles and elements which
apply to projects in general, apply to project-based
courses. Thoughtful and detailed planning,
understanding of the stakeholders and their needs, a
good design, appropriate testing, monitoring and
quality control and continual management can maximize
the benefits and minimize the negatives. In this
article we draw together the literature to consider key
design choices of project-based courses considering:
type, length, size, management, participants, and
content with a particular focus on the composition of
groups and the issues surrounding assessment.",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "assessment; Group-based courses; group formation",
}
@Article{Ritzhaupt:2009:CGD,
author = "Albert D. Ritzhaupt",
title = "Creating a Game Development Course with Limited
Resources: An Evaluation Study",
journal = j-TOCE,
volume = "9",
number = "1",
pages = "3:1--3:??",
month = mar,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1513593.1513596",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jun 1 17:49:31 MDT 2009",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article provides an overview of the challenges in
implementing a game development course with limited
resources in computing curricula. An approach to a
holistic game development course is outlined in terms
of its organization, software, and instructional
methods. The course had 23 students enrolled in its
first offering and was systematically evaluated in
light of the approach using multiple sources of data.
Descriptive statistics and measures of internal
consistency reliability are provided. Three important
findings resulted from this research: (1) a game
development course can be implemented with limited
institutional monetary support for a reasonable cost
per student, (2) cooperation and competition can be
effectively integrated into a game development course
as instructional strategies, and (3) integrated lecture
and computer lab sessions with cooperative learning is
an effective instructional method for a game
development course. Finally, insights and lessons
learned are provided to assist educators in creating
their own game development courses.",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "computing education; educational evaluation; Game
development curriculum; game development tools",
}
@Article{Caspersen:2009:SFP,
author = "Michael E. Caspersen and Michael Kolling",
title = "{STREAM}: A First Programming Process",
journal = j-TOCE,
volume = "9",
number = "1",
pages = "4:1--4:??",
month = mar,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1513593.1513597",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jun 1 17:49:31 MDT 2009",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Programming is recognized as one of seven grand
challenges in computing education. Decades of research
have shown that the major problems novices experience
are composition-based---they may know what the
individual programming language constructs are, but
they do not know how to put them together. Despite this
fact, textbooks, educational practice, and programming
education research hardly address the issue of teaching
the skills needed for systematic development of
programs.\par
We provide a conceptual framework for incremental
program development, called Stepwise Improvement, which
unifies best practice in modern software development
such as test-driven development and refactoring with
the prevailing perspective of programming methodology,
stepwise refinement. The conceptual framework enables
well-defined characterizations of incremental program
development.\par
We utilize the conceptual framework to derive a
programming process, STREAM, designed specifically for
novices. STREAM is a carefully down-scaled version of a
full and rich agile software engineering process
particularly suited for novices learning
object-oriented programming. In using it we hope to
achieve two things: to help novice programmers learn
faster and better while at the same time laying the
foundation for a more thorough treatment of more
advanced aspects of software engineering. In this
article, two examples demonstrate the application of
STREAM.\par
The STREAM process has been taught in the introductory
programming courses at our universities for the past
three years and the results are very encouraging. We
report on a small, preliminary study evaluating the
learning outcome of teaching STREAM. The study
indicates a positive effect on the development of
students' process competences.",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "agile methods; programming education; programming
methodology; programming process; refactoring; Stepwise
improvement; stepwise refinement; test-driven
development",
}
@Article{Barker:2009:SFP,
author = "L. Barker",
title = "Student and Faculty Perceptions of Undergraduate
Research Experiences in Computing",
journal = j-TOCE,
volume = "9",
number = "1",
pages = "5:1--5:??",
month = mar,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1513593.1513598",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jun 1 17:49:31 MDT 2009",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Undergraduate research experiences are promoted and
funded for their potential in increasing students'
likelihood of pursuing graduate degrees, increasing
their confidence, and expanding their awareness of
their discipline and career opportunities. These
outcomes, however, depend on the social,
organizational, and intellectual conditions under which
students conduct research. Large-scale comparative
studies suggest that computer science undergraduate
researchers participate in fewer of the activities that
lead to membership in a ``culture of research.'' This
interview-based study illuminates the experiences of
both undergraduates and their faculty research mentors
in computer science summer and academic year programs.
Twenty-five undergraduates and 31 faculty mentors, the
majority women, were interviewed. Their stories reveal
best and worst case research conditions for students,
the special benefits to women who have experienced
harassment in their classes, unconscious biases of
faculty, the wisdom of faculty who guide undergraduates
to successful research outcomes, and faculty's
perceptions of benefits for themselves, their
departments, and the students they mentor.",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "research career; research experiences for
undergraduates; Undergraduate research; women in
computing",
}
@Article{Ocker:2009:TSW,
author = "Rosalie Ocker and Mary Beth Rosson and Dana Kracaw and
S. Roxanne Hiltz",
title = "Training Students to Work Effectively in
Partially Distributed Teams",
journal = j-TOCE,
volume = "9",
number = "1",
pages = "6:1--6:??",
month = mar,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1513593.1513599",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jun 1 17:49:31 MDT 2009",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Information technology teams are often partially
distributed teams (PDTs). A PDT consists of two or more
subteams that are separated geographically. This
articles describes research focused on the use of PDTs
to engage students in ``real world'' IT team learning
about the subject matter while also teaching them the
skills they will need to work in global software
development teams. Findings from a large-scale
international study indicate that the introduction of
training modules enhanced perceived learning of
appropriate PDT teaming behaviors; students with
training reported improved shared team identification,
trust, awareness, coordination, competence, and
conflict with respect to distant subteam members, and
higher overall team performance.",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "distributed teams; partially distributed teams;
Virtual teams",
}
@Article{Myller:2009:EET,
author = "Niko Myller and Roman Bednarik and Erkki Sutinen and
Mordechai Ben-Ari",
title = "Extending the Engagement Taxonomy: Software
Visualization and Collaborative Learning",
journal = j-TOCE,
volume = "9",
number = "1",
pages = "7:1--7:??",
month = mar,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1513593.1513600",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jun 1 17:49:31 MDT 2009",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "As collaborative learning in general, and pair
programming in particular, has become widely adopted in
computer science education, so has the use of
pedagogical visualization tools for facilitating
collaboration. However, there is little theory on
collaborative learning with visualization, and few
studies on their effect on each other. We build on the
concept of the {\em engagement taxonomy\/} and extend
it to classify finer variations in the engagement that
result from the use of a visualization tool. We analyze
the applicability of the taxonomy to the description of
the differences in the collaboration process when
visualization is used. Our hypothesis is that
increasing the level of engagement between learners and
the visualization tool results in a higher positive
impact of the visualization on the collaboration
process. This article describes an empirical
investigation designed to test the hypothesis. The
results provide support for our extended engagement
taxonomy and hypothesis by showing that the
collaborative activities of the students and the
engagement levels are correlated.",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "collaborative learning; engagement taxonomy; Program
visualization",
}
@Article{Rossling:2009:EPA,
author = "Guido R{\"o}ssling and J. {\'A}ngel
Vel{\'a}zquez-Iturbide",
title = "Editorial: Program and Algorithm Visualization in
Education",
journal = j-TOCE,
volume = "9",
number = "2",
pages = "8:1--8:??",
month = jun,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1538234.1538235",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:01 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Urquiza-Fuentes:2009:SSE,
author = "Jaime Urquiza-Fuentes and J. {\'A}ngel
Vel{\'a}zquez-Iturbide",
title = "A Survey of Successful Evaluations of Program
Visualization and Algorithm Animation Systems",
journal = j-TOCE,
volume = "9",
number = "2",
pages = "9:1--9:??",
month = jun,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1538234.1538236",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:01 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Karavirta:2009:SMH,
author = "Ville Karavirta",
title = "Seamless Merging of Hypertext and Algorithm
Animation",
journal = j-TOCE,
volume = "9",
number = "2",
pages = "10:1--10:??",
month = jun,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1538234.1538237",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:01 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Rossling:2009:VBC,
author = "Guido R{\"o}ssling and Teena Vellaramkalayil",
title = "A Visualization-Based Computer Science Hypertextbook
Prototype",
journal = j-TOCE,
volume = "9",
number = "2",
pages = "11:1--11:??",
month = jun,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1538234.1538238",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:01 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Bruce-Lockhart:2009:ATG,
author = "Michael Bruce-Lockhart and Theodore Norvell and
Pierluigi Crescenzi",
title = "Adding Test Generation to the Teaching Machine",
journal = j-TOCE,
volume = "9",
number = "2",
pages = "12:1--12:??",
month = jun,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1538234.1538239",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:01 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Cross:2009:RGD,
author = "James H. {Cross II} and T. Dean Hendrix and David A.
Umphress and Larry A. Barowski and Jhilmil Jain and
Lacey N. Montgomery",
title = "Robust Generation of Dynamic Data Structure
Visualizations with Multiple Interaction Approaches",
journal = j-TOCE,
volume = "9",
number = "2",
pages = "13:1--13:??",
month = jun,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1538234.1538240",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:01 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Schaeckeler:2009:COP,
author = "Stefan Schaeckeler and Weijia Shang and Ruth Davis",
title = "Compiler Optimization Pass Visualization: The
Procedural Abstraction Case",
journal = j-TOCE,
volume = "9",
number = "2",
pages = "14:1--14:??",
month = jun,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1538234.1538241",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:01 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Pears:2009:VOC,
author = "Arnold Pears and Lauri Malmi",
title = "Values and Objectives in Computing Education
Research",
journal = j-TOCE,
volume = "9",
number = "3",
pages = "15:1--15:??",
month = sep,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1594399.1594400",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:04 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Paterson:2009:PPS,
author = "J. H. Paterson and K. F. Cheng and J. Haddow",
title = "{PatternCoder}: a Programming Support Tool for
Learning Binary Class Associations and Design
Patterns",
journal = j-TOCE,
volume = "9",
number = "3",
pages = "16:1--16:??",
month = sep,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1594399.1594401",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:04 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Kiesmuller:2009:DLP,
author = "Ulrich Kiesm{\"u}ller",
title = "Diagnosing Learners' Problem-Solving Strategies Using
Learning Environments with Algorithmic Problems in
Secondary Education",
journal = j-TOCE,
volume = "9",
number = "3",
pages = "17:1--17:??",
month = sep,
year = "2009",
CODEN = "????",
DOI = "https://doi.org/10.1145/1594399.1594402",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:04 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Tenenberg:2010:WDM,
author = "Josh Tenenberg and Robert McCartney",
title = "Why Discipline Matters in Computing Education
Scholarship",
journal = j-TOCE,
volume = "9",
number = "4",
pages = "18:1--18:??",
month = jan,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1656255.1656256",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:05 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Brusilovsky:2010:LSP,
author = "Peter Brusilovsky and Sergey Sosnovsky and Michael V.
Yudelson and Danielle H. Lee and Vladimir Zadorozhny
and Xin Zhou",
title = "Learning {SQL} Programming with Interactive Tools:
From Integration to Personalization",
journal = j-TOCE,
volume = "9",
number = "4",
pages = "19:1--19:??",
month = jan,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1656255.1656257",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:05 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "19",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Yuan:2010:VTT,
author = "Xiaohong Yuan and Percy Vega and Yaseen Qadah and
Ricky Archer and Huiming Yu and Jinsheng Xu",
title = "Visualization Tools for Teaching Computer Security",
journal = j-TOCE,
volume = "9",
number = "4",
pages = "20:1--20:??",
month = jan,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1656255.1656258",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:05 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "20",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Meerbaum--Salant:2010:ACM,
author = "Orni Meerbaum--Salant and Orit Hazzan",
title = "An Agile Constructionist Mentoring Methodology for
Software Projects in the High School",
journal = j-TOCE,
volume = "9",
number = "4",
pages = "21:1--21:??",
month = jan,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1656255.1656259",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Mar 16 10:14:05 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "21",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Baldwin:2010:GEI,
author = "Doug Baldwin and Alyce Brady",
title = "{Guest Editors}' Introduction: Computer Science in the
Liberal Arts",
journal = j-TOCE,
volume = "10",
number = "1",
pages = "1:1--1:??",
month = mar,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1731041.1731042",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Aug 14 16:59:39 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "For many people, computer science is not closely
associated with the liberal arts. Yet ``liberal arts''
can denote a philosophy of education that emphasizes
broadly preparing students for all aspects of their
future lives, and as computing becomes more central to
the ways in which we think about the world, computer
science becomes correspondingly more central in such an
education. This, in turn, makes computer science more
important in the programs of educational institutions
that follow a liberal arts philosophy. This issue of
{\em Transactions on Computing Education\/} presents
three articles that examine the intersection of
computer science and the liberal arts. Walker and
Kelemen explore in detail how a liberal arts philosophy
complements the needs of computer science education,
and how computer science as a discipline fits the goals
of a liberal arts philosophy. Bruce et al. present the
history of a consortium of computer scientists from
liberal arts colleges and the model computer science
curricula they have developed for such colleges.
Finally, Baldwin et al. describe the concrete computer
science programs at five institutions, each with a
distinct place in the liberal arts spectrum. We hope
that these articles will advance understanding of
computer science in the liberal arts, and inspire
readers to incorporate liberal arts principles into
their own computer science programs.",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "Liberal arts",
}
@Article{Walker:2010:CSL,
author = "Henry M. Walker and Charles Kelemen",
title = "Computer Science and the Liberal Arts: a
Philosophical Examination",
journal = j-TOCE,
volume = "10",
number = "1",
pages = "2:1--2:??",
month = mar,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1731041.1731043",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Aug 14 16:59:39 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article explores the philosophy and position of
the discipline of computer science within the liberal
arts, based upon a discussion of the nature of computer
science and a review of the characteristics of the
liberal arts. A liberal arts environment provides
important opportunities for undergraduate programs, but
also presents important constraints. A well designed
program can flourish in this environment, and evidence
indicates that a liberal arts program in computer
science can indeed succeed well.",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "Liberal arts; undergraduate education",
}
@Article{Bruce:2010:HLA,
author = "Kim B. Bruce and Robert D. Cupper and Robert L. Scot
Drysdale",
title = "A History of the Liberal Arts Computer Science
Consortium and its Model Curricula",
journal = j-TOCE,
volume = "10",
number = "1",
pages = "3:1--3:??",
month = mar,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1731041.1731044",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Aug 14 16:59:39 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "With the support of a grant from the Sloan Foundation,
nine computer scientists from liberal arts colleges
came together in October, 1984 to form the Liberal Arts
Computer Science Consortium (LACS) and to create a
model curriculum appropriate for liberal arts colleges.
Over the years the membership has grown and changed,
but the focus has remained on helping to establish and
maintain high-quality computer science programs in
liberal arts colleges. In this report we discuss
briefly the history of the group, the series of three
curricula produced by LACS, and other contributions of
the members to computer science education.",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "Computing Curriculum Guidelines; LACS; liberal arts",
}
@Article{Baldwin:2010:CSL,
author = "D. Baldwin and A. Brady and A. Danyluk and J. Adams
and A. Lawrence",
title = "Case Studies of Liberal Arts Computer Science
Programs",
journal = j-TOCE,
volume = "10",
number = "1",
pages = "4:1--4:??",
month = mar,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1731041.1731045",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Aug 14 16:59:39 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Many undergraduate liberal arts institutions offer
computer science majors. This article illustrates how
quality computer science programs can be realized in a
wide variety of liberal arts settings by describing and
contrasting the actual programs at five liberal arts
colleges: Williams College, Kalamazoo College, the
State University of New York at Geneseo, Spelman
College, and Calvin College. While the example programs
differ in size, mission, and the nature of their home
institutions, all take advantage of their liberal arts
setting to offer rich computer science educations.
Comparing these programs to each other and to the
latest ACM/IEEE Computer Society computer science
curriculum shows that the liberal arts programs are
distinguishable from the ACM/Computer Society
recommendations, but at the same time are strong
undergraduate majors.",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "Liberal arts",
}
@Article{Goldman:2010:SSC,
author = "Ken Goldman and Paul Gross and Cinda Heeren and
Geoffrey L. Herman and Lisa Kaczmarczyk and Michael
C. Loui and Craig Zilles",
title = "Setting the Scope of Concept Inventories for
Introductory Computing Subjects",
journal = j-TOCE,
volume = "10",
number = "2",
pages = "5:1--5:??",
month = jun,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1789934.1789935",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Aug 14 16:59:48 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "A concept inventory is a standardized assessment tool
intended to evaluate a student's understanding of the
core concepts of a topic. In order to create a concept
inventory it is necessary to accurately identify these
core concepts. A Delphi process is a structured
multi-step process that uses a group of experts to
achieve a consensus opinion. We present the results of
three Delphi processes to identify topics that are
important and difficult in each of three introductory
computing subjects: discrete mathematics, programming
fundamentals, and logic design. The topic rankings can
not only be used to guide the coverage of concept
inventories, but can also be used by instructors to
identify what topics merit special attention.",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "concept inventory; Curriculum; delphi; discrete math;
logic design; programming fundamentals",
}
@Article{dAmore:2010:SOV,
author = "Roberto d'Amore",
title = "A Synthesis-Oriented {VHDL} Course",
journal = j-TOCE,
volume = "10",
number = "2",
pages = "6:1--6:??",
month = jun,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1789934.1789936",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Aug 14 16:59:48 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article proposes a VHDL language course that
establishes a strong correlation between the language
statements and their use in circuit synthesis. Two
course modules are described: a basic module that
contains the essential concepts of the language,
sufficient for students to describe medium complexity
circuits, followed by a second module with more complex
language concepts. The benefits of correlated
laboratory tasks which use simulation and synthesis
tools are discussed. Evaluation content, student test
scores, and student feedback are presented. Suggestions
for improving and modifying the course are given.",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "digital course; SystemC; System Verilog; Verilog;
VHDL",
}
@Article{Shoufan:2010:CRP,
author = "Abdulhadi Shoufan and Sorin A. Huss",
title = "A Course on Reconfigurable Processors",
journal = j-TOCE,
volume = "10",
number = "2",
pages = "7:1--7:??",
month = jun,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1789934.1789937",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Aug 14 16:59:48 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Reconfigurable computing is an established field in
computer science. Teaching this field to computer
science students demands special attention due to
limited student experience in electronics and digital
system design. This article presents a compact course
on reconfigurable processors, which was offered at the
Technische Universit{\"a}t Darmstadt, and is intended
for instructors aiming to introduce a new course in
reconfigurable computing. Therefore, a detailed
description of the course structure and content is
provided. In contrast to courses on digital system
design, which use FPGAs as a case platform, our course
places this platform at the center of its focus and
highlights its features as a basis for reconfigurable
computing. Both declarative knowledge and functioning
knowledge are considered in defining learning outcomes
based on a novel What-Why-How Model. Lab activities
were designated to deepen the functioning knowledge.
The written exam is aligned to learning outcomes and
shows that most students acquired the intended
outcomes.",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "configuration resources; configuration technologies;
Design process; VHDL",
}
@Article{Bennedsen:2010:BVD,
author = "Jens Bennedsen and Carsten Schulte",
title = "{BlueJ} Visual Debugger for Learning the Execution of
Object-Oriented Programs?",
journal = j-TOCE,
volume = "10",
number = "2",
pages = "8:1--8:??",
month = jun,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1789934.1789938",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Aug 14 16:59:48 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article reports on an experiment undertaken in
order to evaluate the effect of a program visualization
tool for helping students to better understand the
dynamics of object-oriented programs. The concrete tool
used was BlueJ's debugger and object inspector. The
study was done as a control-group experiment in an
introductory programming course.\par
The results of the experiment show that the students
who used BlueJ's debugger did not perform statistically
significantly better than the students not using it;
both groups profited about the same amount from the
exercises given in the experiment.\par
We discuss possible reasons for and implications of
this result.",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "BlueJ; CS1; debugger; learning program execution;
object inspector; object orientation; tools;
visualization",
}
@Article{Shaffer:2010:AVS,
author = "Clifforda Shaffer and Matthew L. Cooper and Alexander
Joel D. Alon and Monika Akbar and Michael Stewart and
Sean Ponce and Stephen H. Edwards",
title = "Algorithm Visualization: The State of the Field",
journal = j-TOCE,
volume = "10",
number = "3",
pages = "9:1--9:??",
month = aug,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1821996.1821997",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Aug 14 16:59:56 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "We present findings regarding the state of the field
of Algorithm Visualization (AV) based on our analysis
of a collection of over 500 AVs. We examine how AVs are
distributed among topics, who created them and when,
their overall quality, and how they are disseminated.
There does exist a cadre of good AVs and active
developers. Unfortunately, we found that many AVs are
of low quality, and coverage is skewed toward a few
easier topics. This can make it hard for instructors to
locate what they need. There are no effective
repositories of AVs currently available, which puts
many AVs at risk for being lost to the community over
time. Thus, the field appears in need of improvement in
disseminating materials, propagating known best
practices, and informing developers about topic
coverage. These concerns could be mitigated by building
community and improving communication among AV users
and developers.",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "Algorithm animation; algorithm visualization; AlgoViz
Wiki; community; data structure visualization; free and
open source software",
}
@Article{Renumol:2010:ICP,
author = "V. G. Renumol and Dharanipragada Janakiram and S.
Jayaprakash",
title = "Identification of Cognitive Processes of Effective and
Ineffective Students During Computer Programming",
journal = j-TOCE,
volume = "10",
number = "3",
pages = "10:1--10:??",
month = aug,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1821996.1821998",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Aug 14 16:59:56 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Identifying the set of cognitive processes (CPs) a
student can go through during computer programming is
an interesting research problem. It can provide a
better understanding of the human aspects in computer
programming process and can also contribute to the
computer programming education in general. The study
identified the presence of a set of 42 CPs in computer
programming (C language). The study used Verbal
Protocol Analysis (VPA) in identifying these CPs. It is
a qualitative study on the Verbal Protocols (VPs) of 19
students. Some of the CPs have been inferred by
referring to the literature and some have been
additionally identified by this study. The additional
CPs found are confusion, hypothesis, interrogation,
iteration, monitoring, recollection, recurrence, and
translation. It is observed that programming involves
the interplay of lower and higher CPs and needs various
cognitive skills, which increase the processing load on
the brain and make the programming process difficult
and complex to learn and practice. The same set of CPs
was found in both the effective and ineffective
subjects. The research results can provide deeper
knowledge to teachers on cognitive aspects of
programming and the cognitive behavior of students
during the programming process.",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "cognitive processes; cognitive psychology; computer
programming; effective and ineffective students;
Programming education; verbal protocol analysis",
}
@Article{Russell:2010:MPB,
author = "Ingrid Russell and Zdravko Markov and Todd Neller and
Susan Coleman",
title = "{MLeXAI}: a Project-Based Application-Oriented
Model",
journal = j-TOCE,
volume = "10",
number = "3",
pages = "11:1--11:??",
month = aug,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1821996.1821999",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Aug 14 16:59:56 MDT 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Our approach to teaching introductory artificial
intelligence (AI) unifies its diverse core topics
through a theme of machine learning, and emphasizes how
AI relates more broadly with computer science. Our
work, funded by a grant from the National Science
Foundation, involves the development, implementation,
and testing of a suite of projects that can be closely
integrated into a one-term AI course. Each project
involves the development of a machine learning system
in a specific application. These projects have been
used in six different offerings over a three-year
period at three different types of institutions. While
we have presented a sample of the projects as well as
limited preliminary experiences in other venues, this
article presents the first assessment of our work over
an extended period of three years. Results of
assessment show that the projects were well received by
the students. By using projects involving real-world
applications we provided additional motivation for
students. While illustrating core concepts, the
projects introduced students to an important area in
computer science, machine learning, thus motivating
further study.",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
keywords = "Artificial intelligence; projects",
}
@Article{Fincher:2010:PSI,
author = "Sally Fincher and Ian Utting",
title = "Preface to Special Issue on Initial Learning
Environments",
journal = j-TOCE,
volume = "10",
number = "4",
pages = "12:1--12:??",
month = nov,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1868358.1868359",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Dec 9 11:26:15 MST 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Fincher:2010:MT,
author = "Sally Fincher and Ian Utting",
title = "Machines for Thinking",
journal = j-TOCE,
volume = "10",
number = "4",
pages = "13:1--13:??",
month = nov,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1868358.1868360",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Dec 9 11:26:15 MST 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In this article we set a context for three Initial
Learning Environments Alice, Greenfoot, and Scratch. We
consider historical antecedents, technical comparators
and design approaches.",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Kolling:2010:GPE,
author = "Michael K{\"o}lling",
title = "The {Greenfoot} Programming Environment",
journal = j-TOCE,
volume = "10",
number = "4",
pages = "14:1--14:??",
month = nov,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1868358.1868361",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Dec 9 11:26:15 MST 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Greenfoot is an educational integrated development
environment aimed at learning and teaching programming.
It is aimed at a target audience of students from about
14 years old upwards, and is also suitable for college-
and university-level education. Greenfoot combines
graphical, interactive output with programming in Java,
a standard, text-based object-oriented programming
language. This article first describes Greenfoot and
then goes on to discuss design goals and motivations,
strengths and weaknesses of the system, and its
relation to two environments with similar goals,
Scratch and Alice.",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Cooper:2010:DA,
author = "Stephen Cooper",
title = "The Design of {Alice}",
journal = j-TOCE,
volume = "10",
number = "4",
pages = "15:1--15:??",
month = nov,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1868358.1868362",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Dec 9 11:26:15 MST 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article explores the major design characteristics
(both pedagogic as well as technical) that helped to
shape Alice 2. It identifies several strengths of Alice
as well as several weaknesses. An example problem is
solved in Alice, covering many of the design
characteristics. Finally, the effects and impacts of
Alice instruction are presented, and the future
directions of Alice development are provided.",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Maloney:2010:SPL,
author = "John Maloney and Mitchel Resnick and Natalie Rusk and
Brian Silverman and Evelyn Eastmond",
title = "The {Scratch} Programming Language and Environment",
journal = j-TOCE,
volume = "10",
number = "4",
pages = "16:1--16:??",
month = nov,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1868358.1868363",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Dec 9 11:26:15 MST 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Scratch is a visual programming environment that
allows users (primarily ages 8 to 16) to learn computer
programming while working on personally meaningful
projects such as animated stories and games. A key
design goal of Scratch is to support self-directed
learning through tinkering and collaboration with
peers. This article explores how the Scratch
programming language and environment support this
goal.",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Utting:2010:AGS,
author = "Ian Utting and Stephen Cooper and Michael K{\"o}lling
and John Maloney and Mitchel Resnick",
title = "{Alice}, {Greenfoot}, and {Scratch} --- a
Discussion",
journal = j-TOCE,
volume = "10",
number = "4",
pages = "17:1--17:??",
month = nov,
year = "2010",
CODEN = "????",
DOI = "https://doi.org/10.1145/1868358.1868364",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Dec 9 11:26:15 MST 2010",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article distills a discussion about the goals,
mechanisms, and effects of three environments which aim
to support the acquisition and development of computing
concepts (problem solving and programming) in
pre-University and non-technical students: Alice,
Greenfoot, and Scratch. The conversation started in a
special session on the topic at the 2010 ACM SIGCSE
Symposium on Computer Science Education and continued
during the creation of the resulting Special Issue of
the ACM Transactions on Computing Education.",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Tenenberg:2011:EEP,
author = "Josh Tenenberg and Robert McCartney",
title = "Editorial: Entry Points for Computing Education
Research",
journal = j-TOCE,
volume = "11",
number = "1",
pages = "1:1--1:??",
month = feb,
year = "2011",
CODEN = "????",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Feb 28 16:08:34 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "http://portal.acm.org/citation.cfm?id=1921608",
abstract = "The goal of this editorial is to provide entry points
into the literature on making and warranting claims in
the social and behavioral sciences that might be of use
to computing educators. In addition, we provide some
heuristic advice on getting started and continuing
along this direction based on our experience as
computing education researchers.",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Braught:2011:CPP,
author = "Grant Braught and Tim Wahls and L. Marlin Eby",
title = "The Case for Pair Programming in the Computer Science
Classroom",
journal = j-TOCE,
volume = "11",
number = "1",
pages = "2:1--2:??",
month = feb,
year = "2011",
CODEN = "????",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Feb 28 16:08:34 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "http://portal.acm.org/citation.cfm?id=1921609",
abstract = "Previous studies indicate that the use of pair
programming has beneficial effects on student learning.
In this article, we present a controlled study that
directly measured students' acquisition of individual
programming skills using laboratory practica (in which
students programmed individually under exam
conditions). Additionally, we analyzed other measures
of student performance, attitudes, and retention. Our
results provide direct evidence that pair programming
improves the individual programming skills of lower SAT
students, and that students who pair program are more
confident in their work and are more likely to
successfully complete the course.",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Borstler:2011:QEI,
author = "J{\"u}rgen B{\"o}rstler and Marie Nordstr{\"o}m and
James H. Paterson",
title = "On the Quality of Examples in Introductory {Java}
Textbooks",
journal = j-TOCE,
volume = "11",
number = "1",
pages = "3:1--3:??",
month = feb,
year = "2011",
CODEN = "????",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Feb 28 16:08:34 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Example programs play an important role in the
teaching and learning of programming. Students as well
as teachers rank examples as the most important
resources for learning to program. Example programs
work as role models and must therefore always be
consistent with the principles and rules we are
teaching. However, it is difficult to find or develop
examples that are fully faithful to all principles and
guidelines of the object-oriented paradigm and also
follow general pedagogical principles and practices.
Unless students are able to engage with good examples,
they will not be able to tell desirable from
undesirable properties in their own and others'
programs.",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Liberman:2011:DLI,
author = "Neomi Liberman and Catriel Beeri and Yifat Ben-David
Kolikant",
title = "Difficulties in Learning Inheritance and
Polymorphism",
journal = j-TOCE,
volume = "11",
number = "1",
pages = "4:1--4:??",
month = feb,
year = "2011",
CODEN = "????",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Feb 28 16:08:34 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article reports on difficulties related to the
concepts of inheritance and polymorphism, expressed by
a group of 22 in-service CS teachers with an experience
with the procedural paradigm, as they coped with a
course on OOP. Our findings are based on the analysis
of tests, questionnaires that the teachers completed in
the course, as well as on observations made during the
course. The article suggests that the difficulties are
mostly caused by the learners' ignorance about a
programming model for inheritance and polymorphism.
Such a model is presented in the appendix.",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Wang:2011:EEU,
author = "Alf Inge Wang",
title = "Extensive Evaluation of Using a Game Project in a
Software Architecture Course",
journal = j-TOCE,
volume = "11",
number = "1",
pages = "5:1--5:??",
month = feb,
year = "2011",
CODEN = "????",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Feb 28 16:08:34 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article describes an extensive evaluation of
introducing a game project to a software architecture
course. In this project, university students have to
construct and design a type of software architecture,
evaluate the architecture, implement an application
based on the architecture, and test this
implementation. In previous years, the domain of the
software architecture project has been a robot
controller for navigating a maze. In 2008, the students
on the software architecture course chose between the
two domains: Khepera robot simulation in Java and XNA
game development in C\#. Independent of the domain
chosen, the students had to go through the same phases,
produce the same documents based on the same templates,
and follow exactly the same process.",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Ladner:2011:ISI,
author = "Richard Ladner and Tammy VanDeGrift",
title = "Introduction to Special Issue (Part 1): Broadening
Participation in Computing Education",
journal = j-TOCE,
volume = "11",
number = "2",
pages = "6:1--6:??",
month = jul,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/1993069.1993070",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Aug 17 09:27:37 MDT 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This special issue includes the first set of articles
addressing broadening participation in computing
education. The articles span the stages of the
pipeline, from introducing middle school children to
computer science to retaining underrepresented groups
at the university level. The preface presented here
outlines the need for increasing the participation of
underrepresented minorities, women, and people with
disabilities in the development of technology. In
addition, the preface summarizes the six articles
included in this first (of two) issues on broadening
participation.",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Doerschuk:2011:IHS,
author = "Peggy Doerschuk and Jiangjiang Liu and Judith Mann",
title = "{INSPIRED} High School Computing Academies",
journal = j-TOCE,
volume = "11",
number = "2",
pages = "7:1--7:??",
month = jul,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/1993069.1993071",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Aug 17 09:27:37 MDT 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "If we are to attract more women and minorities to
computing we must engage students at an early age. As
part of its mission to increase participation of women
and underrepresented minorities in computing, the
Increasing Student Participation in Research
Development Program (INSPIRED) conducts computing
academies for high school students. The academies are
designed to increase students' knowledge of and
interest in computing and to encourage females and
minorities to participate in computing. INSPIRED
academies differ from others in several ways. They are
relatively easy to organize and require relatively few
resources; they focus on computing concepts and
object-oriented programming; they expose students to
successful female and minority computer scientists; and
they actively engage university students from
underrepresented groups to organize, coordinate, teach,
and help assess the academies.",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Kim:2011:EWC,
author = "Karen A. Kim and Amy J. Fann and Kimberly O.
Misa-Escalante",
title = "Engaging Women in Computer Science and Engineering:
Promising Practices for Promoting Gender Equity in
Undergraduate Research Experiences",
journal = j-TOCE,
volume = "11",
number = "2",
pages = "8:1--8:??",
month = jul,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/1993069.1993072",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Aug 17 09:27:37 MDT 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Building on research that identifies and addresses
issues of women's underrepresentation in computing,
this article describes promising practices in
undergraduate research experiences that promote women's
long-term interest in computer science and engineering.
Specifically, this article explores whether and how REU
programs include programmatic elements designed to
promote gender equity and identifies specific
mechanisms that are seen as effective in supporting
women in REU programs and in encouraging them to
persist in computer science and engineering fields.",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Wolz:2011:CTE,
author = "Ursula Wolz and Meredith Stone and Kim Pearson and
Sarah Monisha Pulimood and Mary Switzer",
title = "Computational Thinking and Expository Writing in the
Middle School",
journal = j-TOCE,
volume = "11",
number = "2",
pages = "9:1--9:??",
month = jul,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/1993069.1993073",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Aug 17 09:27:37 MDT 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "To broaden participation in computing we need to look
beyond traditional domains of inquiry and expertise. We
present results from a demonstration project in which
interactive journalism was used to infuse computational
thinking into the standard curriculum and regular
classroom experience at a middle school with a diverse
population. Outcomes indicate that we were able to
develop positive attitudes about computational thinking
and programming among students and teachers who did not
necessarily view themselves as ``math types.'' By
partnering with language arts, technology and math
teachers at Fisher Middle School, Ewing New Jersey, we
introduced the isomorphism between the journalistic
process and computational thinking to 7th and 8th
graders.",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Zimmerman:2011:WLH,
author = "Thomas G. Zimmerman and David Johnson and Cynthia
Wambsgans and Antonio Fuentes",
title = "Why {Latino} High School Students Select Computer
Science as a Major: Analysis of a Success Story",
journal = j-TOCE,
volume = "11",
number = "2",
pages = "10:1--10:??",
month = jul,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/1993069.1993074",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Aug 17 09:27:37 MDT 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article reports on a public school that is
succeeding in encouraging Latino high school students
to select Computer Science (CS) as a major. The
students attend a charter high school designed to
encourage low-income Latino students to attend college
and attain proficiency in English, Spanish, and
computers. Using data from surveys and by analyzing
test scores, the authors quantify the characteristics
of students who are likely to choose CS as a major. A
survey of 139 tenth- through twelfth-grade Latino
students is used to determine factors that influence CS
major selection. The survey includes questions from a
previous study (836 high school math students from 9
public and private schools) as a control.",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Rheingans:2011:RMG,
author = "Penny Rheingans and Anne Brodsky and Jill Scheibler
and Anne Spence",
title = "The Role of Majority Groups in Diversity Programs",
journal = j-TOCE,
volume = "11",
number = "2",
pages = "11:1--11:??",
month = jul,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/1993069.1993075",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Aug 17 09:27:37 MDT 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The underrepresentation of women in technical fields
is a widely acknowledged national problem, limiting
both the raw size of the talent pool and the diversity
of experiences and perspectives of those who will
design solutions to key problems facing society.
Empowering women to succeed in these fields is clearly
one important component of any solution. Because the
population in those fields will likely continue to be
overwhelmingly male for some time to come, men must
also be a key component of the solution. Specifically,
since the attitudes of the majority group are a strong
determinant of climate, it is almost equally important
to foster a population of men supportive of increasing
the representation of women.",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Goode:2011:ECS,
author = "Joanna Goode and Jane Margolis",
title = "Exploring Computer Science: a Case Study of School
Reform",
journal = j-TOCE,
volume = "11",
number = "2",
pages = "12:1--12:??",
month = jul,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/1993069.1993076",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Aug 17 09:27:37 MDT 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article will detail efforts to broaden
participation in computing in urban schools through a
comprehensive reform effort of curricular development,
teacher professional development, and policy changes.
Beginning with an account of the curricular development
of Exploring Computer Science, we will describe the
inquiry-based research that underlies these learning
materials. Next, we argue that accompanying
professional development that supports the curriculum
is essential for supporting this inquiry-based approach
to computer science instruction. We then explain the
policy strategies used to designate this course as a
college-preparatory elective and place it in 17 Los
Angeles high schools. Finally, we share the initial
results of how students experience this course and
ongoing challenges encountered when working in the
public school system.",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Ladner:2011:SIB,
author = "Richard Ladner and Tammy VanDeGrift",
title = "Special Issue on Broadening Participation in Computing
Education (Part 2)",
journal = j-TOCE,
volume = "11",
number = "3",
pages = "13:1--13:??",
month = oct,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2037276.2037277",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sun Nov 6 06:32:28 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Rosson:2011:OUT,
author = "Mary Beth Rosson and John M. Carroll and Hansa
Sinha",
title = "Orientation of Undergraduates Toward Careers in the
Computer and Information Sciences: Gender,
Self-Efficacy and Social Support",
journal = j-TOCE,
volume = "11",
number = "3",
pages = "14:1--14:??",
month = oct,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2037276.2037278",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sun Nov 6 06:32:28 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Crutchfield:2011:BFO,
author = "Orpheus S. L. Crutchfield and Christopher D. Harrison
and Guy Haas and Daniel D. Garcia and Sheila
M. Humphreys and Colleen M. Lewis and Peter Khooshabeh",
title = "{Berkeley Foundation for Opportunities in Information
Technology}: a Decade of Broadening Participation",
journal = j-TOCE,
volume = "11",
number = "3",
pages = "15:1--15:??",
month = oct,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2037276.2037279",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sun Nov 6 06:32:28 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Gates:2011:CAH,
author = "Ann Quiroz Gates and Sarah Hug and Heather Thiry and
Richard Al{\'o} and Mohsen Beheshti and John Fernandez
and Nestor Rodriguez and Malek Adjouadi",
title = "{The Computing Alliance of Hispanic-Serving
Institutions}: Supporting Hispanics at Critical
Transition Points",
journal = j-TOCE,
volume = "11",
number = "3",
pages = "16:1--16:??",
month = oct,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2037276.2037280",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sun Nov 6 06:32:28 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Eglash:2011:FSA,
author = "Ron Eglash and Mukkai Krishnamoorthy and Jason Sanchez
and Andrew Woodbridge",
title = "Fractal Simulations of {African} Design in Pre-College
Computing Education",
journal = j-TOCE,
volume = "11",
number = "3",
pages = "17:1--17:??",
month = oct,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2037276.2037281",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sun Nov 6 06:32:28 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Dahlberg:2011:SAV,
author = "Teresa Dahlberg and Tiffany Barnes and Kim Buch and
Audrey Rorrer",
title = "The {STARS} Alliance: Viable Strategies for Broadening
Participation in Computing",
journal = j-TOCE,
volume = "11",
number = "3",
pages = "18:1--18:??",
month = oct,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2037276.2037282",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sun Nov 6 06:32:28 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Burgstahler:2011:UDI,
author = "Sheryl Burgstahler",
title = "Universal Design: Implications for Computing
Education",
journal = j-TOCE,
volume = "11",
number = "3",
pages = "19:1--19:??",
month = oct,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2037276.2037283",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sun Nov 6 06:32:28 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "19",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Ludi:2011:URP,
author = "Stephanie Ludi and Tom Reichlmayr",
title = "The Use of Robotics to Promote Computing to
Pre-College Students with Visual Impairments",
journal = j-TOCE,
volume = "11",
number = "3",
pages = "20:1--20:??",
month = oct,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2037276.2037284",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sun Nov 6 06:32:28 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "20",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Tenenberg:2011:ECT,
author = "Josh Tenenberg and Robert McCartney",
title = "Editorial: Computational Tools for Computing
Education",
journal = j-TOCE,
volume = "11",
number = "4",
pages = "21:1--21:??",
month = nov,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2048931.2048932",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Dec 19 15:46:39 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The goal of this editorial is to both encourage
authors to continue to submit articles describing
computational tools for computing education to TOCE,
and to make explicit our expectations as the editors of
TOCE for what makes a good ``tools'' article. We
elaborate three key criteria, and provide examples from
previous TOCE papers that satisfy these criteria: (1)
establish that the tool is related essentially to
computing education, (2) make explicit claims about the
impact of the tool on learning, and (3) evidence these
claims through actual use.",
acknowledgement = ack-nhfb,
articleno = "21",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Miller:2011:WPD,
author = "Craig S. Miller and Amber Settle",
title = "When Practice Doesn't Make Perfect: Effects of Task
Goals on Learning Computing Concepts",
journal = j-TOCE,
volume = "11",
number = "4",
pages = "22:1--22:??",
month = nov,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2048931.2048933",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Dec 19 15:46:39 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Specifying file references for hypertext links is an
elementary competence that nevertheless draws upon core
computational thinking concepts such as tree traversal
and the distinction between relative and absolute
references. In this article we explore the learning
effects of different instructional strategies in the
context of an introductory computing course. Results
suggest that asking students to do targeted tasks,
albeit supported with working examples, is not the best
preparation. Instead, unstructured study of examples
produces superior learning. Answering targeted
conceptual questions can also yield comparably positive
learning but only in qualified contexts. While perhaps
unintuitive, these results are consistent with a long
line of research on human cognition and learning.",
acknowledgement = ack-nhfb,
articleno = "22",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Armoni:2011:LST,
author = "Michal Armoni",
title = "Looking at Secondary Teacher Preparation Through the
Lens of Computer Science",
journal = j-TOCE,
volume = "11",
number = "4",
pages = "23:1--23:??",
month = nov,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2048931.2048934",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Dec 19 15:46:39 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Teaching computer science (CS) in high schools, rather
than just programming or even computer literacy, is
important as a means of introducing students to the
true nature of CS, and enhancing their problem-solving
skills. Since teachers are the key to the success of
any high school educational initiative, any discussion
of high school programs must consider the teachers, and
specifically the teacher preparation needed to make the
implementation of such programs possible. However,
there is scant research on CS teacher education,
probably because CS is a relatively young discipline.
Very few of the publications in the area of CS teacher
preparation are research-based.",
acknowledgement = ack-nhfb,
articleno = "23",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Nikula:2011:MGH,
author = "Uolevi Nikula and Orlena Gotel and Jussi Kasurinen",
title = "A Motivation Guided Holistic Rehabilitation of the
First Programming Course",
journal = j-TOCE,
volume = "11",
number = "4",
pages = "24:1--24:??",
month = nov,
year = "2011",
CODEN = "????",
DOI = "https://doi.org/10.1145/2048931.2048935",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Dec 19 15:46:39 MST 2011",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "It has been estimated that more than two million
students started computing studies in 1999 and 650,000
of them either dropped or failed their first
programming course. For the individual student,
dropping such a course can distract from the completion
of later courses in a computing curriculum and may even
result in changing their course of study to a
curriculum without programming. In this article, we
report on how we set out to rehabilitate a troubled
first programming course, one for which the dropout
statistic and repercussion was evident. The five-year
longitudinal case study described in this article began
by systematically tracking the pass rate of a first
programming course, its throughput, as proposed by the
Theory of Constraints.",
acknowledgement = ack-nhfb,
articleno = "24",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{McGill:2012:TRI,
author = "Tanya McGill and Jocelyn Armarego and Tony Koppi",
title = "The Teaching--Research--Industry--Learning Nexus in
Information and Communications Technology",
journal = j-TOCE,
volume = "12",
number = "1",
pages = "1:1--1:??",
month = mar,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2133797.2133798",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 24 09:42:57 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The teaching-research nexus concept has been
extensively examined in the higher education
literature, and the importance of industry linkages in
information and communications technology (ICT)
education has also been widely discussed. However, to
date there has been little recognition of the full
extent of relationships between aspects of teaching,
learning, research, and industry, and of the synergy
possible from exploiting these relationships. Koppi and
Naghdy [2009] introduced the concept of the
teaching-research-industry-learning (TRIL) nexus in ICT
education and this article attempts to advance
understanding of the concept by exploring the
literature that underpins it. The article contributes
to a clearer understanding of the nature of the
relationships involved as they apply to ICT education,
and makes comprehensive recommendations to support
strengthening the TRIL nexus in ICT education.",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Mariani:2012:AAD,
author = "Leonardo Mariani and Daniela Micucci",
title = "{AuDeNTES}: Automatic Detection of {teNtative}
plagiarism according to a {rEference} Solution",
journal = j-TOCE,
volume = "12",
number = "1",
pages = "2:1--2:??",
month = mar,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2133797.2133799",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 24 09:42:57 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In academic courses, students frequently take
advantage of someone else's work to improve their own
evaluations or grades. This unethical behavior
seriously threatens the integrity of the academic
system, and teachers invest substantial effort in
preventing and recognizing plagiarism. When students
take examinations requiring the production of computer
programs, plagiarism detection can be semiautomated
using analysis techniques such as JPlag and Moss. These
techniques are useful but lose effectiveness when the
text of the exam suggests some of the elements that
should be structurally part of the solution. A loss of
effectiveness is caused by the many common parts that
are shared between programs due to the suggestions in
the text of the exam rather than plagiarism. In this
article, we present the AuDeNTES anti-plagiarism
technique. AuDeNTES detects plagiarism via the code
fragments that better represent the individual
students' contributions by filtering from students'
submissions the parts that might be common to many
students due to the suggestions in the text of the
exam. The filtered parts are identified by comparing
students' submissions against a reference solution,
which is a solution of the exam developed by the
teachers. Specifically, AuDeNTES first produces
tokenized versions of both the reference solution and
the programs that must be analyzed. Then, AuDeNTES
removes from the tokenized programs the tokens that are
included in the tokenized reference solution. Finally,
AuDeNTES computes the similarity among the filtered
tokenized programs and produces a ranked list of
program pairs suspected of plagiarism. An empirical
comparison against multiple state-of-the-art plagiarism
detection techniques using several sets of real
students' programs collected in early programming
courses demonstrated that AuDeNTES identifies more
plagiarism cases than the other techniques at the cost
of a small additional inspection effort.",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Herman:2012:DWW,
author = "Geoffrey L. Herman and Michael C. Loui and Lisa
Kaczmarczyk and Craig Zilles",
title = "Describing the What and Why of Students' Difficulties
in {Boolean} Logic",
journal = j-TOCE,
volume = "12",
number = "1",
pages = "3:1--3:??",
month = mar,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2133797.2133800",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 24 09:42:57 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The ability to reason with formal logic is a
foundational skill for computer scientists and computer
engineers that scaffolds the abilities to design,
debug, and optimize. By interviewing students about
their understanding of propositional logic and their
ability to translate from English specifications to
Boolean expressions, we characterized common
misconceptions and novice problem-solving processes of
students who had recently completed a digital logic
design class. We present these results and discuss
their implications for instruction and the development
of pedagogical assessment tools known as concept
inventories.",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{McGill:2012:LPP,
author = "Monica M. McGill",
title = "Learning to Program with Personal Robots: Influences
on Student Motivation",
journal = j-TOCE,
volume = "12",
number = "1",
pages = "4:1--4:??",
month = mar,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2133797.2133801",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 24 09:42:57 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "One of the goals of using robots in introductory
programming courses is to increase motivation among
learners. There have been several types of robots that
have been used extensively in the classroom to teach a
variety of computer science concepts. A more recently
introduced robot designed to teach programming to
novice students is the Institute for Personal Robots in
Education (IPRE) robot. The author chose to use this
robot and study its motivational effects on
non-computer science students in a CS0 course. The
purpose of this study was to determine whether using
the IPRE robots motivates students to learn programming
in a CS0 course. After considering various motivational
theories and instruments designed to measure
motivation, the author used Keller's Instructional
Materials Motivation Survey to measure four components
of motivation: attention, relevance, confidence, and
satisfaction. Additional items were added to the
survey, including a set of open-ended questions. The
results of this study indicate that the use of these
robots had a positive influence on participants'
attitudes towards learning to program in a CS0 course,
but little or no effect on relevance, confidence, or
satisfaction. Results also indicate that although
gender and students interests may affect individual
components of motivation, gender, technical
self-perception, and interest in software development
have no bearing on the overall motivational levels of
students.",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Poor:2012:NUL,
author = "G. Michael Poor and Laura M. Leventhal and Julie
Barnes and Duke R. Hutchings and Paul Albee and Laura
Campbell",
title = "No User Left Behind: Including Accessibility in
Student Projects and the Impact on {CS} Students'
Attitudes",
journal = j-TOCE,
volume = "12",
number = "2",
pages = "5:1--5:??",
month = apr,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2160547.2160548",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Apr 24 06:11:43 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Usability and accessibility have become increasingly
important in computing curricula. This article briefly
reviews how these concepts may be included in existing
courses. The authors conducted a survey of student
attitudes toward these issues at the start and end of a
usability engineering course that included a group
project with an accessibility component. Results of the
survey indicate that students' awareness of issues
related to usability and accessibility are increased
after taking the course and completing the project. Our
work and results are potentially valuable to CS
educators in three ways: (1) They validate the
usefulness of the survey instrument in assessing
pedagogies in usability engineering, (2) They provide
useful insights into the attitudes of CS majors
relative to the important topics of usability and
accessibility, and (3) They point to possible benefits
of including usability and accessibility topics into CS
curricula.",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Ip:2012:FNI,
author = "Barry Ip",
title = "Fitting the Needs of an Industry: An Examination of
Games Design, Development, and Art Courses in the
{UK}",
journal = j-TOCE,
volume = "12",
number = "2",
pages = "6:1--6:??",
month = apr,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2160547.2160549",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Apr 24 06:11:43 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "There have been growing criticisms in recent years
among the computer and video games community on the
apparent lack of graduates capable of meeting the
industry's employment needs. Following the sharp rise
in the number of computer and video games courses
across higher education (HE) institutions in the UK and
across the globe, this article examines the composition
of existing British games design, development, and art
programs in relation to prescribed study areas voiced
by industry bodies. From a sample of 242 courses, and a
further 11 industry-derived and accredited programs,
the results explore content currently residing within a
variety of games programs and qualification types and
evaluate the extent to which such content adheres to
the industry's demand for the focus on specific skills
and study areas. The findings point toward certain
shortfalls in some key areas deemed to be important by
industry professionals and the consideration of the
degree to which course providers should cater to the
specific demands of industry.",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{McGill:2012:CPP,
author = "Monica M. McGill",
title = "The Curriculum Planning Process for Undergraduate Game
Degree Programs in the {United Kingdom} and {United
States}",
journal = j-TOCE,
volume = "12",
number = "2",
pages = "7:1--7:??",
month = apr,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2160547.2160550",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Apr 24 06:11:43 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Digital games are marketed, mass-produced, and
consumed by an increasing number of people and the game
industry is only expected to grow. In response,
postsecondary institutions in the UK and the U.S. have
started to create game degree programs. Though
curriculum theorists provide insight into the process
of creating a new program, no formal research
contextualizes curriculum planning for game degree
programs. The purpose of this research was to explore
these processes when planning undergraduate game degree
programs. The research methodology included an
explanatory mixed-methods approach, using a
quantitative survey of participants in the UK and the
U.S., followed by interviews with several participants
selected on the basis of their institution's
demographics. Results indicate that five external
factors influence the development of game programs
(government, industry, other universities, society, and
trade associations) and eight internal factors
influence curriculum planning (facilities, faculty,
institution, interdisciplinary collaboration, learners,
learning time and space, originating department, and
backgrounds of the planners). Results also indicate
that while some differences exist in the game degree
programs across countries, the vast majority of
curriculum planning processes and influencing factors
are the same. The study concludes with a set of
recommendations for educators, trade associations, and
the games industry to improve game degree programs.",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Taub:2012:CUM,
author = "Rivka Taub and Michal Armoni and Mordechai Ben-Ari",
title = "{CS} Unplugged and Middle-School Students' Views,
Attitudes, and Intentions Regarding {CS}",
journal = j-TOCE,
volume = "12",
number = "2",
pages = "8:1--8:??",
month = apr,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2160547.2160551",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Apr 24 06:11:43 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Many students hold incorrect ideas and negative
attitudes about computer science (CS). In order to
address these difficulties, a series of learning
activities called Computer Science Unplugged was
developed by Tim Bell and his colleagues. These
activities expose young people to central concepts in
CS in an entertaining way without requiring a computer.
The CS Unplugged activities have become more and more
popular among CS educators and several activities are
recommended in the ACM K-12 curriculum for elementary
schools. CS Unplugged is used worldwide and has been
translated into many languages. We examined the effect
of the CS Unplugged activities on middle-school
students' ideas about CS and their desire to consider
and study it in high school. The results indicate that
following the activities the ideas of the students on
what CS is about were partially improved, but their
desire to study CS lessened. In order to provide
possible explanations to these results, we analyzed the
CS Unplugged activities to determine to what extent the
objectives of CS Unplugged were addressed in the
activities. In addition, we checked whether the
activities were designed according to constructivist
principles and whether they were explicitly linked to
central concepts in CS. We found that only some of the
objectives were addressed in the activities, that the
activities do not engage with the students' prior
knowledge and that most of the activities are not
explicitly linked to central concepts in CS. We offer
suggestions for modifying the CS Unplugged activities
so that they will be more likely to achieve their
objectives.",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Talon:2012:DCI,
author = "B{\'e}n{\'e}dicte Talon and Mouldi Sagar and
Christophe Kolski",
title = "Developing Competence in Interactive Systems: The
{GRASP} Tool for the Design or Redesign of Pedagogical
{ICT} Devices",
journal = j-TOCE,
volume = "12",
number = "3",
pages = "9:1--9:??",
month = jul,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2275597.2275598",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Jul 31 16:56:57 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Training professionals to design and produce
interactive systems requires the use of well
thought-out training scenarios. Indeed, it is essential
to consider pedagogical forms whose objective is
providing learners with field experience. It is also
necessary to motivate learners to learn about subjects
that sometimes seem distant from their immediate
concerns and to renew their interest in these subjects.
This article presents a tool, called GRASP, that helps
design pedagogical devices. This tool was first
evaluated through three educational initiatives
implemented in two universities in the north of France.
These initiatives were analyzed to enhance the tool.
Then, a second evaluation was conducted to validate the
tool more widely. The first part of this article
presents the scientific context. Then the design tool,
the evaluation protocol, and the three devices built
using this tool and their evaluation are introduced.
Some of the lessons learned during the initiatives are
described. Next, the second evaluation, conducted with
more teachers, is presented. Finally, the conclusion
highlights the perspectives opened by these
initiatives.",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{OGrady:2012:PPB,
author = "Michael J. O'Grady",
title = "Practical Problem-Based Learning in Computing
Education",
journal = j-TOCE,
volume = "12",
number = "3",
pages = "10:1--10:??",
month = jul,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2275597.2275599",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Jul 31 16:56:57 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Computer Science (CS) is a relatively new disciple and
how best to introduce it to new students remains an
open question. Likewise, the identification of
appropriate instructional strategies for the diverse
topics that constitute the average curriculum remains
open to debate. One approach considered by a number of
practitioners in CS education involves Problem-Based
Learning (PBL), a radical departure from the
conventional lecturing format. PBL has been adopted in
other domains with success, but whether these positive
experiences will be replicated in CS remains to be
seen. In this article, a systematic review of PBL
initiatives in undergraduate and postgraduate CS is
presented from a Computing Education Research (CER)
perspective. This includes analyses of a range of
practical didactic issues, including the degree to
which PBL has been systematically evaluated, practical
problem description in the literature, as well as a
survey of topics for which a PBL approach has been
adopted.",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Apiola:2012:CSL,
author = "Mikko Apiola and Matti Lattu and Tomi A. Pasanen",
title = "Creativity-Supporting Learning Environment---{CSLE}",
journal = j-TOCE,
volume = "12",
number = "3",
pages = "11:1--11:??",
month = jul,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2275597.2275600",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Jul 31 16:56:57 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Despite much public discussion about the importance of
creativity and innovation-friendly teaching in Finnish
higher education, the impact of the general opinion on
actual teaching practices has been limited. In the
Finnish computer science education the teaching mostly
follows a pattern of lectures, fixed exercise sets, and
exams. With this article we want to open a discussion
about possibilities of enhancing the learning
environment by focusing on creative problem solving. We
will present results from two research experiments in
which we aimed to provide computer science students
with a practically oriented learning environment with
an explicit intention of supporting the creative work
of students. There exists a vast amount of scientific
theory about creativity, yet it is unclear on how to
turn that theory into practice. Thus, our main interest
was to find ways of applying creativity theory in
practice in the context of computer science education.
Our research experiments consist of a practically
oriented computer science course, where
LEGO\reg{}Mindstorms robots were used as the platform
for the student work. Methodological tools used in this
study included content analysis of student products,
observations from our learning sessions and
semi-structured interviews with the students. The
course was organised two times: the first time was in
spring 2009 and the second in spring 2010. The total
number of attending students was 72. In this article we
argue that our approach of providing a
creativity-supporting practical computer science course
was a success. We gained a lot of ideas on how to
support creativity, the students were clearly
motivated, and they began to learn a new kind of
experimental working style. The robotics kit seemed to
work well both as a trigger for motivation and as a
platform to support experimental learning, enhancing
students' creativity and working style. In our opinion
these findings are of great importance, and give
promising practical ideas for the support of creativity
in higher computer science education.",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Exter:2012:EEP,
author = "Marisa Exter and Nichole Turnage",
title = "Exploring Experienced Professionals' Reflections on
Computing Education",
journal = j-TOCE,
volume = "12",
number = "3",
pages = "12:1--12:??",
month = jul,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2275597.2275601",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Jul 31 16:56:57 MDT 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This exploratory qualitative study examines computing
professional's memories of their own formal and
non-formal educational experiences, their reflections
on how these have prepared them for their professional
roles, and their recommendations for an ``ideal''
undergraduate degree program. Data was collected
through semi-structured interviews of experienced
computing professionals. Ongoing on-the-job learning is
a natural part of professionals' work lives.
Participants indicate that important elements in an
undergraduate degree program include foundational
computing topics, development of critical thinking and
communications skills, and a strong emphasis on
experiences similar to those encountered in a
professional position, such as complex, realistic group
projects. Specific programming languages and
technologies should be used only as practice in solving
problems and learning on one's own.",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Benkrid:2012:DHD,
author = "Khaled Benkrid and Thomas Clayton",
title = "Digital Hardware Design Teaching: an Alternative
Approach",
journal = j-TOCE,
volume = "12",
number = "4",
pages = "13:1--13:??",
month = nov,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2382564.2382565",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Dec 3 20:59:55 MST 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article presents the design and implementation of
a complete review of undergraduate digital hardware
design teaching in the School of Engineering at the
University of Edinburgh. Four guiding principles have
been used in this exercise: learning-outcome driven
teaching, deep learning, affordability, and
flexibility. This has identified discrete electronics
as key components in the early stages of the curriculum
and FPGAs as an economical platform for the teaching of
various digital hardware design concepts and techniques
in later stages of the curriculum. In particular, the
article presents the detailed design and implementation
of one digital hardware design laboratory, called
Gateway, which introduces students to synchronous
digital circuit development from high level functional
specifications, uses Verilog for hardware description
and FPGAs as an implementation platform. Biggs' theory
of constructive alignment was applied in the design of
this lab's learning outcomes, lab content, teaching and
learning methods, and assessment methods. The lab makes
extensive use of multimedia in both lab content
delivery and demonstration applications developed by
students. Student feedback following the deployment of
this lab was overwhelmingly positive and an evaluation
of the lab results compared to previous lab offerings'
shows the merit of the approach taken.",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Sondag:2012:FTU,
author = "Tyler Sondag and Kian L. Pokorny and Hridesh Rajan",
title = "{Frances}: a Tool for Understanding Computer
Architecture and Assembly Language",
journal = j-TOCE,
volume = "12",
number = "4",
pages = "14:1--14:??",
month = nov,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2382564.2382566",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Dec 3 20:59:55 MST 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Students in all areas of computing require knowledge
of the computing device including software
implementation at the machine level. Several courses in
computer science curricula address these low-level
details such as computer architecture and assembly
languages. For such courses, there are advantages to
studying real architectures instead of simplified
examples. However, real architectures and instruction
sets introduce complexity that makes them difficult to
grasp in a single semester course. Visualization
techniques can help ease this burden, unfortunately
existing tools are often difficult to use and
consequently difficult to adopt in a course where time
is already limited. To solve this problem, we present
Frances. Frances graphically illustrates key
differences between familiar high-level languages and
unfamiliar low-level languages and also illustrates how
familiar high-level programs behave on real
architectures. Key to this tool is that we use a simple
Web interface that requires no setup, easing course
adoption hurdles. We also include several features that
further enhance its usefulness in a classroom setting.
These features include graphical relationships between
high-level code and machine code, clearly illustrated
step-by-step machine state transitions, color coding to
make instruction behavior clear, and illustration of
pointers. We have used Frances in courses and performed
experimental evaluation. Our experiences with Frances
in the classroom demonstrate its usability. Most
notably, in our experimental setting, students with no
computer architecture course experience were able to
complete lessons using Frances with no guidance.",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Benda:2012:WLL,
author = "Klara Benda and Amy Bruckman and Mark Guzdial",
title = "When Life and Learning Do Not Fit: Challenges of
Workload and Communication in Introductory Computer
Science Online",
journal = j-TOCE,
volume = "12",
number = "4",
pages = "15:1--15:??",
month = nov,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2382564.2382567",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Dec 3 20:59:55 MST 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "We present the results of an interview study
investigating student experiences in two online
introductory computer science courses. Our theoretical
approach is situated at the intersection of two
research traditions: distance and adult education
research, which tends to be sociologically oriented,
and computer science education research, which has
strong connections with pedagogy and psychology. The
article reviews contributions from both traditions on
student failure in the context of higher education,
distance and online education as well as introductory
computer science. Our research relies on a combination
of the two perspectives, which provides useful results
for the field of computer science education in general,
as well as its online or distance versions. The
interviewed students exhibited great diversity in both
socio-demographic and educational background. We
identified no profiles that predicted student success
or failure. At the same time, we found that
expectations about programming resulted in challenges
of time-management and communication. The time
requirements of programming assignments were
unpredictable, often disproportionate to expectations,
and clashed with the external commitments of adult
professionals. Too little communication was available
to access adequate instructor help. On the basis of
these findings, we suggest instructional design
solutions for adult professionals studying introductory
computer science education.",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hubwieser:2012:CSE,
author = "Peter Hubwieser",
title = "Computer Science Education in Secondary Schools ---
The Introduction of a New Compulsory Subject",
journal = j-TOCE,
volume = "12",
number = "4",
pages = "16:1--16:??",
month = nov,
year = "2012",
CODEN = "????",
DOI = "https://doi.org/10.1145/2382564.2382568",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Dec 3 20:59:55 MST 2012",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In 2004 the German state of Bavaria introduced a new
compulsory subject of computer science (CS) in its
grammar schools (Gymnasium). The subject is based on a
comprehensive teaching concept that was developed by
the author and his colleagues during the years
1995--2000. It comprises mandatory courses in grades
6/7 for all students of grammar schools and in grade
9/10 for the students of the science and technology
track of this school type. In grades 11 and 12 there
are elective courses that qualify for an optional
graduation exam in CS. The first students that have
attended the course in total graduated in 2011. This
article describes the whole project in the form of an
extensive case study that is guided by the Darmstadt
Model, which was developed as a category system for
computer science education in secondary schools by a
working group at ITiCSE 2011. This case study is the
first (nearly) all-embracing discussion of the whole
project that describes the long way from the original
concept to the first graduates as well as the internal
structure of the subject and the first results.",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Ben-Ari:2013:ISI,
author = "Mordechai Ben-Ari and Dan Garcia and Tom Murphy",
title = "Introduction to the special issue on concurrent and
parallel programming",
journal = j-TOCE,
volume = "13",
number = "1",
pages = "1:1--1:??",
month = jan,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2414446.2414447",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Feb 2 06:44:42 MST 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Much of computing education research is devoted to
introductory computer science. The articles in this
special issue look at the other end of the spectrum:
learning advanced subjects, here, concurrent, parallel
and distributed computation. The articles present four
approaches for teaching these subjects using
infra-structure that is feasible for educational
institutions to acquire: MapReduce in a cloud, remote
computing on a multicore system, a network of gaming
consoles, and software modeling using formal
specification.",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Rabkin:2013:UCM,
author = "Ariel Rabkin and Charles Reiss and Randy Katz and
David Patterson",
title = "Using clouds for {MapReduce} measurement assignments",
journal = j-TOCE,
volume = "13",
number = "1",
pages = "2:1--2:??",
month = jan,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2414446.2414448",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Feb 2 06:44:42 MST 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "We describe our experiences teaching MapReduce in a
large undergraduate lecture course using public cloud
services and the standard Hadoop API. Using the
standard API, students directly experienced the quality
of industrial big-data tools. Using the cloud, every
student could carry out scalability benchmarking
assignments on realistic hardware, which would have
been impossible otherwise. Over two semesters, over 500
students took our course. We believe this is the first
large-scale demonstration that it is feasible to use
pay-as-you-go billing in the cloud for a large
undergraduate course. Modest instructor effort was
sufficient to prevent students from
overspending. Average per-pupil expenses in the Cloud
were under \$45. Students were excited by the
assignment: 90\% said they thought it should be
retained in future course offerings.",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Abuzaghleh:2013:IAH,
author = "Omar Abuzaghleh and Kathleen Goldschmidt and Yasser
Elleithy and Jeongkyu Lee",
title = "Implementing an affordable high-performance computing
for teaching-oriented computer science curriculum",
journal = j-TOCE,
volume = "13",
number = "1",
pages = "3:1--3:??",
month = jan,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2414446.2414449",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Feb 2 06:44:42 MST 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "With the advances in computing power, high-performance
computing (HPC) platforms have had an impact on not
only scientific research in advanced organizations but
also computer science curriculum in the educational
community. For example, multicore programming and
parallel systems are highly desired courses in the
computer science major. However, the high cost of HPC
equipment and maintenance makes it hard to be adapted
into a conventional computer science curriculum.
Specifically, teaching-oriented institutions cannot
afford an HPC system due to the high cost, lack of
experience, and smaller research infrastructure. The
main objective of this article is to present an
affordable and easy-to-use high-performance cluster
system for teaching-oriented computer science
curriculums. In order to address this, we have designed
and implemented an affordable high-performance cluster
system based on the PlayStation 3 (PS3). For the
performance evaluation of the PS3 cluster, we conducted
a benchmarking test, that is, matrix multiplication,
with different numbers of synergistic processing
elements (SPEs) and nodes. As a result, it was
concluded that the PS3Cluster provides enough computing
power as an HPC for computer science courses, while the
total cost is less than 10\% of an existing cluster
system on the market that has similar performance. In
addition, the implemented PS3Cluster system has been
used for computer science courses, such as Parallel and
Distributed Databases and Parallel Programming.",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Ziwisky:2013:EEO,
author = "Michael Ziwisky and Kyle Persohn and Dennis Brylow",
title = "A down-to-earth educational operating system for
up-in-the-cloud many-core architectures",
journal = j-TOCE,
volume = "13",
number = "1",
pages = "4:1--4:??",
month = jan,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2414446.2414450",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Feb 2 06:44:42 MST 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "We present Xipx, the first port of a major educational
operating system to a processor in the emerging class
of many-core architectures. Through extensions to the
proven Embedded Xinu operating system, Xipx gives
students hands-on experience with system programming in
a distributed message-passing environment. We expose
the software primitives needed to maintain coherency
between many cores in a system lacking specialized
caching hardware. Our proposed series of laboratory
assignments adds parallel thread execution and
intercore message passing communication to a
well-established OS curriculum.",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Carro:2013:MDA,
author = "Manuel Carro and {\'A}ngel Herranz and Julio
Mari{\~n}o",
title = "A model-driven approach to teaching concurrency",
journal = j-TOCE,
volume = "13",
number = "1",
pages = "5:1--5:??",
month = jan,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2414446.2414451",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Feb 2 06:44:42 MST 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/java2010.bib;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "We present an undergraduate course on concurrent
programming where formal models are used in different
stages of the learning process. The main practical
difference with other approaches lies in the fact that
the ability to develop correct concurrent software
relies on a systematic transformation of formal models
of inter-process interaction (so called shared
resources), rather than on the specific constructs of
some programming language. Using a resource-centric
rather than a language-centric approach has some
benefits for both teachers and students. Besides the
obvious advantage of being independent of the
programming language, the models help in the early
validation of concurrent software design, provide
students and teachers with a lingua franca that greatly
simplifies communication at the classroom and during
supervision, and help in the automatic generation of
tests for the practical assignments. This method has
been in use, with slight variations, for some 15 years,
surviving changes in the programming language and
course length. In this article, we describe the
components and structure of the current incarnation of
the course --- which uses Java as target language ---
and some tools used to support our method. We provide a
detailed description of the different outcomes that the
model-driven approach delivers (validation of the
initial design, automatic generation of tests, and
mechanical generation of code) from a teaching
perspective. A critical discussion on the perceived
advantages and risks of our approach follows, including
some proposals on how these risks can be minimized. We
include a statistical analysis to show that our method
has a positive impact in the student ability to
understand concurrency and to generate correct code.",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Isomottonen:2013:TPE,
author = "Ville Isom{\"o}tt{\"o}nen and Ville Tirronen",
title = "Teaching programming by emphasizing self-direction:
How did students react to the active role required of
them?",
journal = j-TOCE,
volume = "13",
number = "2",
pages = "6:1--6:??",
month = jun,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2483710.2483711",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 1 17:10:15 MDT 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Lecturing is known to be a controversial form of
teaching. With massed classrooms, in particular, it
tends to constrain the active participation of
students. One of the remedies applied to programming
education is to use technology that can vitalize
interaction in the classroom, while another is to base
teaching increasingly on programming activities. In
this article, we present the first results of an
exploratory study, in which we teach programming
without lectures, exams, or grades, by heavily
emphasizing programming activity, and, in a pedagogical
sense, student self-direction. This article
investigates how students reacted to the active role
required of them and what issues emerged in this
setting where self-direction was required. The results
indicate three issues that should be taken into account
when designing a student-driven course: the challenge
of supporting students' theoretical synthesis of the
topics to be learned, the individual's opportunities
for self-direction in a group work setting, and
mismatch between individual learning processes and
academic course scheduling.",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Ngai:2013:DIM,
author = "Grace Ngai and Stephen C. F. Chan and Hong Va Leong
and Vincent T. Y. Ng",
title = "Designing {i*CATch}: a multipurpose,
education-friendly construction kit for physical and
wearable computing",
journal = j-TOCE,
volume = "13",
number = "2",
pages = "7:1--7:??",
month = jun,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2483710.2483712",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 1 17:10:15 MDT 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article presents the design and development of
i*CATch, a construction kit for physical and wearable
computing that was designed to be scalable,
plug-and-play, and to provide support for iterative and
exploratory learning. It consists of a standardized
construction interface that can be adapted for a wide
range of soft textiles or electronic boards, a set of
functional components, and an easy-to-use hybrid
text-graphical integrated development environment. The
objective was to design an easily usable,
manufacturable and extensible construction kit that can
be used in a wide range of teaching tasks for a wide
variety of student demographic profiles. We present
detailed specifications of our construction kit and
explain some of the major design decisions. Experiences
in using the kit in multiple teaching environments,
ranging from elementary school to postgraduate,
demonstrate that the design objectives have been
achieved.",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Sorva:2013:NMI,
author = "Juha Sorva",
title = "Notional machines and introductory programming
education",
journal = j-TOCE,
volume = "13",
number = "2",
pages = "8:1--8:??",
month = jun,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2483710.2483713",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 1 17:10:15 MDT 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article brings together, summarizes, and comments
on several threads of research that have contributed to
our understanding of the challenges that novice
programmers face when learning about the runtime
dynamics of programs and the role of the computer in
program execution. More specifically, the review covers
the literature on programming misconceptions, the
cognitive theory of mental models, constructivist
theory of knowledge and learning, phenomenographic
research on experiencing programming, and the theory of
threshold concepts. These bodies of work are examined
in relation to the concept of a ``notional machine''-an
abstract computer for executing programs of a
particular kind. As a whole, the literature points to
notional machines as a major challenge in introductory
programming education. It is argued that instructors
should acknowledge the notional machine as an explicit
learning objective and address it in teaching. Teaching
within some programming paradigms, such as
object-oriented programming, may benefit from using
multiple notional machines at different levels of
abstraction. Pointers to some promising pedagogical
techniques are provided.",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Grissom:2013:ISI,
author = "Scott Grissom",
title = "Introduction to special issue on alternatives to
lecture in the computer science classroom",
journal = j-TOCE,
volume = "13",
number = "3",
pages = "9:1--9:??",
month = aug,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2499947.2499948",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Aug 16 07:53:11 MDT 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Active learning in the college classroom has long been
promoted as more effective than traditional lecture.
Increased adoption of these instructional practices is
recommended in several prominent national reports as
well as a new National Science Foundation program. The
goal of this special issue is to share evidence-based
instructional practices that have been applied to
computer science education. With collaborative
learning, students interact with each other to achieve
a common learning goal. Peer Instruction is an active
pedagogy pioneered in Physics education in which most
lecture time is replaced with students answering
carefully designed multiple-choice questions. Chemistry
faculty developed and refined an inquiry-based pedagogy
called Process-Oriented Guided-Inquiry Learning
(POGIL). The fields of Architecture and Fine Arts
promote student collaboration in studio-based
learning.",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Beck:2013:CLI,
author = "Leland Beck and Alexander Chizhik",
title = "Cooperative learning instructional methods for {CS1}:
Design, implementation, and evaluation",
journal = j-TOCE,
volume = "13",
number = "3",
pages = "10:1--10:??",
month = aug,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2492686",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Aug 16 07:53:11 MDT 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Cooperative learning is a well-known instructional
technique that has been applied with a wide variety of
subject matter and a broad spectrum of populations.
This article briefly reviews the principles of
cooperative learning, and describes how these
principles were incorporated into a comprehensive set
of cooperative learning activities for a CS1 course. In
each activity, specific roles are assigned to group
members in order to highlight important concepts and to
enhance the overall functioning of the group. The group
processing is followed by a whole-class debriefing led
by the instructor, which works in tandem with the group
activity to help students improve their understanding
of the material. The effectiveness of these cooperative
learning activities was assessed in a series of
educational research studies which spanned three
academic years and included two different instructors.
The results of these studies show statistically
significant benefits from the cooperative learning
approach, both overall and for a broad range of
subgroups of students. The article concludes with
suggestions for faculty members who may want to use
these cooperative learning activities in the classroom,
or to develop their own activities along similar
lines.",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Renaud:2013:THC,
author = "Karen Renaud and Quintin Cutts",
title = "Teaching human-centered security using nontraditional
techniques",
journal = j-TOCE,
volume = "13",
number = "3",
pages = "11:1--11:??",
month = aug,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2492687",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Aug 16 07:53:11 MDT 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Computing science students amass years of programming
experience and a wealth of factual knowledge in their
undergraduate courses. Based on our combined years of
experience, however, one of our students' abiding
shortcomings is that they think there is only one
correct answer to issues in most courses: an idealistic
stance. Human-centered security, as well as other
areas, requires students to understand that they have
to weigh up a number of different possible solutions,
and satisfice, rather than choose the one that is
undeniably the best. In other words, they need to adopt
a more realistic stance. Lecture-based teaching cannot
develop this facility, due to its inability to engage
students deeply with the issues and possible solutions.
We argue that depth (in terms of understanding the
complexity and issues involved) as well as breadth (in
terms of appreciating the different positions taken by
users on these issues) are essential for developing the
realistic stance. This article reports on an
instructional design that was used to help students
become more realistic in their decision making. The
design is based on seven educational strategies that,
in tandem, help students to see the depth and breadth
of topics in the course. We detail the instructional
design and its application to three topic areas in the
course, and report on the outcomes. We found evidence
that students did indeed develop the depth and breadth
we were hoping for. In concluding, we reflect on the
design and the positive result, and propose changes to
further improve the course.",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Lee:2013:CPI,
author = "Cynthia Bailey Lee and Saturnino Garcia and Leo
Porter",
title = "Can peer instruction be effective in upper-division
computer science courses?",
journal = j-TOCE,
volume = "13",
number = "3",
pages = "12:1--12:??",
month = aug,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2499947.2499949",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Aug 16 07:53:11 MDT 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Peer Instruction (PI) is an active learning
pedagogical technique. PI lectures present students
with a series of multiple-choice questions, which they
respond to both individually and in groups. PI has been
widely successful in the physical sciences and,
recently, has been successfully adopted by computer
science instructors in lower-division, introductory
courses. In this work, we challenge readers to consider
PI for their upper-division courses as well. We present
a PI curriculum for two upper-division computer science
courses: Computer Architecture and Theory of
Computation. These courses exemplify several perceived
challenges to the adoption of PI in upper-division
courses, including: exploration of abstract ideas,
development of high-level judgment of engineering
design trade-offs, and exercising advanced mathematical
sophistication. This work includes selected course
materials illustrating how these challenges are
overcome, learning gains results comparing these
upper-division courses with previous lower-division
results in the literature, student attitudinal survey
results (N = 501), and pragmatic advice to prospective
developers and adopters. We present three main
findings. First, we find that these upper-division
courses achieved student learning gains equivalent to
those reported in successful lower-division computing
courses. Second, we find that student feedback for each
class was overwhelmingly positive, with 88\% of
students recommending PI for use in other computer
science classes. Third, we find that instructors
adopting the materials introduced here were able to
replicate the outcomes of the instructors who developed
the materials in terms of student learning gains and
student feedback.",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hu:2013:UPH,
author = "Helen H. Hu and Tricia D. Shepherd",
title = "Using {POGIL} to help students learn to program",
journal = j-TOCE,
volume = "13",
number = "3",
pages = "13:1--13:??",
month = aug,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2499947.2499950",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Aug 16 07:53:11 MDT 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/python.bib;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "POGIL has been successfully implemented in a
scientific computing course to teach science students
how to program in Python. Following POGIL guidelines,
the authors have developed guided inquiry activities
that lead student teams to discover and understand
programming concepts. With each iteration of the
scientific computing course, the authors have refined
the activities and learned how to better adapt POGIL
for the computer science classroom. This article
details how POGIL activities differ from both
traditional computer science labs and other
active-learning pedagogies. Background is provided on
POGIL's effectiveness. The article then includes a full
description of how POGIL activities were used in the
scientific computing course, as well as an example
POGIL activity on recursion. Discussion is provided on
how to facilitate and develop POGIL activities. Quotes
from student evaluations and an assessment on how well
students learned to program are provided.",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hundhausen:2013:TAC,
author = "Christopher D. Hundhausen and Anukrati Agrawal and
Pawan Agarwal",
title = "Talking about code: Integrating pedagogical code
reviews into early computing courses",
journal = j-TOCE,
volume = "13",
number = "3",
pages = "14:1--14:??",
month = aug,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2499947.2499951",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Aug 16 07:53:11 MDT 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Given the increasing importance of soft skills in the
computing profession, there is good reason to provide
students with more opportunities to learn and practice
those skills in undergraduate computing courses. Toward
that end, we have developed an active learning approach
for computing education called the Pedagogical Code
Review (PCR). Inspired by the code inspection process
used in the software industry, a PCR is a collaborative
activity in which a small team of students, led by a
trained moderator: (a) walk through segments of each
other's programming solutions, (b) check the code
against a list of best coding practices, and (c)
discuss and log issues that arise. To evaluate the
viability and effectiveness of this approach, we
conducted a series of four mixed-method empirical
studies of various implementations of PCRs in CS1
courses at Washington State University. The first study
validated the viability of the PCR activity. Using a
quasi-experimental design, the final three studies
evaluated two alternative implementations of PCRs-
face-to-face and online. Our results provide evidence
that PCRs can promote positive attitudinal shifts, and
hone skills in critical review, teamwork, and
communication. Based on our findings, we present a set
of best practices for implementing PCRs.",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Sorva:2013:RGP,
author = "Juha Sorva and Ville Karavirta and Lauri Malmi",
title = "A Review of Generic Program Visualization Systems for
Introductory Programming Education",
journal = j-TOCE,
volume = "13",
number = "4",
pages = "15:1--15:??",
month = nov,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2490822",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Nov 13 17:27:51 MST 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article is a survey of program visualization
systems intended for teaching beginners about the
runtime behavior of computer programs. Our focus is on
generic systems that are capable of illustrating many
kinds of programs and behaviors. We inclusively
describe such systems from the last three decades and
review findings from their empirical evaluations. A
comparable review on the topic does not previously
exist; ours is intended to serve as a reference for the
creators, evaluators, and users of educational program
visualization systems. Moreover, we revisit the issue
of learner engagement which has been identified as a
potentially key factor in the success of educational
software visualization and summarize what little is
known about engagement in the context of the generic
program visualization systems for beginners that we
have reviewed; a proposed refinement of the frameworks
previously used by computing education researchers to
rank types of learner engagement is a side product of
this effort. Overall, our review illustrates that
program visualization systems for beginners are often
short-lived research prototypes that support the
user-controlled viewing of program animations; a recent
trend is to support more engaging modes of user
interaction. The results of evaluations largely support
the use of program visualization in introductory
programming education, but research to date is
insufficient for drawing more nuanced conclusions with
respect to learner engagement. On the basis of our
review, we identify interesting questions to answer for
future research in relation to themes such as
engagement, the authenticity of learning tasks,
cognitive load, and the integration of program
visualization into introductory programming pedagogy.",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Magana:2013:IDB,
author = "Alejandra J. Magana and Michael L. Falk and Michael J.
{Reese, Jr.}",
title = "Introducing Discipline-Based Computing in
Undergraduate Engineering Education",
journal = j-TOCE,
volume = "13",
number = "4",
pages = "16:1--16:??",
month = nov,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2534971",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Nov 13 17:27:51 MST 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article investigates the effectiveness of a
course employing a discipline-based computing approach.
The research questions driving this study were: (1) Can
experiences with discipline-based computing promote
students' acquisition and application of foundational
computing concepts and procedures? (2) How do students
perceive and experience the integration of
discipline-based computing as relevant to their future
career goals? (3) How do students perceive the
structure of the class as useful and engaging for their
learning? We used qualitative and quantitative research
methods to approach the research questions. The
population studied was 20 engineering undergraduates
from Johns Hopkins University. Results of this study
suggest that students performed proficiently in
applying computing methods, procedures, and concepts to
the solution of well-structured engineering problems.
Results also suggest that student self-perceptions of
their overall computing abilities and their abilities
to specifically solve engineering problems shifted from
low to high confidence. Students consistently found the
course to be important and useful for their studies and
their future careers. They also found the course to be
of very high quality and identified the instructors and
the teaching and feedback methods employed as very
useful for their learning. Finally, students also
described the course as very challenging compared with
other courses in their own department and at the
university in general.",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Shesh:2013:TSU,
author = "Amit Shesh",
title = "Toward a Singleton Undergraduate Computer Graphics
Course in Small and Medium-sized Colleges",
journal = j-TOCE,
volume = "13",
number = "4",
pages = "17:1--17:??",
month = nov,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2522689",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Nov 13 17:27:51 MST 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article discusses the evolution of a single
undergraduate computer graphics course over five
semesters, driven by a primary question: if one could
offer only one undergraduate course in graphics, what
would it include? This constraint is relevant to many
small and medium-sized colleges that lack resources,
adequate expertise, and enrollment to sustain multiple
courses in graphics that spread out its vast and
evolving content. We strive to include material that
would provide (1) a basic but solid theoretical
foundation, (2) topics, data structures, and algorithms
that are most practically used, (3) ample experience in
actual graphics programming and (4) a basic awareness
of advanced topics. We have a secondary objective of
relating and complementing computer graphics knowledge
and programming with topics in other computer science
courses to provide a more cohesive understanding to our
students. We achieve both objectives by using an
``early-scenegraphs'' approach to progressively create
graphics applications that use XML-based modeling and
both pipeline-based and ray traced rendering. We report
and analyze results that show how students were able to
achieve more complex results within similar time
periods while largely retaining prior average student
performance in the course. Students also report higher
rates of satisfaction with the course when it follows
our proposed approach. Pedagogically our main
contribution is an evolving blueprint for a single
undergraduate CG course that offers flexibility to
emphasize different aspects like modeling, rendering,
etc. according to the instructor's and students'
interests, while aligning the course better within the
computer science curriculum especially when resources
are limited.",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Velazquez-Iturbide:2013:EMA,
author = "J. {\'A}ngel Vel{\'a}zquez-Iturbide",
title = "An Experimental Method for the Active Learning of
Greedy Algorithms",
journal = j-TOCE,
volume = "13",
number = "4",
pages = "18:1--18:??",
month = nov,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2534972",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Nov 13 17:27:51 MST 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Greedy algorithms constitute an apparently simple
algorithm design technique, but its learning goals are
not simple to achieve. We present a didactic method
aimed at promoting active learning of greedy
algorithms. The method is focused on the concept of
selection function, and is based on explicit learning
goals. It mainly consists of an experimental method and
the interactive system, GreedEx, that supports it. We
also present our experience of five years using the
didactic method and the evaluations we conducted to
refine it, which are of two kinds: usability
evaluations of GreedEx and analysis of students'
reports. Usability evaluations revealed a number of
opportunities of improvement for GreedEx, and the
analysis of students' reports showed a number of
misconceptions. We made use of these findings in
several ways, mainly: improving GreedEx, elaborating
lecture notes that address students' misconceptions,
and adapting the class and lab sessions and materials.
As a consequence of these actions, our didactic method
currently satisfies its initial goals. The article has
two main contributions. First, the didactic method
itself can be valuable for computer science educators
in their teaching of algorithms. Secondly, the
refinement process we have carried out, which was a
multifaceted, medium-term action research, can be of
interest to researchers of technology-supported
computing education, since it illustrates how the
didactic method was integrated into our educational
practice.",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Stefik:2013:EIP,
author = "Andreas Stefik and Susanna Siebert",
title = "An Empirical Investigation into Programming Language
Syntax",
journal = j-TOCE,
volume = "13",
number = "4",
pages = "19:1--19:??",
month = nov,
year = "2013",
CODEN = "????",
DOI = "https://doi.org/10.1145/2534973",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Nov 13 17:27:51 MST 2013",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/java2010.bib;
https://www.math.utah.edu/pub/tex/bib/python.bib;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Recent studies in the literature have shown that
syntax remains a significant barrier to novice computer
science students in the field. While this syntax
barrier is known to exist, whether and how it varies
across programming languages has not been carefully
investigated. For this article, we conducted four
empirical studies on programming language syntax as
part of a larger analysis into the, so called,
programming language wars. We first present two surveys
conducted with students on the intuitiveness of syntax,
which we used to garner formative clues on what words
and symbols might be easy for novices to understand. We
followed up with two studies on the accuracy rates of
novices using a total of six programming languages:
Ruby, Java, Perl, Python, Randomo, and Quorum. Randomo
was designed by randomly choosing some keywords from
the ASCII table (a metaphorical placebo). To our
surprise, we found that languages using a more
traditional C-style syntax (both Perl and Java) did not
afford accuracy rates significantly higher than a
language with randomly generated keywords, but that
languages which deviate (Quorum, Python, and Ruby) did.
These results, including the specifics of syntax that
are particularly problematic for novices, may help
teachers of introductory programming courses in
choosing appropriate first languages and in helping
students to overcome the challenges they face with
syntax.",
acknowledgement = ack-nhfb,
articleno = "19",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Kafai:2014:COA,
author = "Yasmin B. Kafai and Eunkyoung Lee and Kristin Searle
and Deborah Fields and Eliot Kaplan and Debora Lui",
title = "A Crafts-Oriented Approach to Computing in High
School: Introducing Computational Concepts, Practices,
and Perspectives with Electronic Textiles",
journal = j-TOCE,
volume = "14",
number = "1",
pages = "1:1--1:??",
month = mar,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2576874",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Apr 1 06:15:14 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In this article, we examine the use of electronic
textiles (e-textiles) for introducing key computational
concepts and practices while broadening perceptions
about computing. The starting point of our work was the
design and implementation of a curriculum module using
the LilyPad Arduino in a pre-AP high school computer
science class. To understand students' learning, we
analyzed the structure and functionality of their
circuits and program code as well as their design
approaches to making and debugging their e-textile
creations and their views of computing. We also studied
students' changing perceptions of computing. Our
discussion addresses the need for and design of
scaffolded challenges and the potential for using
crafts materials and activities such as e-textiles for
designing introductory courses that can broaden
participation in computing.",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Lukowiak:2014:CEB,
author = "Marcin Lukowiak and Stanislaw Radziszowski and James
Vallino and Christopher Wood",
title = "Cybersecurity Education: Bridging the Gap Between
Hardware and Software Domains",
journal = j-TOCE,
volume = "14",
number = "1",
pages = "2:1--2:??",
month = mar,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2538029",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Apr 1 06:15:14 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "With the continuous growth of cyberinfrastructure
throughout modern society, the need for secure
computing and communication is more important than ever
before. As a result, there is also an increasing need
for entry-level developers who are capable of designing
and building practical solutions for systems with
stringent security requirements. This calls for careful
attention to algorithm choice and implementation
method, as well as trade-offs between hardware and
software implementations. This article describes
motivation and efforts taken by three departments at
Rochester Institute of Technology (Computer
Engineering, Computer Science, and Software
Engineering) that were focused on creating a
multidisciplinary course that integrates the
algorithmic, engineering, and practical aspects of
security as exemplified by applied cryptography. In
particular, the article presents the structure of this
new course, topics covered, lab tools and results from
the first two spring quarter offerings in 2011 and
2012.",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Buchanan:2014:CSB,
author = "Sarah Buchanan and Joseph J. {Laviola, Jr.}",
title = "{CSTutor}: a Sketch-Based Tool for Visualizing Data
Structures",
journal = j-TOCE,
volume = "14",
number = "1",
pages = "3:1--3:??",
month = mar,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2535909",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Apr 1 06:15:14 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "We present CSTutor, a sketch-based interface designed
to help students understand data structures,
specifically Linked Lists, Binary Search Trees, AVL
Trees, and Heaps. CSTutor creates an environment that
seamlessly combines a user's sketched diagram and code.
In each of these data structure modes, the user can
naturally sketch a data structure on the canvas just as
they would on a white board. CSTutor analyzes the
user's diagrams in real time, and automatically
generates code in a separate code view to reflect any
changes the user has made. Additionally, the code can
also be edited and any new code changes will animate
the data structure drawn on the canvas. The connection
between the data structure drawn on the canvas and the
code implementation is intended to bridge the gap
between the conceptual diagram of a data structure and
the actual implementation. We also present the results
of two semester-long studies using CSTutor in a CS1
course. The results indicate that students preferred
CSTutor and were more engaged using it than a standard
whiteboard lecture; however, results were mixed in quiz
and exam performance.",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Goldsmith:2014:FIC,
author = "Judy Goldsmith and Nicholas Mattei",
title = "Fiction as an Introduction to Computer Science
Research",
journal = j-TOCE,
volume = "14",
number = "1",
pages = "4:1--4:??",
month = mar,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2576873",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Apr 1 06:15:14 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The undergraduate computer science curriculum is
generally focused on skills and tools; most students
are not exposed to much research in the field, and do
not learn how to navigate the research literature. We
describe how fiction reviews (and specifically science
fiction) are used as a gateway to research reviews.
Students learn a little about current or recent
research on a topic that stirs their imagination, and
learn how to search for, read critically, and compare
technical papers on a topic related to their chosen
science fiction book, movie, or TV show.",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Yadav:2014:CTE,
author = "Aman Yadav and Chris Mayfield and Ninger Zhou and
Susanne Hambrusch and John T. Korb",
title = "Computational Thinking in Elementary and Secondary
Teacher Education",
journal = j-TOCE,
volume = "14",
number = "1",
pages = "5:1--5:??",
month = mar,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2576872",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Apr 1 06:15:14 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Computational thinking (CT) is broadly defined as the
mental activity for abstracting problems and
formulating solutions that can be automated. In an
increasingly information-based society, CT is becoming
an essential skill for everyone. To ensure that
students develop this ability at the K-12 level, it is
important to provide teachers with an adequate
knowledge about CT and how to incorporate it into their
teaching. This article describes a study on designing
and introducing computational thinking modules and
assessing their impact on preservice teachers'
understanding of CT concepts, as well as their attitude
towards computing. Results demonstrate that introducing
computational thinking into education courses can
effectively influence preservice teachers'
understanding of CT concepts.",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Tenenberg:2014:ECE,
author = "Josh Tenenberg and Robert McCartney",
title = "Editorial: Computing Education in ({K--12}) Schools
from a Cross-National Perspective",
journal = j-TOCE,
volume = "14",
number = "2",
pages = "6:1--6:??",
month = jun,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2602481",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 7 16:49:40 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This special issue on computing education in (K--12)
schools represents considerable effort by the editorial
team, authors, and reviewers. It provides a series of
country-specific case studies of computing education in
schools that highlights the way in which curricula
emerge from each country's specific historical and
cultural circumstances. As a result, not only is there
much to learn from each of the case studies, but there
are additional lessons in the commonalities and
generalizations obtainable only by having a rich set of
case studies such as these that can be viewed
comparatively.",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hubwieser:2014:PVC,
author = "Peter Hubwieser and Michal Armoni and Michail N.
Giannakos and Roland T. Mittermeir",
title = "Perspectives and Visions of Computer Science Education
in Primary and Secondary ({K--12}) Schools",
journal = j-TOCE,
volume = "14",
number = "2",
pages = "7:1--7:??",
month = jun,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2602482",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 7 16:49:40 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In view of the recent developments in many countries,
for example, in the USA and in the UK, it appears that
computer science education (CSE) in primary or
secondary schools (K--12) has reached a significant
turning point, shifting its focus from ICT-oriented to
rigorous computer science concepts. The goal of this
special issue is to offer a publication platform for
soundly based in-depth experiences that have been made
around the world with concepts, approaches, or
initiatives that aim at supporting this shift. For this
purpose, the article format was kept as large as
possible, enabling the authors to explain many facets
of their concepts and experiences in detail. Regarding
the structure of the articles, we had encouraged the
authors to lean on the Darmstadt Model, a category
system that was developed to support the development,
improvement, and investigation of K--12 CSE across
regional or national boundaries. This model could serve
as a unifying framework that might provide a proper
structure for a well-founded critical discussion about
the future of K--12 CSE. Curriculum designers or policy
stakeholders, who have to decide, which approach an
upcoming national initiative should follow, could
benefit from this discussion as well as researchers who
are investigating K12 CSE in any regard. With this goal
in mind, we have selected six extensive and two short
case studies from the UK, New Zealand, USA/Israel,
France, Sweden, Georgia (USA), Russia, and Italy that
provide an in-depth analysis of K--12 CSE in their
respective country or state.",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Gal-Ezer:2014:TTC,
author = "Judith Gal-Ezer and Chris Stephenson",
title = "A Tale of Two Countries: Successes and Challenges in
{K--12} Computer Science Education in {Israel} and the
{United States}",
journal = j-TOCE,
volume = "14",
number = "2",
pages = "8:1--8:??",
month = jun,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2602483",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 7 16:49:40 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article tells a story of K--12 computer science
in two different countries. These two countries differ
profoundly in culture, language, government and state
structure, and in their education systems. Despite
these differences, however, they share the pursuit of
excellence and high standards in K--12 education. In
Israel, curriculum is determined at the national level.
The high-school computer science curriculum has been in
place for more than 20 years and is offered in all
schools as an elective similar to biology, chemistry,
and physics. The picture in the United States is more
complex and therefore less amenable to generalization.
Because educational policy is set at the state and
sometimes even at the school district level, access to
computer science courses and the content of those
courses can vary even for schools within the same
district. This article will describe the development of
the curricula/standards in both countries and the
current situation, focusing on common issues and
challenges in areas such as equity and teacher
training.",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Brown:2014:RRC,
author = "Neil C. C. Brown and Sue Sentance and Tom Crick and
Simon Humphreys",
title = "Restart: The Resurgence of Computer Science in {UK}
Schools",
journal = j-TOCE,
volume = "14",
number = "2",
pages = "9:1--9:??",
month = jun,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2602484",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 7 16:49:40 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Computer science in UK schools is undergoing a
remarkable transformation. While the changes are not
consistent across each of the four devolved nations of
the UK (England, Scotland, Wales and Northern Ireland),
there are developments in each that are moving the
subject to become mandatory for all pupils from age 5
onwards. In this article, we detail how computer
science declined in the UK, and the developments that
led to its revitalisation: a mixture of industry and
interest group lobbying, with a particular focus on the
value of the subject to all school pupils, not just
those who would study it at degree level. This rapid
growth in the subject is not without issues, however:
there remain significant forthcoming challenges with
its delivery, especially surrounding the issue of
training sufficient numbers of teachers. We describe a
national network of teaching excellence which is being
set up to combat this problem, and look at the other
challenges that lie ahead.",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Bell:2014:CSI,
author = "Tim Bell and Peter Andreae and Anthony Robins",
title = "A Case Study of the Introduction of Computer Science
in {NZ} Schools",
journal = j-TOCE,
volume = "14",
number = "2",
pages = "10:1--10:??",
month = jun,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2602485",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 7 16:49:40 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "For many years computing in New Zealand schools was
focused on teaching students how to use computers, and
there was little opportunity for students to learn
about programming and computer science as formal
subjects. In this article we review a series of
initiatives that occurred from 2007 to 2009 that led to
programming and computer science being made available
formally as part of the National Certificate in
Educational Achievement (NCEA), the main school-leaving
assessment, in 2011. The changes were phased in from
2011 to 2013, and we review this process using the
Darmstadt model, including describing the context of
the school system, the socio-cultural factors in play
before, during and after the changes, the nature of the
new standards, the reactions and roles of the various
stakeholders, and the teaching materials and methods
that developed. The changes occurred very quickly, and
we discuss the advantages and disadvantages of having
such a rapid process. In all these changes, teachers
have emerged as having a central role, as they have
been key in instigating and implementing change.",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Baron:2014:CSE,
author = "Georges-Louis Baron and Beatrice Drot-Delange and
Monique Grandbastien and Fran{\c{c}}oise Tort",
title = "Computer Science Education in {French} Secondary
Schools: Historical and Didactical Perspectives",
journal = j-TOCE,
volume = "14",
number = "2",
pages = "11:1--11:??",
month = jun,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2602486",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 7 16:49:40 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Computer science as a school subject in France is
characterized by a succession of promising starts that
have not yet been transformed into perennial solutions.
The main goal of this article is to analyze this
complex situation from a historical perspective, and
describe the current rebirth of an optional Computer
Science course in the last year of secondary education,
together with other initiatives that might contribute
to introducing Computer Science as a school subject. We
also aim at discussing some perspectives for the future
to support a better informatics education for all
students. The sources we have used are mainly
historical and administrative, however we have also
drawn on empirical research and surveys conducted since
the seventies. This article therefore takes both
retrospective and perspective viewpoints.",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Rolandsson:2014:PSL,
author = "Lennart Rolandsson and Inga-Britt Skogh",
title = "Programming in School: Look Back to Move Forward",
journal = j-TOCE,
volume = "14",
number = "2",
pages = "12:1--12:??",
month = jun,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2602487",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 7 16:49:40 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In this article, the development of the Swedish
informatics curriculum during the 1970s, 1980s and
1990s is studied and described. The study's design is
inspired by the curriculum theory presented by
Lindensj{\"o} and Lundgren [2000], who suggest using
the concept of arenas (the arenas of enactment,
transformation and realisation) when discussing
curriculum development. Data collection in this study
comprises activities and actors in the arenas of
enactment and transformation. Collected data include
contemporary articles, journals, reports, booklets,
government documents and archived documents. Findings
show that informatics education in Sweden evolved from
primarily focusing on programming knowledge related to
automatic data processing and offered exclusively in
vocational education (the 1960s and 1970s) to later
(early 1980s) being introduced in the upper secondary
school curriculum under the heading Datakunskap. The
enactment of the informatics curriculum in 1983
encompassed programming, system development and
computing in relation to applied sciences and civics.
Mathematics teachers did much of the experimental work.
It is shown that the competencies of upper secondary
school teachers at the time rarely corresponded to the
demands of the subject (content knowledge, resources
and pedagogical skills). Stereotypical examples were
therefore developed to support teachers in instructing
about the subject content. When implemented in the
theoretical natural science-programme, system
development/systemisation was transformed into a
twofold issue, comprising vocational attributes and
societal aspects of computer programming. The
implementation of today's informatics education,
including programming in the curriculum, should draw
from lessons learned from history. For a successful
outcome, this study emphasises the necessity to
understand (1) the common incentives for introducing
computer programming in the curriculum, (2) the
requirement for teachers' pedagogical content knowledge
and (3) the stakeholders' role in the curriculum
development process.",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Guzdial:2014:GCI,
author = "Mark Guzdial and Barbara Ericson and Tom Mcklin and
Shelly Engelman",
title = "{Georgia} Computes! {An} Intervention in a {US} State,
with Formal and Informal Education in a Policy
Context",
journal = j-TOCE,
volume = "14",
number = "2",
pages = "13:1--13:??",
month = jun,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2602488",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 7 16:49:40 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Georgia Computes! ( GaComputes ) was a six-year
(2006--2012) project to improve computing education
across the state of Georgia in the United States,
funded by the National Science Foundation. The goal of
GaComputes was to broaden participation in computing
and especially to engage more members of
underrepresented groups which includes women, African
Americans, and Hispanics. GaComputes' interventions
were multi-faceted and broad: summer camps and
after-school/weekend programs for 4th--12th grade
students, professional development for secondary
teachers, and professional development for
post-secondary instructors faculty. All of the efforts
were carefully evaluated by an external team (led by
the third and fourth authors), which provides us with
an unusually detailed view into a computing education
intervention across a region (about 59K square miles,
about 9.9 million residents). Our dataset includes
evaluations from over 2,000 students who attended
after-school or weekend workshops, over 500 secondary
school teachers who attended professional development,
120 post-secondary teachers who attended professional
development, and over 2,000 students who attended a
summer day (non-residential) camp. GaComputes
evaluations provide insight into details of
interventions and into influences on student motivation
and learning. In this article, we describe the results
of these evaluations and describe how GaComputes
broadened participation in computing in Georgia through
both direct interventions and indirect support of other
projects.",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Khenner:2014:SSI,
author = "Evgeniy Khenner and Igor Semakin",
title = "School Subject Informatics (Computer Science) in
{Russia}: Educational Relevant Areas",
journal = j-TOCE,
volume = "14",
number = "2",
pages = "14:1--14:??",
month = jun,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2602489",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 7 16:49:40 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article deals with some aspects of studying
Informatics in Russian schools. Those aspects are part
of the `third dimension' of the Darmstadt model (they
are also projected on the other two dimensions of this
model) and include evolution of the subject, regulatory
norms conforming to the Federal Educational Standards,
the learning objectives, the required learning
outcomes, and the Unified National Examination in
Informatics, which is required for admission to a
number of university programs. It is interesting to
note that correspondence between requirements for the
outcomes of learning Informatics in Russian school and
the requirements of K--12 Computer Science Standards
(USA) is quite satisfactory. It is noteworthy that the
relatively high level of school education in
Informatics in Russia is determined by the
well-established methodological system with a 30-year
history, the subject's being on the list of core
disciplines at school, as well as the existence of a
state-sponsored system of education teachers of
Informatics.",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Bellettini:2014:IEI,
author = "Carlo Bellettini and Violetta Lonati and Dario
Malchiodi and Mattia Monga and Anna Morpurgo and Mauro
Torelli and Luisa Zecca",
title = "Informatics Education in {Italian} Secondary Schools",
journal = j-TOCE,
volume = "14",
number = "2",
pages = "15:1--15:??",
month = jun,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2602490",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jul 7 16:49:40 MDT 2014",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article describes the state of informatics
education in the Italian secondary schools,
highlighting how the learning objectives set up by the
Ministry of Education are difficult to meet, due to the
fact that the subject is often taught by teachers not
holding an informatics degree, the lack of suitable
teaching material and the expectations of pupils and
families, who tend to identify informatics with the use
of computer applications.",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Tenenberg:2014:ARQ,
author = "Josh Tenenberg",
title = "Asking Research Questions: Theoretical
Presuppositions",
journal = j-TOCE,
volume = "14",
number = "3",
pages = "16:1--16:??",
month = nov,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2644924",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Feb 11 21:50:27 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Asking significant research questions is a crucial
aspect of building a research foundation in computer
science (CS) education. In this article, I argue that
the questions that we ask are shaped by internalized
theoretical presuppositions about how the social and
behavioral worlds operate. And although such
presuppositions are essential in making the world
sensible, at the same time they preclude carrying out
many research studies that may further our collective
research enterprise. I build this argument by first
considering a few proposed research questions typical
of much of the existing research in CS education,
making visible the cognitivist assumptions that these
questions presuppose. I then provide a different set of
assumptions based on sociocultural theories of
cognition and enumerate some of the (different)
research questions to which these presuppositions give
rise. My point is not to debate the merits of the
contrasting theories but to demonstrate how theories
about how minds and sociality operate are imminent in
the very questions that researchers ask. Finally, I
argue that by appropriating existing theory from the
social, behavioral, and learning sciences, and making
such theories explicit in carrying out and reporting
their research, CS education researchers will advance
the field.",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Mitra:2014:UUM,
author = "Sandeep Mitra",
title = "Using {UML} Modeling to Facilitate Three-Tier
Architecture Projects in Software Engineering Courses",
journal = j-TOCE,
volume = "14",
number = "3",
pages = "17:1--17:??",
month = nov,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2635831",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Feb 11 21:50:27 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article presents the use of a model-centric
approach to facilitate software development projects
conforming to the three-tier architecture in
undergraduate software engineering courses. Many
instructors intend that such projects create software
applications for use by real-world customers. While it
is important that the first version of these
applications satisfy the customer by providing the
functionality the customer expects and perform reliably
and efficiently, it is equally important to be able to
accommodate the customer's change requests over the
period of the product's lifetime. The challenges in
achieving these goals include the lack of real-world
software development experience among the student
developers and the fact that postdeployment change
requests will almost certainly have to be handled by
students who are not among the original developers. In
this article, we describe how a model-centric approach
using UML has been effective in enabling students to
develop and maintain eight software applications for
small businesses over a 9-year period. We discuss the
characteristics of our modeling technique, which
include the application of modeling patterns and
quality check rules that enable students to create a
model that can be clearly and consistently mapped to
code. We also describe the nature of these
mapping-to-code techniques, emphasizing how they reduce
coupling among the implementation's classes. We then
discuss our experiences in the classroom with these
techniques, focusing on how we have improved our
teaching over the years based on the analysis of
student performance and feedback. Finally, we compare
our approach to related work teaching modeling and the
development and maintenance of code in software
engineering courses with both extensive and minimal
modeling.",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Clarke:2014:ITS,
author = "Peter J. Clarke and Debra Davis and Tariq M. King and
Jairo Pava and Edward L. Jones",
title = "Integrating Testing into Software Engineering Courses
Supported by a Collaborative Learning Environment",
journal = j-TOCE,
volume = "14",
number = "3",
pages = "18:1--18:??",
month = nov,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2648787",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Feb 11 21:50:27 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "As software becomes more ubiquitous and complex, the
cost of software bugs continues to grow at a staggering
rate. To remedy this situation, there needs to be major
improvement in the knowledge and application of
software validation techniques. Although there are
several software validation techniques, software
testing continues to be one of the most widely used in
industry. The high demand for software engineers in the
next decade has resulted in more software engineering
(SE) courses being offered in academic institutions.
However, due to the number of topics to be covered in
SE courses, little or no attention is given to software
testing, resulting in students entering industry with
little or no testing experience. We propose a minimally
disruptive approach of integrating software testing
into SE courses by providing students access to a
collaborative learning environment containing learning
materials on testing techniques and testing tools. In
this article, we describe the learning environment and
the studies conducted to measure the benefits accrued
by students using the learning environment in the SE
courses.",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Luse:2014:USE,
author = "Andy Luse and Julie A. Rursch and Doug Jacobson",
title = "Utilizing Structural Equation Modeling and Social
Cognitive Career Theory to Identify Factors in Choice
of {IT} as a Major",
journal = j-TOCE,
volume = "14",
number = "3",
pages = "19:1--19:??",
month = nov,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2623198",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Feb 11 21:50:27 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In the United States, the number of students entering
into and completing degrees in science, technology,
engineering, and mathematics (STEM) areas has declined
significantly over the past decade. Although modest
increases have been shown in enrollments in
computer-related majors in the past 4 years, the
prediction is that even in 3 to 4 years when these
students graduate, there will be shortages of
computer-related professionals for industry. The
challenge on which this article focuses is attracting
students to select an information technology (IT) field
such as computer science, computer engineering,
software engineering, or information systems as a major
when many high schools do not offer a single computer
course, and high school counselors, families, and
friends do not provide students with accurate
information about the field. The social cognitive
career theory (SCCT) has been used extensively within
counseling and career psychology as a method for
understanding how individuals develop vocational
interests, make occupational choices, and achieve
success within their chosen field. In this article, the
SCCT model identifies factors that specifically
influence high school students to select a major in an
IT-related discipline. These factors can then be used
to develop new or enhance existing IT-related
activities for high school students. Our work
demonstrates that both interest and outcome
expectations have a significant positive impact on
choice to major. Interest also is found to mediate the
effects of self-efficacy and outcome expectations on
choice of major. Overall, the model predicts a good
portion of variance in the ultimate outcome of whether
or not an individual chooses to major in IT.",
acknowledgement = ack-nhfb,
articleno = "19",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Allinjawi:2014:ADA,
author = "Arwa A. Allinjawi and Hana A. Al-Nuaim and Paul
Krause",
title = "An Achievement Degree Analysis Approach to Identifying
Learning Problems in Object-Oriented Programming",
journal = j-TOCE,
volume = "14",
number = "3",
pages = "20:1--20:??",
month = nov,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2648794",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Feb 11 21:50:27 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Students often face difficulties while learning
object-oriented programming (OOP) concepts. Many papers
have presented various assessment methods for
diagnosing learning problems to improve the teaching of
programming in computer science (CS) higher education.
The research presented in this article illustrates that
although max-min composition is a method to analyze and
determine student learning problems, when performed on
an OOP exam, it shows some limitations. The max-min
composition may be suitable for multiple choice
questions (MCQs), but it is not adequate for questions
with a more complex structure, as in the OOP
assessment. Therefore, the purpose of this research is
to present the incorporation of a concept-effect
propagation approach and the Handy Instrument for
Course Level Assessment (HI-Class) approach to promote
a modified valid analysis approach, the Achievement
Degree Analysis (ADA). The ADA approach will diagnose
students' problem outcomes and demonstrate its
effectiveness within the context of an OOP course.",
acknowledgement = ack-nhfb,
articleno = "20",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Alexandron:2014:SBP,
author = "Giora Alexandron and Michal Armoni and Michal Gordon
and David Harel",
title = "Scenario-Based Programming, Usability-Oriented
Perception",
journal = j-TOCE,
volume = "14",
number = "3",
pages = "21:1--21:??",
month = nov,
year = "2014",
CODEN = "????",
DOI = "https://doi.org/10.1145/2648814",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Feb 11 21:50:27 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In this article, we discuss the possible connection
between the programming language and the paradigm
behind it, and programmers' tendency to adopt an
external or internal perspective of the system they
develop. Based on a qualitative analysis, we found that
when working with the visual, interobject language of
live sequence charts (LSC), programmers tend to adopt
an external and usability-oriented view of the system,
whereas when working with an intraobject language, they
tend to adopt an internal and implementation-oriented
viewpoint. This is explained by first discussing the
possible effect of the programming paradigm on
programmers' perception and then offering a more
comprehensive explanation. The latter is based on a
cognitive model of programming with LSC, which is an
interpretation and a projection of the model suggested
by Adelson and Soloway [1985] onto LSC and
scenario-based programming, the new paradigm on which
LSC is based. Our model suggests that LSC fosters a
kind of programming that enables iterative refinement
of the artifact with fewer entries into the solution
domain. Thus, the programmer can make less context
switching between the solution domain and the problem
domain, and consequently spend more time in the latter.
We believe that these findings are interesting mainly
in two ways. First, they characterize an aspect of
problem-solving behavior that to the best of our
knowledge has not been studied before-the programmer's
perspective. The perspective can potentially affect the
outcome of the problem-solving process, such as by
leading the programmer to focus on different parts of
the problem. Second, relating the structure of the
language to the change in perspective sheds light on
one of the ways in which the programming language can
affect the programmer's behavior.",
acknowledgement = ack-nhfb,
articleno = "21",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hassner:2015:TCV,
author = "Tal Hassner and Itzik Bayaz",
title = "Teaching Computer Vision: Bringing Research Benchmarks
to the Classroom",
journal = j-TOCE,
volume = "14",
number = "4",
pages = "22:1--22:??",
month = feb,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2597627",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Feb 24 18:20:55 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article concerns the design of effective computer
vision programming exercises and presents a novel means
of designing these assignments. We describe three
recent case studies designed to evaluate the
effectiveness of assigning graduate-level computer
vision students with publicly available research
benchmarks as competitive assignments. This was done
rather than assigning more traditional exercises that
require students to implement specific algorithms or
applications. We allowed our students the freedom of
designing or choosing their own methods, with the goal
of obtaining the best performance on the benchmark
chosen for each assignment. Students, therefore,
competed against each other, as well as published state
of the art. We detail the design, application, and
results of these benchmark exercises. We show that not
only are these benchmarks easily adapted for the
classroom, but also that in some cases, student
assignments matched published state-of-the-art
performance. This observation provides strong evidence
to support the effectiveness of the proposed exercise
design. We conclude by discussing the benefits and
drawbacks of these exercises compared to those
traditionally employed in computer vision classrooms.",
acknowledgement = ack-nhfb,
articleno = "22",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Reardon:2015:SSB,
author = "Susan Reardon and Brendan Tangney",
title = "{Smartphones}, Studio-Based Learning, and Scaffolding:
Helping Novices Learn to Program",
journal = j-TOCE,
volume = "14",
number = "4",
pages = "23:1--23:??",
month = feb,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2677089",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Feb 24 18:20:55 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article describes how smartphones, studio-based
learning, and extensive scaffolding were used in
combination in the teaching of a freshman Introduction
to Programming course. To reduce cognitive overload, a
phased approach was followed in introducing programming
concepts and development environments, beginning with
the visual programming environment Scratch and
culminating with Java development for Android
smartphones. Studio-based learning, a pedagogical
approach long established in the fields of architecture
and design education, was used as the basis for a
collaborative social constructivist-and
constructionist-approach to learning. Smartphones
offered students the potential to develop applications
for a context that is both immediate and clearly
relevant to the ways in which they utilize and interact
with technology. The research was carried out over
three full academic years and included 53 student
participants. An exploratory case study methodology was
used to investigate the efficacy of the approach in
helping to overcome the barriers faced by novice
programmers. The findings indicate that the approach
has merit. The students were motivated and engaged by
the learning experience and were able to develop
sophisticated applications that incorporated images,
sound, arrays, and event handling. There is evidence
that aspects of the studio-based learning approach,
such as the scope that it gave students to innovate and
the open feedback during student presentations,
provided a learning environment that was motivating.
Overall, the combination of smartphones, studio-based
learning, and appropriate scaffolding offers an
effective way to teach introductory programming
courses.",
acknowledgement = ack-nhfb,
articleno = "23",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Werner:2015:CPG,
author = "Linda Werner and Jill Denner and Shannon Campe",
title = "Children Programming Games: a Strategy for Measuring
Computational Learning",
journal = j-TOCE,
volume = "14",
number = "4",
pages = "24:1--24:??",
month = feb,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2677091",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Feb 24 18:20:55 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article reports the results of a study of the
relationship of computer game programming to
computational learning (CL). The results contribute to
the growing body of knowledge about how to define and
measure CL among children by proposing a new concept,
Game Computational Sophistication (GCS). We analyzed
231 games programmed by 325 11 and 12 year olds with a
range of prior computer experience who attended a
voluntary technology class during or after school.
Findings suggest that students' games exhibited a range
of GCS: programs composed of sequences of simple
programming constructs; programs composed of
programming constructs, some of which are used to
implement higher-order patterns; and programs composed
of game mechanics built from combinations of patterns
``glued'' together with simple programming constructs.
We use case studies of students' games to illustrate
how variation in the use and integration of programming
constructs, patterns, and game mechanics can be used to
demonstrate evidence of CL. The study contributes to an
understanding of what CL looks like in middle school,
how to assess it, and how game-programming activities
might promote CL.",
acknowledgement = ack-nhfb,
articleno = "24",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Armoni:2015:SRP,
author = "Michal Armoni and Orni Meerbaum-Salant and Mordechai
Ben-Ari",
title = "From Scratch to ``Real'' Programming",
journal = j-TOCE,
volume = "14",
number = "4",
pages = "25:1--25:??",
month = feb,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2677087",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Feb 24 18:20:55 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Computer science (CS) activities for young students
are widely used, particularly visual programming
environments. We investigated the use of the Scratch
environment for teaching CS concepts to middle school
students. In a previous article [Meerbaum-Salant et al.
2013], we reported on the extent to which the CS
concepts were successfully learned. In this article, we
look at the transition from studying CS with the visual
Scratch environment in middle school to studying CS
with a professional textual programming language (C\#
or Java) in secondary school. We found that the
programming knowledge and experience of students who
had learned Scratch greatly facilitated learning the
more advanced material in secondary school: less time
was needed to learn new topics, there were fewer
learning difficulties, and they achieved higher
cognitive levels of understanding of most concepts
(although at the end of the teaching process, there
were no significant differences in achievements
compared to students who had not studied Scratch).
Furthermore, there was increased enrollment in CS
classes, and students were observed to display higher
levels of motivation and self-efficacy. This research
justifies teaching CS in general and visual programming
in particular in middle schools.",
acknowledgement = ack-nhfb,
articleno = "25",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Koulouri:2015:TIP,
author = "Theodora Koulouri and Stanislao Lauria and Robert D.
Macredie",
title = "Teaching Introductory Programming: a Quantitative
Evaluation of Different Approaches",
journal = j-TOCE,
volume = "14",
number = "4",
pages = "26:1--26:??",
month = feb,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2662412",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Feb 24 18:20:55 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Teaching programming to beginners is a complex task.
In this article, the effects of three factors-choice of
programming language, problem-solving training, and the
use of formative assessment-on learning to program were
investigated. The study adopted an iterative
methodological approach carried out across 4
consecutive years. To evaluate the effects of each
factor (implemented as a single change in each
iteration) on students' learning performance, the study
used quantitative, objective metrics. The findings
revealed that using a syntactically simple language
(Python) instead of a more complex one (Java)
facilitated students' learning of programming concepts.
Moreover, teaching problem solving before programming
yielded significant improvements in student
performance. These two factors were found to have
variable effects on the acquisition of basic
programming concepts. Finally, it was observed that
effective formative feedback in the context of
introductory programming depends on multiple
parameters. The article discusses the implications of
these findings, identifies avenues for further
research, and argues for the importance of studies in
computer science education anchored on sound research
methodologies to produce generalizable results.",
acknowledgement = ack-nhfb,
articleno = "26",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Yuen:2015:QSS,
author = "Timothy T. Yuen and Kay A. Robbins",
title = "A Qualitative Study of Students' Computational
Thinking Skills in a Data-Driven Computing Class",
journal = j-TOCE,
volume = "14",
number = "4",
pages = "27:1--27:??",
month = feb,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2676660",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Feb 24 18:20:55 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Critical thinking, problem solving, the use of tools,
and the ability to consume and analyze information are
important skills for the 21st century workforce. This
article presents a qualitative case study that follows
five undergraduate biology majors in a computer science
course (CS0). This CS0 course teaches programming
within a data-driven context and is part of a
university-wide initiative to improve students'
quantitative scholarship. In this course, students
learn computing concepts and computational thinking by
writing programs in MATLAB that compute with data, by
performing meaningful analyses, and by writing about
the results. The goal of the study reported here is to
better understand the thought processes students use in
such a data-driven approach. Findings show that
students engage in an ongoing organizational process to
understand the structure of the data. The computational
and visualization tasks appear to be closely linked,
and the visualization component appears to provide
valuable feedback for students in accomplishing the
programming tasks.",
acknowledgement = ack-nhfb,
articleno = "27",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Miller:2015:ISI,
author = "Craig S. Miller and Randy Connolly",
title = "Introduction to the Special Issue on {Web}
Development",
journal = j-TOCE,
volume = "15",
number = "1",
pages = "1:1--1:??",
month = mar,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2724759",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Mar 5 08:01:35 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Despite its prevalence in computing, web development
is underrepresented in computing curricula and
computing education research. This special issue takes
a step towards improving its representation with three
articles on web development education. Drawing upon
diverse methods from a variety of contexts, the
articles address challenges of teaching web development
and common difficulties students encounter when
learning particular concepts. All three articles
identify web development as a promising avenue for
motivating students in their study of computing.",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Alston:2015:UTC,
author = "Peter Alston and David Walsh and Gary Westhead",
title = "Uncovering ``Threshold Concepts'' in {Web}
Development: an Instructor Perspective",
journal = j-TOCE,
volume = "15",
number = "1",
pages = "2:1--2:??",
month = mar,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2700513",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Mar 5 08:01:35 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The field of Web development has evolved and
diversified significantly in recent years, and
narrowing the gap between the requirements of academia
and the demands of industry remains a challenge.
Moreover, many faculty members often struggle with
knowing ``how much'' of a particular subject they
should teach to their students and at what level. This
small-scale, exploratory study seeks to uncover the
existence of ``threshold concepts'' within Web
development. Threshold concepts are the fundamental
concepts which, once mastered, allow a learner to
progress to a deeper understanding of a subject. An
online questionnaire was sent out to 24 instructors
within UK higher education institutions who teach Web
development subjects. Nine participants responded to
the questionnaire and interviews were conducted with
five to discuss and expand on the responses provided,
resulting in the identification of four areas that were
perceived as difficult for students to grasp when
learning Web development. Analysis of these areas
suggests that threshold concepts do exist within the
subject and we offer up two candidates for the field of
Web development: basic programming principles and
decomposition and abstraction. Designing a curriculum
based on threshold concepts and less on the latest
methods, tools, and techniques can go a long way in
helping students to become experts in their chosen
discipline.",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Zhang:2015:IEF,
author = "Yulei (Gavin) Zhang and Yan (Mandy) Dang",
title = "Investigating Essential Factors on Students' Perceived
Accomplishment and Enjoyment and Intention to Learn in
{Web} Development",
journal = j-TOCE,
volume = "15",
number = "1",
pages = "3:1--3:??",
month = mar,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2700515",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Mar 5 08:01:35 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Web development is an important component in the
curriculum of computer science and information systems
areas. However, it is generally considered difficult to
learn among students. In this study, we examined
factors that could influence students' perceptions of
accomplishment and enjoyment and their intention to
learn in the web development course. Specifically, we
investigated both student-related and
instructor-related factors. A research model was
developed. To empirically test the model and the
hypotheses, the survey method was used and the
structural equation modeling (SEM) technique was
adopted for data analysis. Overall, the results
indicated that both student-related factors (perceived
web development efficacy and motivation) and
instructor-related factors (instructor characteristics
and teaching method) could significantly influence
students' perceptions toward accomplishment and
enjoyment and their intention to learn web development.
We also summarized comments collected from students to
gain a deeper understanding of their ideas toward
learning web development techniques. We believe the
research results can help provide better knowledge and
insights to educators on teaching web development.",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Park:2015:AHC,
author = "Thomas H. Park and Brian Dorn and Andrea Forte",
title = "An Analysis of {HTML} and {CSS} Syntax Errors in a
{Web} Development Course",
journal = j-TOCE,
volume = "15",
number = "1",
pages = "4:1--4:??",
month = mar,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2700514",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Mar 5 08:01:35 MST 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Many people are first exposed to code through web
development, yet little is known about the barriers
beginners face in these formative experiences. In this
article, we describe a study of undergraduate students
enrolled in an introductory web development course
taken by both computing majors and general education
students. Using data collected during the initial weeks
of the course, we investigate the nature of the syntax
errors they make when learning HTML and CSS, and how
they resolve them. This is accomplished through the
deployment of openHTML, a lightweight web-based code
editor that logs user activity. Our analysis reveals
that nearly all students made syntax errors that
remained unresolved in their assessments, and that
these errors continued weeks into the course.
Approximately 20\% of these errors related to the
relatively complex system of rules that dictates when
it is valid for HTML elements to be nested in one
another. On the other hand, 35\% of errors related to
the relatively simple tag syntax determining how HTML
elements are nested. We also find that validation
played a key role in resolving errors: While the
majority of unresolved errors were present in untested
code, nearly all of the errors that were detected
through validation were eventually corrected. We
conclude with a discussion of our findings and their
implications for computing education.",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hubwieser:2015:HIR,
author = "Peter Hubwieser and Michal Armoni and Michail N.
Giannakos",
title = "How to Implement Rigorous Computer Science Education
in {K--12} Schools? {Some} Answers and Many Questions",
journal = j-TOCE,
volume = "15",
number = "2",
pages = "5:1--5:??",
month = may,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2729983",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 12 06:10:11 MDT 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Aiming to collect various concepts, approaches, and
strategies for improving computer science education in
K-12 schools, we edited this second special issue of
the ACM TOCE journal. Our intention was to collect a
set of case studies from different countries that would
describe all relevant aspects of specific
implementations of Computer Science Education in K-12
schools. By this, we want to deliver well-founded
arguments and rich material to the critical discussion
about the state and the goals of K-12 computer science
education, and also provide visions for the future of
this research area. In this editorial, we explain our
intention and report some details about the genesis of
these special issues. Following, we give a short
summary of the Darmstadt Model, which was suggested to
serve as a structuring principle of the case studies.
The next part of the editorial presents a short
description of the five extended case studies from
India, Korea, NRW/Germany, Finland, and USA that are
selected to be included in this second issue. In order
to give some perspectives for the future, we propose a
set of open research questions of the field, partly
derived from the Darmstadt Model, partly stimulated by
a look on large-scale investigations like PISA.",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hubwieser:2015:MRM,
author = "Peter Hubwieser and Michal Armoni and Michail
Giannakos",
title = "In Memoriam: {Roland Mittermeir} (1950--2014)",
journal = j-TOCE,
volume = "15",
number = "2",
pages = "6:1--6:??",
month = may,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2729982",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 12 06:10:11 MDT 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Raman:2015:CSC,
author = "Raghu Raman and Smrithi Venkatasubramanian and
Krishnashree Achuthan and Prema Nedungadi",
title = "Computer Science ({CS}) Education in {Indian} Schools:
Situation Analysis using {Darmstadt} Model",
journal = j-TOCE,
volume = "15",
number = "2",
pages = "7:1--7:??",
month = may,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2716325",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 12 06:10:11 MDT 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Computer science (CS) and its enabling technologies
are at the heart of this information age, yet its
adoption as a core subject by senior secondary students
in Indian schools is low and has not reached critical
mass. Though there have been efforts to create core
curriculum standards for subjects like Physics,
Chemistry, Biology, and Math, CS seems to have been
kept outside the purview of such efforts leading to its
marginalization. As a first step, using the Darmstadt
model from the ITiCSE working group that provides a
systematic categorization approach to CS education in
schools, we coded and analyzed the CS situation for the
Indian schools. Next, we focused on the motivation
category of the Darmstadt model and investigated
behavioral intentions of secondary school students and
teachers from 332 schools in India. Considering the CS
subject as an educational innovation, using Rogers'
Theory of Diffusion of Innovations, we propose a
pedagogical framework for innovation attributes that
can significantly predict-adoption of the CS subject
among potential-adopter students and teachers. Data was
analyzed to answer research questions about student and
teacher intentions, influence of gender, school
management, and school location in adopting CS.
Interestingly, girls, urban students, teachers, and
private schools were seen favoring the adoption of CS.
An important issue that needed to be addressed,
however, was the interchangeable use of terms like CS,
Informatics, ICT, and digital literacy. Through our
article, we offer a promising picture of the
educational policy directives and the academic
environment in India that is rapidly growing and
embracing CS as a core subject of study in schools. We
also analyze the factors that influence the adoption of
CS by school students and teachers and conclude that
there is a very positive response for CS among
educators and students in India.",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Choi:2015:CEK,
author = "Jeongwon Choi and Sangjin An and Youngjun Lee",
title = "Computing Education in {Korea} --- Current Issues and
Endeavors",
journal = j-TOCE,
volume = "15",
number = "2",
pages = "8:1--8:??",
month = may,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2716311",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 12 06:10:11 MDT 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Computer education has been provided for a long period
of time in Korea. Starting as a vocational program, the
content of computer education for students evolved to
include content on computer literacy, Information
Communication Technology (ICT) literacy, and brand-new
computer science. While a new curriculum related to
computer science was established in 2007, the range of
computer education being provided in Korean schools has
been repeatedly reduced. To identify the cause of this
recent phenomenon, we review the computer education
environment using the Darmstadt model, including
educational systems, curricula, and teaching
environments. Then we examine what factors affected the
decline of computer education. The major causes of
failure are found to be the absence of policy and a
comprehensive evaluation method. These causes have led
to a reduction in the selection ratio of
computer-related subjects and in the number of students
taking computer classes. Based on this understanding,
we bring some fundamental message for establishing
robust computer science education.",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Knobelsdorf:2015:CSE,
author = "Maria Knobelsdorf and Johannes Magenheim and Torsten
Brinda and Dieter Engbring and Ludger Humbert and Arno
Pasternak and Ulrik Schroeder and Marco Thomas and Jan
Vahrenhold",
title = "Computer Science Education in {North-Rhine Westphalia,
Germany} --- A Case Study",
journal = j-TOCE,
volume = "15",
number = "2",
pages = "9:1--9:??",
month = may,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2716313",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 12 06:10:11 MDT 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In North-Rhine Westphalia, the most populated state in
Germany, Computer Science (CS) has been taught in
secondary schools since the early 1970s. This article
provides an overview of the past and current situation
of CS education in North-Rhine Westphalia, including
lessons learned through efforts to introduce and to
maintain CS in secondary education. In particular, we
focus on the differential school system and the
educational landscape of CS education, the different
facets of CS teacher education, and CS education
research programs and directions that are directly
connected with these aspects. In addition, this report
offers a rationale for including CS education in
general education, which includes the educational value
of CS for students in today's information and knowledge
society. Through this article, we ultimately provide an
overview of the significant elements that are crucial
for the successful integration of CS as a compulsory
subject within secondary schools.",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Kurhila:2015:PMA,
author = "Jaakko Kurhila and Arto Vihavainen",
title = "A Purposeful {MOOC} to Alleviate Insufficient {CS}
Education in {Finnish} Schools",
journal = j-TOCE,
volume = "15",
number = "2",
pages = "10:1--10:??",
month = may,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2716314",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 12 06:10:11 MDT 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The Finnish national school curriculum, effective from
2004, does not include any topics related to Computer
Science (CS). To alleviate the problem that school
students are not able to study CS-related topics, the
Department of Computer Science at the University of
Helsinki prepared a completely online course that is
open to pupils and students in all schools in Finland.
The course is a Massive Open Online Course (MOOC), as
the attendance scales without an upper bound. Schools
in Finland have offered the MOOC as an elective CS
course for their students and granted formal school
credits for completing (parts of) it. Since our MOOC is
exactly the same programming course as our
university-level CS1 course, we are able to use the
MOOC also as a long-lasting entrance exam to the CS BSc
and MSc degrees. After two spring semesters of
operation, we have observed that there are school
students dispersed around Finland who are ready and
willing to take on a challenging programming course
online, and bridging the MOOC to a full study right
makes a strong incentive to keep working on the
programming assignments, even without traditional
teaching.",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Repenning:2015:SGD,
author = "Alexander Repenning and David C. Webb and Kyu Han Koh
and Hilarie Nickerson and Susan B. Miller and Catharine
Brand and Ian Her Many Horses and Ashok Basawapatna and
Fred Gluck and Ryan Grover and Kris Gutierrez and Nadia
Repenning",
title = "Scalable Game Design: a Strategy to Bring Systemic
Computer Science Education to Schools through Game
Design and Simulation Creation",
journal = j-TOCE,
volume = "15",
number = "2",
pages = "11:1--11:??",
month = may,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2700517",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 12 06:10:11 MDT 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "An educated citizenry that participates in and
contributes to science technology engineering and
mathematics innovation in the 21st century will require
broad literacy and skills in computer science (CS).
School systems will need to give increased attention to
opportunities for students to engage in computational
thinking and ways to promote a deeper understanding of
how technologies and software are used as design tools.
However, K-12 students in the United States are facing
a broken pipeline for CS education. In response to this
problem, we have developed the Scalable Game Design
curriculum based on a strategy to integrate CS
education into the regular school curriculum. This
strategy includes opportunities for students to design
and program games and science technology engineering
and mathematics simulations. An approach called
Computational Thinking Pattern Analysis has been
developed to measure and correlate computational
thinking skills relevant to game design and
simulations. Results from a study with more than 10,000
students demonstrate rapid adoption of this curriculum
by teachers from multiple disciplines, high student
motivation, high levels of participation by women, and
interest regardless of demographic background.",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Tenenberg:2015:LBL,
author = "Josh Tenenberg and Robert McCartney",
title = "Looking Backward to Look Forward: {TOCE} in
Transition",
journal = j-TOCE,
volume = "15",
number = "3",
pages = "12:1--12:??",
month = sep,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2817209",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Oct 5 08:43:02 MDT 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This editorial marks the end of our tenure as founding
co-editors-in-chief of the ACM Transactions on
Computing Education (TOCE). We have three goals in this
editorial. First, we provide a retrospective on how we
positioned TOCE, both in terms of how it embodies our
conception of Computing Education Research (CER) as a
field, as well as the journal's role in the larger
computing education community and the ACM. We focus on
the process by which we determined what constitutes
publishability for a manuscript submitted to TOCE,
describing what is best understood as a living process
negotiated among the authors, reviewers, associate
editors, and editors-in-chief in interaction with
manuscripts and one another. Second, having reviewed a
bit of history, we look at some possible changes in
TOCE's future, particularly in light of conversations
that the ACM is engaged in at all levels regarding
recent open publishing initiatives as well as the
relationship between journal and conference
publications. Finally, we thank the many people who
have contributed to the success of TOCE for their
significant effort in establishing TOCE as a
publication venue for papers in computing education.",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Xinogalos:2015:OOD,
author = "Stelios Xinogalos",
title = "Object-Oriented Design and Programming: an
Investigation of Novices' Conceptions on Objects and
Classes",
journal = j-TOCE,
volume = "15",
number = "3",
pages = "13:1--13:??",
month = sep,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2700519",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Oct 5 08:43:02 MDT 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The Object-Oriented Programming (OOP) technique is
nowadays the most popular programming technique among
tertiary education institutions. However, learning OOP
is a cognitively demanding task for undergraduate
students. Several difficulties and misconceptions have
been recorded in the literature for both OOP concepts
and languages, mainly Java. This article focuses on
reviewing and advancing research on the most
fundamental OOP concepts, namely, the concepts of
``object'' and ``class'' and their role during program
execution. The results of a long-term investigation on
the subject are presented, focusing on a study
exploring undergraduate students' conceptions on
``objects'' and ``classes.'' The study advances related
research on categories of conceptions on ``objects''
and ``classes'' by providing quantitative results, in
addition to qualitative results, regarding the
frequency of the recorded conceptions. Nearly half the
students seem to comprehend the modeling and
static/dynamic aspects of the concepts ``object'' and
``class.'' Implications for achieving a deep conceptual
understanding of text, action, and modeling aspects of
these fundamental concepts are also discussed.
Information regarding the programming environments
utilized in the course and key features of the applied
teaching approach are presented, in order to facilitate
both a better understanding of the context and a better
employment of the results of the presented study.
Finally, proposals for enhancing the contribution of
this and similar studies are made.",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Zingaro:2015:EIG,
author = "Daniel Zingaro",
title = "Examining Interest and Grades in {Computer Science 1}:
a Study of Pedagogy and Achievement Goals",
journal = j-TOCE,
volume = "15",
number = "3",
pages = "14:1--14:??",
month = sep,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2802752",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Oct 5 08:43:02 MDT 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Computer Science 1 (CS1), the first course taken by
college-level computer science (CS) majors, has
traditionally suffered from high failure rates. Efforts
to understand this phenomenon have considered a wide
range of predictors of CS success, such as prior
programming experience, math ability, learning style,
and gender, with findings that are suggestive but
inconclusive. The current quasiexperimental study
extends this research by exploring how the pedagogical
approach of the course (traditional lecture vs. Peer
Instruction (PI) and clickers) in combination with
student achievement goals (mastery goals vs.
performance goals) relates to exam grades, interest in
the subject matter, and course enjoyment. The research
revealed that students with performance goals scored
significantly lower on final exams in both the lecture
and PI conditions. However, students with performance
goals reported higher levels of subject matter interest
when taught through PI. Students with mastery goals, in
both conditions, scored significantly higher on the
final exam, had higher levels of interest, and reported
higher levels of course enjoyment than their
performance-oriented counterparts. The results suggest
that PI may improve the level of subject-matter
interest for some students, thereby indicating the
importance of studying pedagogical approach as we seek
to understand student outcomes in CS1.",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Drachova:2015:TMR,
author = "Svetlana V. Drachova and Jason O. Hallstrom and Joseph
E. Hollingsworth and Joan Krone and Rich Pak and Murali
Sitaraman",
title = "Teaching Mathematical Reasoning Principles for
Software Correctness and Its Assessment",
journal = j-TOCE,
volume = "15",
number = "3",
pages = "15:1--15:??",
month = sep,
year = "2015",
CODEN = "????",
DOI = "https://doi.org/10.1145/2716316",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Oct 5 08:43:02 MDT 2015",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Undergraduate computer science students need to learn
analytical reasoning skills to develop high-quality
software and to understand why the software they
develop works as specified. To accomplish this central
educational objective, this article describes a
systematic process of introducing reasoning skills into
the curriculum and assessing how well students have
learned those skills. To facilitate assessment, a
comprehensive inventory of principles for reasoning
about correctness that captures the finer details of
basic skills that students need to learn has been
defined and used. The principles can be taught at
various levels of depth across the curriculum in a
variety of courses. The use of a particular
instructional process is illustrated to inculcate
reasoning principles across several iterations of a
sophomore-level development foundations course and a
junior-level software engineering course. The article
summarizes how learning outcomes motivated by the
inventory of reasoning principles lead to questions
that in turn form the basis for a careful analysis of
student understanding and for fine-tuning teaching
interventions that together facilitate continuous
improvements to instruction.",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hundhausen:2016:KTP,
author = "Christopher D. Hundhausen",
title = "Keeping {TOCE} on a Positive Trajectory",
journal = j-TOCE,
volume = "16",
number = "1",
pages = "1:1--1:??",
month = feb,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2872275",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Jun 8 09:37:21 MDT 2016",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In my inaugural editorial as the new editor-in-chief
of the ACM Transactions on Computing Education, I take
stock of the journal's progress in its first 6 years of
existence, and I describe my plans to help the journal
maintain its positive trajectory as a viable and
vibrant computing education research journal.",
acknowledgement = ack-nhfb,
articleno = "1e",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Ott:2016:TPE,
author = "Claudia Ott and Anthony Robins and Kerry Shephard",
title = "Translating Principles of Effective Feedback for
Students into the {CS1} Context",
journal = j-TOCE,
volume = "16",
number = "1",
pages = "1:1--1:??",
month = feb,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2737596",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Jun 8 09:37:21 MDT 2016",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Learning the first programming language is challenging
for many students. High failure rates and bimodally
distributed grades lead to a pedagogical interest in
supporting students in first-year programming courses
(CS1). In higher education, the important role of
feedback for guiding the learning process and improving
the learning outcome is widely acknowledged. This
article introduces contemporary models of effective
feedback practice as found in the higher education
literature and offers an interpretation of those in the
CS1 context. One particular CS1 course and typical
course components are investigated to identify likely
loci for feedback interventions and to connect related
computer science education literature to these forms of
feedback.",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{McCartney:2016:WCS,
author = "Robert McCartney and Jonas Boustedt and Anna Eckerdal
and Kate Sanders and Lynda Thomas and Carol Zander",
title = "Why Computing Students Learn on Their Own: Motivation
for Self-Directed Learning of Computing",
journal = j-TOCE,
volume = "16",
number = "1",
pages = "2:1--2:??",
month = feb,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2747008",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Jun 8 09:37:21 MDT 2016",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In this article, we address the question of why
computing students choose to learn computing topics on
their own. A better understanding of why some students
choose to learn on their own may help us to motivate
other students to develop this important skill. In
addition, it may help in curriculum design; if we need
to leave some topics out of our expanding curriculum, a
good choice might be those topics that students readily
learn on their own. Based on a thematic analysis of 17
semistructured interviews, we found that computing
students' motivations for self-directed learning fall
into four general themes: projects, social and peer
interactions, joy of learning, and fear. Under these,
we describe several more specific subthemes,
illustrated in the words of the students. The
project-related and social motivations are quite
prominent. Although these motivations appear in the
literature, they received greater emphasis from our
interviewees. Perhaps most characteristic of computing
is the motivation to learn to complete some project,
both projects done for fun and projects required for
school or work.",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Kunkle:2016:IDT,
author = "Wanda M. Kunkle and Robert B. Allen",
title = "The Impact of Different Teaching Approaches and
Languages on Student Learning of Introductory
Programming Concepts",
journal = j-TOCE,
volume = "16",
number = "1",
pages = "3:1--3:??",
month = feb,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2785807",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Jun 8 09:37:21 MDT 2016",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Learning to program, especially in the object-oriented
paradigm, is a difficult undertaking for many students.
As a result, computing educators have tried a variety
of instructional methods to assist beginning
programmers. These include developing approaches geared
specifically toward novices and experimenting with
different introductory programming languages. However,
determining the effectiveness of these interventions
poses a problem. The research presented here developed
an instrument to assess student learning of fundamental
and object-oriented programming concepts, then used
that instrument to investigate the impact of different
teaching approaches and languages on university
students' ability to learn those concepts. Extensive
data analysis showed that the instrument performed well
overall. Reliability of the assessment tool was
statistically satisfactory and content validity was
supported by intrinsic characteristics, question
response analysis, and expert review. Preliminary
support for construct validity was provided through
exploratory factor analysis. Three components that at
least partly represented the construct ``understanding
of fundamental programming concepts'' were identified:
methods and functions, mathematical and logical
expressions, and control structures. Analysis revealed
significant differences in student performance based on
instructional language and approach. The analyses
showed differences on the overall score and questions
involving assignment, mathematical and logical
expressions, and code completion. Instructional
language and approach did not appear to affect student
performance on questions addressing object-oriented
concepts.",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Borstler:2016:TPC,
author = "J{\"u}rgen B{\"o}rstler and Thomas B. Hilburn",
title = "Team Projects in Computing Education",
journal = j-TOCE,
volume = "16",
number = "2",
pages = "4:1--4:??",
month = mar,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2808192",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Jun 8 09:37:21 MDT 2016",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Team projects are a way to expose students to
conflicting project objectives, and ``[t]here should be
a strong real-world element \ldots{} to ensure that the
experience is realistic'' [ACM/IEEE-CS 2015b]. Team
projects provide an opportunity for students to put
their education into practice and prepare them for
their professional careers. The aim of this special
issue, and the previous one, is to collect and share
evidence about the state of practice of team projects
in computing education and to help educators in
designing and running team projects. The articles
presented in the present issue cover the following
topics: real projects for real clients, open source
projects, multidisciplinary team projects, student and
team assessment, and cognitive and psychological
aspects of team projects.",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Marshall:2016:EPS,
author = "Linda Marshall and Vreda Pieterse and Lisa Thompson
and Dina M. Venter",
title = "Exploration of Participation in Student Software
Engineering Teams",
journal = j-TOCE,
volume = "16",
number = "2",
pages = "5:1--5:??",
month = mar,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2791396",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Jun 8 09:37:21 MDT 2016",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Employers require software engineers to work in teams
when developing software systems. It is therefore
important for graduates to have experienced teamwork
before they enter the job market. We describe an
experiential learning exercise that we designed to
teach the software engineering process in conjunction
with teamwork skills. The underlying teaching strategy
applied in the exercise maximises risks in order to
provide maximal experiential learning opportunities.
The students are expected to work in fairly large, yet
short-lived, instructor-assigned teams to complete
software engineering tasks. After undergoing the
exercise our students form self-selected teams for
their capstone projects. In this article, we determine
and report on the influence the teaching exercise had
on the formation of teams for the capstone project. By
analysing data provided by the students through regular
peer reviews we gain insight into the team dynamics as
well as to what extent the members contributed to the
team effort. We develop and present a graphical model
of a capstone project team which highlights
participation of individuals during the teaching
exercise. The participatory history of the members is
visualised using segmented concentric rings. We
consider how this visualisation can aid the
identification of capstone project teams that are at
risk. In our experience the composition of the team and
the behaviour of other members in the team may have a
marked impact on the behaviour of each individual in
the team. We established a team classification in order
to model information about teams. We use a statistical
clustering method to classify teams. For this we use
team profiles that are based on the participatory
levels of its members. The team types that emerge from
the clustering are used to derive migration models.
When we consider migration, we build spring models to
visualise the teams through which individuals migrate.
We colour code the teams to characterise them according
to the team types that were identified during the
cluster classification of the teams. Owing to the
complexity of the resulting model, only migrations for
capstone team members who have worked together during
the exercise or for solitary capstone team members are
modelled. These models support the identification of
areas of interest that warrant further investigation.
To conclude, we present our observations from the
analysis of team compositions, team types, and team
migrations and provide directions for future work and
collaborations.",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Largent:2016:MUT,
author = "David L. Largent",
title = "Measuring and Understanding Team Development by
Capturing Self-assessed Enthusiasm and Skill Levels",
journal = j-TOCE,
volume = "16",
number = "2",
pages = "6:1--6:??",
month = mar,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2791394",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Jun 8 09:37:21 MDT 2016",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "To prepare graduates for today's work environment,
they must be immersed in positive (and perhaps
negative) small group experiences in their courses,
which will in turn provide a basic understanding of how
teams form and develop over time. In the fall of 2009,
we started exploring how software development teams
form and interact in a computer science college
capstone course setting. Our initial findings were
presented at ICER 2010 in Aarhus, Denmark. The focus of
our research was on the experiences of computer science
college course teams as compared and contrasted to the
theory of Bruce Tuckman's stages of small group
development model, which he characterized as forming,
storming, norming, performing, and adjourning. We
continued data collection with the computer science
capstone course in the fall of 2010 and added an
information systems capstone course as well. At the
conclusion of the spring 2014 semester, we have
collected and analyzed data for a total of 5 academic
years from nine cohorts of students taught by five
instructors involving 215 students on 51 teams. Each
year, participants repeatedly self-assessed their
enthusiasm and skill levels over time using a
questionnaire by agreeing or disagreeing to statements.
The data shows patterns similar to that of Tuckman's
model. Since most people find Tuckman's model easy to
understand, it may provide an effective tool to teach
teamwork and monitor team development. In addition to
briefly presenting our empirical findings in this
article, we provide a simple conceptualization of
Tuckman's model that can be captured in two data
points: enthusiasm and skill level. By comparing
changes in these two dimensions over time, team
development can be tracked through the various Tuckman
stages of small group development. We also provide a
minicurriculum which can be used to introduce students
to Tuckman's model and provide them insight into what
leadership style works best in each of the development
stages.",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Vivian:2016:MAC,
author = "Rebecca Vivian and Katrina Falkner and Nickolas
Falkner and Hamid Tarmazdi",
title = "A Method to Analyze Computer Science Students'
Teamwork in Online Collaborative Learning
Environments",
journal = j-TOCE,
volume = "16",
number = "2",
pages = "7:1--7:??",
month = mar,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2793507",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Jun 8 09:37:21 MDT 2016",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Although teamwork has been identified as",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Dolog:2016:APB,
author = "Peter Dolog and Lone Leth Thomsen and Bent Thomsen",
title = "Assessing Problem-Based Learning in a Software
Engineering Curriculum Using {Bloom}'s Taxonomy and the
{IEEE} Software Engineering Body of Knowledge",
journal = j-TOCE,
volume = "16",
number = "3",
pages = "9:1--9:??",
month = jun,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2845091",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Problem-Based Learning (PBL) has often been seen as an
all-or-nothing approach, difficult to apply in
traditional curricula based on traditional lectured
courses with exercise and lab sessions. Aalborg
University has since its creation in 1974 practiced PBL
in all subjects, including computer science and
software engineering, following a model that has become
known as the Aalborg Model. Following a strategic
decision in 2009, the Aalborg Model has been
reshaped. We first report on the software engineering
program as it was in the old Aalborg Model. We analyze
the programme wrt competence levels according to
Bloom's taxonomy and compare it with the expected
skills and competencies for an engineer passing a
general software engineering 4-year program with an
additional 4 years of experience as defined in the IEEE
Software Engineering Body of Knowledge (SWEBOK) [Abran
et al. 2004]. We also compare with the Graduate
Software Engineering 2009 Curriculum Guidelines for
Graduate Degree Programmes in Software Engineering
(GSwE2009) [Pyster 2009]. We then describe the new
curriculum and draw some preliminary conclusions based
on analyzing the curriculum according to Bloom's
taxonomy and the results of running the program for 2
years. As the new program is structured to be compliant
with the Bologna Process and thus presents all
activities in multiples of 5 European Credit Transfer
System points, we envision that elements of the program
could be used in more traditional curricula. This
should be especially easy for programs also complying
with the Bologna Process.",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Thota:2016:LCS,
author = "Neena Thota and Anders Berglund",
title = "Learning Computer Science: Dimensions of Variation
Within What {Chinese} Students Learn",
journal = j-TOCE,
volume = "16",
number = "3",
pages = "10:1--10:??",
month = jun,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2853199",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "We know from research that there is an intimate
relationship between student learning and the context
of learning. What is not known or understood well
enough is the relationship of the students' background
and previous studies to the understanding and learning
of the subject area-here, computer science (CS). To
show the contextual influences on learning CS, we
present empirical data from a qualitative investigation
of the experiences of Chinese students studying for a
master degree at Sweden's Uppsala University. Data were
collected of the students' understanding and learning
of CS, their experience of the teaching and their own
studies, and of their personal development in Sweden.
Using an analysis framework grounded in
phenomenography, we analytically separated the what and
how aspects of learning. In this article, we describe
the what, or the content of the students' learning, and
identify dimensions of variation in the experiences of
students. These dimensions relate to the foci of the CS
programs, the learning outcomes, and the impact of the
studies. The findings from the analyses indicate
pedagogical and pragmatic implications for teaching and
learning CS in higher education institutions. The study
extends the traditional use of phenomenography through
the discussion of the dimensions of variation in the
experiences and the values within the dimensions. It
opens the way for understanding the relational nature
of learning in computing education.",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Wagner:2016:GPC,
author = "Isabel Wagner",
title = "Gender and Performance in Computer Science",
journal = j-TOCE,
volume = "16",
number = "3",
pages = "11:1--11:??",
month = jun,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2920173",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The term gender gap refers to the significant
underrepresentation of females in many subjects. In
Computer Science, the gender gap exists at all career
levels. In this article, we study whether there is a
performance gap in addition to the gender gap. To
answer this question, we analyzed statistical data on
student performance in Computer Science from 129
universities in the United Kingdom covering the years
2002 to 2013. We find that male students were awarded
significantly more first-class degrees than female
students. We evaluate four other subjects-Subjects
Allied to Medicine, Business \& Administrative
Studies, Mathematical Sciences, and Engineering \&
Technology-and find that they do not exhibit this
performance gap. From this finding, we review
explanations for the gender and performance gaps, as
well as potential solutions to eliminate the gaps. Most
solutions do not require major institutional change and
could thus be implemented easily.",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Kolling:2016:HEN,
author = "Michael K{\"o}lling and Fraser McKay",
title = "Heuristic Evaluation for Novice Programming Systems",
journal = j-TOCE,
volume = "16",
number = "3",
pages = "12:1--12:??",
month = jun,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2872521",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The past few years has seen a proliferation of novice
programming tools. The availability of a large number
of systems has made it difficult for many users to
choose among them. Even for education researchers,
comparing the relative quality of these tools, or
judging their respective suitability for a given
context, is hard in many instances. For designers of
such systems, assessing the respective quality of
competing design decisions can be equally difficult.
Heuristic evaluation provides a practical method of
assessing the quality of alternatives in these
situations and of identifying potential problems with
existing systems for a given target group or context.
Existing sets of heuristics, however, are not specific
to the domain of novice programming and thus do not
evaluate all aspects of interest to us in this
specialised application domain. In this article, we
propose a set of heuristics to be used in heuristic
evaluations of novice programming systems. These
heuristics have the potential to allow a useful
assessment of the quality of a given system with lower
cost than full formal user studies and greater
precision than the use of existing sets of heuristics.
The heuristics are described and discussed in detail.
We present an evaluation of the effectiveness of the
heuristics that suggests that the new set of heuristics
provides additional useful information to designers not
obtained with existing heuristics sets.",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Larraza-Mendiluze:2016:URB,
author = "Edurne Larraza-Mendiluze and Nestor Garay-Vitoria and
Iratxe Soraluze and Jos{\'e} Mart{\'\i}n and Javier
Muguerza and Txelo Ruiz-V{\'a}zquez",
title = "Using a Real Bare Machine in a Project-Based Learning
Environment for Teaching Computer Structure: an
Analysis of the Implementation Following the Action
Research Model",
journal = j-TOCE,
volume = "16",
number = "3",
pages = "13:1--13:??",
month = jun,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2891415",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The computer input/output (I/O) subsystem and its
functioning are very abstract concepts that are
difficult for undergraduate freshmen to understand.
However, it is important that freshmen assimilate these
low-level concepts if they are going to be taught about
the operating systems (OS) working over that
architecture layer, or working directly with them in
embedded systems, real-time systems, or in the area of
human--computer interaction (HCI). This article
describes the use of a game console (Nintendo\reg DS,
NDS) in a project-based learning (PBL or PjBL)
environment in which the design of a game is the basis
of the project in order to encourage the students to
get more involved with the computer I/O subsystem
abstraction. A 4yr experience is reported in which the
action research model (planning, acting, observing, and
reflecting) has been followed. The general procedure
for the 4yr and the specific characteristics and
achieved results for each year are reported. The aim of
the study was twofold: to assess the learning
effectiveness of the active PjBL educational approach
and some related factors, and to analyze the motivation
toward the subject fostered by the game console. The
first aim is analyzed using the scores achieved by the
students; the second aim is analyzed via satisfaction
questionnaires.",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Magerko:2016:ESB,
author = "Brian Magerko and Jason Freeman and Tom Mcklin and
Mike Reilly and Elise Livingston and Scott Mccoid and
Andrea Crews-Brown",
title = "{EarSketch}: a {STEAM}-Based Approach for
Underrepresented Populations in High School Computer
Science Education",
journal = j-TOCE,
volume = "16",
number = "4",
pages = "14:1--14:??",
month = oct,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2886418",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article presents EarSketch, a learning
environment that combines computer programming with
sample-based music production to create a computational
remixing environment for learning introductory
computing concepts. EarSketch has been employed in both
formal and informal settings, yielding significant
positive results in student content knowledge and
attitudes toward computing as a discipline, especially
in ethnic and gender populations that are currently
underrepresented in computing fields. This article
describes the rationale and components of EarSketch,
the evaluation design, and lessons learned to apply to
future environment design and development.",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{McGill:2016:USP,
author = "Monica M. McGill and Adrienne Decker and Amber
Settle",
title = "Undergraduate Students' Perceptions of the Impact of
Pre-College Computing Activities on Choices of Major",
journal = j-TOCE,
volume = "16",
number = "4",
pages = "15:1--15:??",
month = oct,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2920214",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "A lack of diversity in the computing field has existed
for several decades, and although female participation
in computing remains low, outreach programs attempting
to address the situation are now quite numerous. To
begin to understand whether or not these past
activities have had long-term impact, we conducted a
systematic literature review. Upon discovering that
longitudinal studies were lacking, we investigated
whether undergraduate students believed that their
participation in computing activities prior to college
contributed to their decision to major in a computing
field. From the 770 participants in the study, we
discovered that approximately 20\% of males and 24\% of
females who were required to participate in computing
activities chose a computing or related major, but that
males perceived that the activity had a greater affect
on their decision (20\%) than females (6.9\%). Females
who participated in an outreach activity were more
likely to major in computing. Compared with females who
chose to major in computing, females who did not were
less likely to indicate that the majority of students
participating in activities were boys and that they
were a welcome part of the groups. Results also showed
that female participants who do not ultimately major in
computing have a much stronger negative perception of
the outreach activities than male participants who also
chose a non-computing major. Although many computing
outreach activities are designed to diversify
computing, it may be the case that, overall, boys
receive these activities more favorably than girls,
although requiring participation yields approximately
the same net positive impact.",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Taylor:2016:SII,
author = "Blair Taylor and Siddharth Kaza",
title = "Security Injections@Towson: Integrating Secure Coding
into Introductory Computer Science Courses",
journal = j-TOCE,
volume = "16",
number = "4",
pages = "16:1--16:??",
month = oct,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2897441",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Despite the critical societal importance of computer
security, security is not well integrated into the
undergraduate computing curriculum. Security classes
and tracks treat security issues as separable topics as
opposed to fundamental issues that pervade all aspects
of software development. Recently, there has been an
increasing focus on security as a cross-cutting concern
across the computer science curriculum. The Security
Injections@Towson project provides resources and
effective strategies to incorporate secure coding in
the early programming classes. We describe the
development, assessment, and dissemination of more than
40 lab-based security injection modules designed to be
injected into courses with minimal impact on the
curriculum. We include assessment results from 1,135
students across five diverse institutions demonstrating
that the security injections help students retain,
comprehend, and apply secure coding concepts in the
introductory programming courses.",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Shin:2016:EMD,
author = "Shin-Shing Shin",
title = "Evaluation of Model Driven Architecture-Based
Instruction for Understanding Phase Transitions in
Object-Oriented Analysis and Design",
journal = j-TOCE,
volume = "16",
number = "4",
pages = "17:1--17:??",
month = oct,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2914797",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Object-Oriented Analysis and Design (OOAD) courses
enable students to establish a requirements model of an
application, successively transform those requirements
into logical design models, and then transform the
logical models into physical design models. However,
students attending OOAD courses typically encounter
difficulties in the transition. Model-Driven
Architecture (MDA) provides a model transformation
framework for transitioning between OOAD phases.
Considering the advantages of MDA in phase transitions,
this study proposes that integrating conventional OOAD
instruction with the MDA framework and describing
transition relations in diagrammatic representations
might improve students' understanding of the
transitions. This study used an empirical design that
involved using two treatments (MDA-based and
conventional instruction) to examine the relevance of
MDA-based instruction in the effective understanding of
the transitions on the basis of cognitive load theory,
the split-attention principle, and theories of
representation format. The results indicate that,
compared with conventional instruction, MDA-based
instruction is more efficient because it improves
mental efficiency by reducing extraneous cognitive
load. This study can assist educators in understanding
the difficulties in learning phase transitions and
motivate researchers to develop more effective learning
instructions for transitioning between OOAD phases.",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Kaila:2016:ROO,
author = "Erkki Kaila and Einari Kurvinen and Erno Lokkila and
Mikko-Jussi Laakso",
title = "Redesigning an Object-Oriented Programming Course",
journal = j-TOCE,
volume = "16",
number = "4",
pages = "18:1--18:??",
month = oct,
year = "2016",
CODEN = "????",
DOI = "https://doi.org/10.1145/2906362",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Educational technology offers several potential
benefits for programming education. Still, to
facilitate the technology properly, integration into a
course must be carefully designed. In this article, we
present a redesign of an object-oriented
university-level programming course. In the redesign, a
collaborative education tool was utilized to enhance
active learning, facilitate communication between
students and teachers, and remodel the evaluation
procedure by utilizing automatically assessed tasks.
The redesign was based on the best practices found in
our own earlier research and that of the research
community, with a focus on facilitating active learning
methods and student collaboration. The redesign was
evaluated by comparing two instances of the redesigned
course against two instances using the old methodology.
The drop-out rate decreased statistically significantly
in the redesigned course instances. Moreover, there was
a trend toward higher grade averages in the redesigned
instances. Based on the results, we can conclude that
the utilization of educational technology has a highly
positive effect on student performance. Still, making
major changes to course methodology does not come
without certain difficulties. Hence, we also present
our experiences and suggestions for the course redesign
to help other educators and researchers perform similar
design changes.",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Isomottonen:2017:FBA,
author = "Ville Isom{\"o}tt{\"o}nen and Ville Tirronen",
title = "Flipping and Blending --- an Action Research Project
on Improving a Functional Programming Course",
journal = j-TOCE,
volume = "17",
number = "1",
pages = "1:1--1:??",
month = jan,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/2934697",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article reports on an action research project on
improving a functional programming course by moving
toward a practical and flexible study
environment-flipped and blended classroom. Teaching the
topic of functional programming was found to be
troublesome using a traditional lectured course format.
The need to increase students' amount of practice
emerged while subsequent challenges relating to
students' independent practical coursework were
observed. Particular concerns relating to group work,
learning materials, and the attribute of flexibility
were investigated during the third action research
cycle. The research cycle was analyzed using a
qualitative survey on students' views, teacher
narrative, and students' study activity data. By this
third research cycle, we found that (i) the ``call for
explanation'' is an apt conceptualization for
supporting independent work, and in particular for the
design of learning materials; (ii) use of
student-selected groups that can be flexibly resized or
even disbanded enables spontaneous peer support and can
avoid frustration about group work; and (iii) students
greatly appreciate the high degree of flexibility in
the course arrangements but find that it causes them to
slip from their goals. The project has improved our
understanding of a successful implementation of the
target course based on group work and learning
materials in the context of independent study, while
the attribute of flexibility revealed a contradiction
that indicates the need for further action.",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Isayama:2017:CSE,
author = "Daiki Isayama and Masaki Ishiyama and Raissa Relator
and Koichi Yamazaki",
title = "Computer Science Education for Primary and Lower
Secondary School Students: Teaching the Concept of
Automata",
journal = j-TOCE,
volume = "17",
number = "1",
pages = "2:1--2:??",
month = jan,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/2940331",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "We explore the feasibility of early introduction to
automata theory through gamification. We designed a
puzzle game that players can answer correctly if they
understand the fundamental concepts of automata theory.
In our investigation, 90 children played the game, and
their actions were recorded in play logs. An analysis
of the play logs shows that approximately 60\% of the
children achieved correct-answer rates of at least
70\%, which suggests that primary and lower secondary
school students can understand the fundamental concepts
of automata theory. Meanwhile, our analysis shows that
most of them do not fully understand automata theory,
but some of them have a good understanding of the
concept.",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Theodoropoulos:2017:HDD,
author = "Anastasios Theodoropoulos and Angeliki Antoniou and
George Lepouras",
title = "How Do Different Cognitive Styles Affect Learning
Programming? {Insights} from a Game-Based Approach in
{Greek} Schools",
journal = j-TOCE,
volume = "17",
number = "1",
pages = "3:1--3:??",
month = jan,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/2940330",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Is there any relationship between students' cognitive
style and the ability to learn programming through
serious games? The aim of this work is to assess the
learning effectiveness and motivational appeal of
digital games for learning basic programming concepts,
involving secondary education students. For this
purpose, the Code.org$^\reg $ 's activity named K-8
Intro to Computer Science was used. The study
investigated students' attitudes from gaming activities
to reveal the quality of their learning experience.
Next, students' attitudes from games were correlated
with their cognitive profile to reveal potential
differences. Finally, students' performance from the
digital games was assessed to reveal game-based
learning (GBL) effectiveness compared to their
cognitive styles. In the study, 77 students of two
Greek high schools participated in the context of the
European Code Week. The results suggest that these
specific games, or similar educational computer games,
can be exploited as effective and motivational learning
environments within schools, as they provide a
high-quality learning experience. Cognitive style was
found to be a significant learning characteristic that
should be taken into consideration when using digital
games to learn programming.",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Enstrom:2017:IIM,
author = "Emma Enstr{\"o}m and Viggo Kann",
title = "Iteratively Intervening with the ``Most Difficult''
Topics of an Algorithms and Complexity Course",
journal = j-TOCE,
volume = "17",
number = "1",
pages = "4:1--4:??",
month = jan,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3018109",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Apr 3 11:14:37 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "When compared to earlier programming and data
structure experiences that our students might have, the
perspective changes on computers and programming when
introducing theoretical computer science into the
picture. Underlying computational models need to be
addressed, and mathematical tools employed, to
understand the quality criteria of theoretical computer
science. Focus shifts from doing to proving. Over
several years, we have tried to make this perspective
transition smoother for the students of a third-year
mandatory algorithms, data structures, and
computational complexity course. The concepts receiving
extra attention in this work are NP-completeness, one
of the most central concepts in computer science, and
dynamic programming, an algorithm construction method
that is powerful but somewhat unintuitive for some
students. The major difficulties that we attribute to
NP-completeness are that the tasks look similar but
have a different purpose than in algorithm construction
exercises. Students do not immediately see the
usefulness of the concept, and hence motivation could
be one issue. One line of attacking NP-completeness has
been to emphasize its algorithmic aspects using typical
tools for teaching algorithms. Some potential
difficulties associated with dynamic programming are
that the method is based on a known difficult
concept-recursion-and that there are many ingredients
in a dynamic programming solution to a problem. For
both dynamic programming and NP-completeness, we have
invented several new activities and structured the
teaching differently, forcing students to think and
adopt a standpoint, and practice the concepts in
programming assignments. Student surveys show that
these activities are appreciated by the students, and
our evaluations indicate that they have positive
effects on learning. We believe that these activities
could be useful in any similar course. The approach to
improving the course is action research, and the
evaluation has been done using course surveys,
self-efficacy surveys, rubrics-like grading protocols,
and grades. We have also interviewed teaching
assistants about their experiences.",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hundhausen:2017:EDT,
author = "C. D. Hundhausen",
title = "From the {Editor}'s Desk: {TOCE} Continues on a
Positive Trajectory in 2016",
journal = j-TOCE,
volume = "17",
number = "2",
pages = "5:1--5:??",
month = jun,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3078193",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Aug 28 17:19:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "During my first full year as editor-in-chief of ACM
Transactions on Computing Education (TOCE), the
editorial board and I took the following four steps to
improve the journal's ability to serve the growing
community of computing education researchers: (1) We
streamlined the peer review process, (2) we established
a new partnership with the ACM Special Interest Group
on Computer Science Education Conference, (c) we
transitioned to a double-blind review process, and (4)
we recruited guest editors for two new special issues
that address timely research topics. In this editorial,
I present key statistics on TOCE's review process and
submissions during the 2016 calendar year, discuss and
reflect on the positive steps we took to improve the
journal during 2016, and describe steps we will
consider in the coming year in order to ensure that ACM
TOCE continues on its positive trajectory. These
include forging additional partnerships with
professional conferences, altering the review criteria
to make the journal more welcoming to a broader range
of research, especially within the K-12 space, and
developing a set of evidence standards for research
published in the journal.",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Margolis:2017:SMT,
author = "Jane Margolis and Jean Ryoo and Joanna Goode",
title = "Seeing Myself through Someone Else's Eyes: The Value
of In-Classroom Coaching for Computer Science Teaching
and Learning",
journal = j-TOCE,
volume = "17",
number = "2",
pages = "6:1--6:??",
month = jun,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/2967616",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Aug 28 17:19:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article describes the impact of in-classroom
coaching for computer science (CS) educators. Coaching
is a way to support teachers in their classroom while
teachers master new curricula or educational approaches
and is not evaluative in purpose. Using qualitative
methods to analyze computer science classroom
observations, teacher surveys, teacher interviews,
coaching logs, and coach interviews, this research
answers the following question: How does in-classroom
coaching support inquiry and equity-based teaching
practices? This study of Exploring Computer Science
classrooms illustrates the importance of having
in-classroom coaches who can collaborate and reflect
with teachers about current practices and who can help
support new inquiry and equity-based instructional
skills. Teachers note that in-classroom coaching helped
(1) positively impact changes in pedagogy, (2) enrich
teachers' CS content knowledge, and (3) break CS
teacher isolation at schools. Three case studies from
computer science classrooms served by different coaches
are shared to illustrate the ways teacher instructional
practice can be strengthened over time through
coaching.",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Brown:2017:NJP,
author = "Neil C. C. Brown and Amjad Altadmri",
title = "Novice {Java} Programming Mistakes: Large-Scale Data
vs. Educator Beliefs",
journal = j-TOCE,
volume = "17",
number = "2",
pages = "7:1--7:??",
month = jun,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/2994154",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Aug 28 17:19:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/java2010.bib;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Teaching is the process of conveying knowledge and
skills to learners. It involves preventing
misunderstandings or correcting misconceptions that
learners have acquired. Thus, effective teaching relies
on solid knowledge of the discipline, but also a good
grasp of where learners are likely to trip up or
misunderstand. In programming, there is much
opportunity for misunderstanding, and the penalties are
harsh: failing to produce the correct syntax for a
program, for example, can completely prevent any
progress in learning how to program. Because
programming is inherently computer-based, we have an
opportunity to automatically observe programming
behaviour --- more closely even than an educator in the
room at the time. By observing students' programming
behaviour, and surveying educators, we can ask: do
educators have an accurate understanding of the
mistakes that students are likely to make? In this
study, we combined two years of the Blackbox dataset
(with more than 900 thousand users and almost 100
million compilation events) with a survey of 76
educators to investigate which mistakes students make
while learning to program Java, and whether the
educators could make an accurate estimate of which
mistakes were most common. We find that educators'
estimates do not agree with one another or the student
data, and discuss the implications of these results.",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Cosma:2017:PCS,
author = "Georgina Cosma and Mike Joy and Jane Sinclair and
Margarita Andreou and Dongyong Zhang and Beverley Cook
and Russell Boyatt",
title = "Perceptual Comparison of Source-Code Plagiarism within
Students from {UK}, {China}, and {South Cyprus} Higher
Education Institutions",
journal = j-TOCE,
volume = "17",
number = "2",
pages = "8:1--8:??",
month = jun,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3059871",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Aug 28 17:19:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Perspectives of students on what constitutes
source-code plagiarism may differ based on their
educational background. Surveys have been conducted
with home students undertaking computing and joint
computing subject degrees at higher education
institutions throughout the UK, China, and South
Cyprus, and a total of 984 responses have been
statistically analysed to determine the common areas of
understanding and misunderstanding among students on
various topics related to source-code plagiarism. The
study identifies those topics which are well
understood, and those topics which are not properly
understood across the different groups of students, and
is the first study which specifically discusses Cypriot
student perceptions on source-code plagiarism. This
study provides useful information to educators
(teaching home and international students) who wish to
better inform their students on the issues of
plagiarism and source-code plagiarism. Finally, the
survey results revealed that although students who were
informed about plagiarism better understood what
actions constitute plagiarism, some topics were still
unclear among students regardless of the students'
educational background and whether they had been
previously informed about plagiarism.",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Merkouris:2017:TPS,
author = "Alexandros Merkouris and Konstantinos Chorianopoulos
and Achilles Kameas",
title = "Teaching Programming in Secondary Education Through
Embodied Computing Platforms: Robotics and Wearables",
journal = j-TOCE,
volume = "17",
number = "2",
pages = "9:1--9:??",
month = jun,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3025013",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Aug 28 17:19:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Pedagogy has emphasized that physical representations
and tangible interactive objects benefit learning
especially for young students. There are many tangible
hardware platforms for introducing computer programming
to children, but there is limited comparative
evaluation of them in the context of a formal
classroom. In this work, we explore the benefits of
learning to code for tangible computers, such as robots
and wearable computers, in comparison to programming
for the desktop computer. For this purpose, 36 students
participated in a within-groups study that involved
three types of target computer platform tangibility:
(1) desktop, (2) wearable, and (3) robotic. We employed
similar blocks-based visual programming environments,
and we measured emotional engagement, attitudes, and
computer programming performance. We found that
students were more engaged by and had a higher
intention of learning programming with the robotic
rather than the desktop computer. Furthermore, tangible
computing platforms, either robot or wearable, did not
affect the students' performance in learning basic
computational concepts (e.g., sequence, repeat, and
decision). Our findings suggest that computer
programming should be introduced through multiple
target platforms (e.g., robots, smartphones, wearables)
to engage children.",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Pappas:2017:ASB,
author = "Ilias O. Pappas and Michail N. Giannakos and Letizia
Jaccheri and Demetrios G. Sampson",
title = "Assessing Student Behavior in Computer Science
Education with an {fsQCA} Approach: The Role of Gains
and Barriers",
journal = j-TOCE,
volume = "17",
number = "2",
pages = "10:1--10:??",
month = jun,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3036399",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Aug 28 17:19:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This study uses complexity theory to understand the
causal patterns of factors that stimulate students'
intention to continue studies in computer science (CS).
To this end, it identifies gains and barriers as
essential factors in CS education, including motivation
and learning performance, and proposes a conceptual
model along with research propositions. To test its
propositions, the study employs fuzzy-set qualitative
comparative analysis on a data sample from 344
students. Findings indicate eight configurations of
cognitive and noncognitive gains, barriers, motivation
for studies, and learning performance that explain high
intention to continue studies in CS. This research
study contributes to the literature by (1) offering new
insights into the relationships among the predictors of
CS students' intention to continue their studies and
(2) advancing the theoretical foundation of how
students' gains, barriers, motivation, and learning
performance combine to better explain high intentions
to continue CS studies.",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Grover:2017:UPL,
author = "Shuchi Grover and Ari Korhonen",
title = "Unlocking the Potential of Learning Analytics in
Computing Education",
journal = j-TOCE,
volume = "17",
number = "3",
pages = "11:1--11:??",
month = aug,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3122773",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Aug 29 16:06:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "11e",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hundhausen:2017:IBL,
author = "C. D. Hundhausen and D. M. Olivares and A. S. Carter",
title = "{IDE}-Based Learning Analytics for Computing
Education: a Process Model, Critical Review, and
Research Agenda",
journal = j-TOCE,
volume = "17",
number = "3",
pages = "11:1--11:??",
month = aug,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3105759",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Aug 29 16:06:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In recent years, learning process data have become
increasingly easy to collect through computer-based
learning environments. This has led to increased
interest in the field of learning analytics, which is
concerned with leveraging learning process data in
order to better understand, and ultimately to improve,
teaching and learning. In computing education, the
logical place to collect learning process data is
through integrated development environments (IDEs),
where computing students typically spend large amounts
of time working on programming assignments. While the
primary purpose of IDEs is to support computer
programming, they might also be used as a mechanism for
delivering learning interventions designed to enhance
student learning. The possibility of using IDEs both to
collect learning process data, and to strategically
intervene in the learning process, suggests an exciting
design space for computing education research: that of
IDE-based learning analytics. In order to facilitate
the systematic exploration of this design space, we
present an IDE-based data analytics process model with
four primary activities: (1) Collect data, (2) Analyze
data, (3) Design intervention, and (4) Deliver
intervention. For each activity, we identify key design
dimensions and review relevant computing education
literature. To provide guidance on designing effective
interventions, we describe four relevant learning
theories, and consider their implications for design.
Based on our review, we present a call-to-action for
future research into IDE-based learning analytics.",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Carter:2017:BMP,
author = "Adam S. Carter and Christopher D. Hundhausen and
Olusola Adesope",
title = "Blending Measures of Programming and Social Behavior
into Predictive Models of Student Achievement in Early
Computing Courses",
journal = j-TOCE,
volume = "17",
number = "3",
pages = "12:1--12:??",
month = aug,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3120259",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Aug 29 16:06:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Analyzing the process data of students as they
complete programming assignments has the potential to
provide computing educators with insights into both
their students and the processes by which they learn to
program. In prior research, we explored the
relationship between (a) students' programming
behaviors and course outcomes, and (b) students'
participation within an online social learning
environment and course outcomes. In both studies, we
developed statistical measures derived from our data
that significantly correlate with students' course
grades. Encouraged both by social theories of learning
and a desire to improve the accuracy of our statistical
models, we explore here the impact of incorporating our
predictive measure derived from social behavior into
three separate predictive measures derived from
programming behaviors. We find that, in combining the
measures, we are able to improve the overall predictive
power of each measure. This finding affirms the
importance of social interaction in the learning
process, and provides evidence that predictive models
derived from multiple sources of learning process data
can provide significantly better predictive power by
accounting for multiple factors responsible for student
success.",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Ahadi:2017:CTD,
author = "Alireza Ahadi and Arto Hellas and Raymond Lister",
title = "A Contingency Table Derived Method for Analyzing
Course Data",
journal = j-TOCE,
volume = "17",
number = "3",
pages = "13:1--13:??",
month = aug,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3123814",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Aug 29 16:06:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "We describe a method for analyzing student data from
online programming exercises. Our approach uses
contingency tables that combine whether or not a
student answered an online exercise correctly with the
number of attempts that the student made on that
exercise. We use this method to explore the
relationship between student performance on online
exercises done during semester with subsequent
performance on questions in a paper-based exam at the
end of semester. We found that it is useful to include
data about the number of attempts a student makes on an
online exercise.",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Grover:2017:FUH,
author = "Shuchi Grover and Satabdi Basu and Marie Bienkowski
and Michael Eagle and Nicholas Diana and John Stamper",
title = "A Framework for Using Hypothesis-Driven Approaches to
Support Data-Driven Learning Analytics in Measuring
Computational Thinking in Block-Based Programming
Environments",
journal = j-TOCE,
volume = "17",
number = "3",
pages = "14:1--14:??",
month = aug,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3105910",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Aug 29 16:06:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Systematic endeavors to take computer science (CS) and
computational thinking (CT) to scale in middle and high
school classrooms are underway with curricula that
emphasize the enactment of authentic CT skills,
especially in the context of programming in block-based
programming environments. There is, therefore, a
growing need to measure students' learning of CT in the
context of programming and also support all learners
through this process of learning computational problem
solving. The goal of this research is to explore
hypothesis-driven approaches that can be combined with
data-driven ones to better interpret student actions
and processes in log data captured from block-based
programming environments with the goal of measuring and
assessing students' CT skills. Informed by past
literature and based on our empirical work examining a
dataset from the use of the Fairy Assessment in the
Alice programming environment in middle schools, we
present a framework that formalizes a process where a
hypothesis-driven approach informed by
Evidence-Centered Design effectively complements
data-driven learning analytics in interpreting
students' programming process and assessing CT in
block-based programming environments. We apply the
framework to the design of Alice tasks for high school
CS to be used for measuring CT during programming.",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Fields:2017:YCP,
author = "Deborah A. Fields and Yasmin B. Kafai and Michael T.
Giang",
title = "Youth Computational Participation in the Wild:
Understanding Experience and Equity in Participating
and Programming in the Online Scratch Community",
journal = j-TOCE,
volume = "17",
number = "3",
pages = "15:1--15:??",
month = aug,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3123815",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Aug 29 16:06:17 MDT 2017",
bibsource = "http://www.acm.org/pubs/toce;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Most research in primary and secondary computing
education has focused on understanding learners within
formal classroom communities, leaving aside the growing
number of promising informal online programming
communities where young users contribute, comment, and
collaborate on programs to facilitate learning. In this
article, we examined trends in computational
participation in Scratch, an online community with over
1 million registered youth designers. Drawing on a
random sample of 5,004 youth programmers and their
activities over 3 months in early 2012, we examined
programming concepts used in projects in relation to
level of participation, gender, and length of
membership of Scratch programmers. Latent class
analysis results identified the same four groups of
programmers in each month based on the usage of
different programming concepts and showed how
membership in these groups shifted in different ways
across time. Strikingly, the largest group of project
creators (named Loops) used the simplest and fewest
programming concepts. Further, this group was the most
stable in membership and was disproportionately female.
In contrast, the more complex programming groups (named
Variables, Low Booleans, and High Booleans) showed much
movement across time. Further, the Low Booleans and
High Booleans groups, the only groups to use ``and,''
``or,'' and ``not'' statements in their programs, were
disproportionately male. In the discussion, we address
the challenges of analyzing young learners' programming
in informal online communities and opportunities for
designing more equitable computational participation.",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Umapathy:2017:MAP,
author = "Karthikeyan Umapathy and Albert D. Ritzhaupt",
title = "A Meta-Analysis of Pair-Programming in Computer
Programming Courses: Implications for Educational
Practice",
journal = j-TOCE,
volume = "17",
number = "4",
pages = "16:1--16:??",
month = sep,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/2996201",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jan 22 10:10:24 MST 2018",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Several experiments on the effects of pair programming
versus solo programming in the context of education
have been reported in the research literature. We
present a meta-analysis of these studies that accounted
for 18 manuscripts with 28 independent effect sizes in
the domains of programming assignments, exams, passing
rates, and affective measures. In total, our sample
accounts for N = 3,308 students either using pair
programming as a treatment variable or using
traditional solo programming in the context of a
computing course. Our findings suggest positive results
in favor of pair programming in three of four domains
with exception to affective measures. We provide a
comprehensive review of our results and discuss our
findings.",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Vieira:2017:WCC,
author = "Camilo Vieira and Alejandra J. Magana and Michael L.
Falk and R. Edwin Garcia",
title = "Writing In-Code Comments to Self-Explain in
Computational Science and Engineering Education",
journal = j-TOCE,
volume = "17",
number = "4",
pages = "17:1--17:??",
month = sep,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3058751",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jan 22 10:10:24 MST 2018",
bibsource = "https://www.math.utah.edu/pub/tex/bib/python.bib;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article presents two case studies aimed at
exploring the use of self-explanations in the context
of computational science and engineering (CSE)
education. The self-explanations were elicited as
students' in-code comments of a set of worked-examples,
and the cases involved two different approaches to CSE
education: glass box and black box. The glass-box
approach corresponds to a programming course for
materials science and engineering students that focuses
on introducing programming concepts while solving
disciplinary problems. The black-box approach involves
the introduction of Python-based computational tools
within a thermodynamics course to represent
disciplinary phenomena. Two semesters of data
collection for each case study allowed us to identify
the effect of using in-code comments as a
self-explanation strategy on students' engagement with
the worked-examples and students' perceptions of these
activities within each context. The results suggest
that the use of in-code comments as a self-explanation
strategy increased students' awareness of the
worked-examples while engaging with them. The students'
perceived uses of the in-code commenting activities
include: understanding the example, making a connection
between the programming code and the disciplinary
problem, and becoming familiar with the programming
language syntax, among others.",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Clarke:2017:IUT,
author = "Peter J. Clarke and Debra L. Davis and Raymond
Chang-Lau and Tariq M. King",
title = "Impact of Using Tools in an Undergraduate Software
Testing Course Supported by {WReSTT}",
journal = j-TOCE,
volume = "17",
number = "4",
pages = "18:1--18:??",
month = sep,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3068324",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jan 22 10:10:24 MST 2018",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Software continues to affect a major part of our daily
lives, including the way we use our phones, home
appliances, medical devices, and cars. The
pervasiveness of software has led to a growing demand
for software developers over the next decade. To ensure
the high quality of software developed in industry,
students being trained in software engineering also
need to be trained on how to use testing techniques and
supporting tools effectively at all levels of
development. In this article, we investigate how
testing tools are used in the software project of an
undergraduate testing course. We also investigate how a
cyberlearning environment-the Web-Based Repository of
Software Testing Tutorials (WReSTT)-is used to
supplement the learning materials presented in class,
particularly the tutorials on different software
testing tools. The results of a study spanning three
semesters of the undergraduate course suggest that (1)
the use of code coverage tools motivates students to
improve their test suites; (2) the number of bugs found
when using coverage tools slightly increased, which is
similar to the results found in the research
literature; and (3) students find WReSTT to be a useful
resource for learning about software testing techniques
and the use of code coverage tools.",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Fronza:2017:TCT,
author = "Ilenia Fronza and Nabil {El Ioini} and Luis Corral",
title = "Teaching Computational Thinking Using Agile Software
Engineering Methods: a Framework for Middle Schools",
journal = j-TOCE,
volume = "17",
number = "4",
pages = "19:1--19:??",
month = sep,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3055258",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jan 22 10:10:24 MST 2018",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Computational Thinking (CT) has been recognized as one
of the fundamental skills that all graduates should
acquire. For this reason, motivational concerns need to
be addressed at an early age of a child, and reaching
students who do not consider themselves candidates for
science, technology, engineering, and mathematics
disciplines is important as well if the broadest
audience possible is to be engaged. This article
describes a framework for teaching and assessing CT in
the context of K-12 education. The framework is based
on Agile software engineering methods, which rely on a
set of principles and practices that can be mapped to
the activities of CT. The article presents as well the
results of an experiment applying this framework in two
sixth-grade classes, with 42 participants in total. The
results show that Agile software engineering methods
are effective at teaching CT in middle schools, after
the addition of some tasks to allow students to
explore, project, and experience the potential product
before using the software tools at hand. Moreover,
according to the teachers' feedback, the students
reached all the educational objectives of the topics
involved in the multidisciplinary activities. This
result can be taken as an indicator that it is possible
to use computing as a medium for teaching other
subjects, besides computer science.",
acknowledgement = ack-nhfb,
articleno = "19",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Outlay:2017:GIT,
author = "Christina N. Outlay and Alana J. Platt and Kacie
Conroy",
title = "Getting {IT} Together: a Longitudinal Look at Linking
Girls' Interest in {IT} Careers to Lessons Taught in
Middle School Camps",
journal = j-TOCE,
volume = "17",
number = "4",
pages = "20:1--20:??",
month = sep,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3068838",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jan 22 10:10:24 MST 2018",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The dearth of women choosing information technology
(IT) careers has been identified as a national problem
in the United States. Efforts have been made to combat
this by educating girls at a young age about
technology. Recent research demonstrates that exposure
to technology is insufficient to change young girls'
attitudes towards IT careers and that interventions
must explicitly tie technology activities to careers.
Faculty and staff of a Midwestern university modified
an IT summer camp for middle school girls to include
career specific programming. The camp deployed the
Girls Educating Themselves about Information Technology
(GET IT) program to garner interest among middle school
girls in IT careers. This article describes the impact
of this summer camp and other social influence factors
on girls' interest in pursuing careers in IT,
immediately after camp completion and one year in the
future.",
acknowledgement = ack-nhfb,
articleno = "20",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Ravitz:2017:ELE,
author = "Jason Ravitz and Chris Stephenson and Karen Parker and
Juliane Blazevski",
title = "Early Lessons from Evaluation of Computer Science
Teacher Professional Development in {Google}'s {CS4HS}
Program",
journal = j-TOCE,
volume = "17",
number = "4",
pages = "21:1--21:??",
month = sep,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3077617",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jan 22 10:10:24 MST 2018",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article compares self-reported learning gains and
experiences of teachers in four professional
development courses funded through Google's 2014
Computer Science for High School program. The courses
were designed and taught independently at four
universities and started late enough in the year to
participate in our pre-post study. Two of the courses
used a face-to-face approach, one was online only, and
one used a hybrid format. Analyses from 314 pre-surveys
and 129 post-surveys indicate CS teachers are far from
homogeneous, suggesting that some customization may
benefit professional development. We also saw a
stronger sense of community in the two face-to-face
courses. Among the outcomes we measured, teacher
concerns (Hall and Hord 1977) were more sensitive to
change than our measures of self-efficacy, outcome
expectations, readiness, or beliefs. Findings
illustrate the variety of CS teacher professional
development experiences and the need to study the best
ways to scale effective CS teacher education.",
acknowledgement = ack-nhfb,
articleno = "21",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Qian:2017:SMO,
author = "Yizhou Qian and James Lehman",
title = "Students' Misconceptions and Other Difficulties in
Introductory Programming: a Literature Review",
journal = j-TOCE,
volume = "18",
number = "1",
pages = "1:1--1:??",
month = dec,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3077618",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jan 22 10:10:24 MST 2018",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Efforts to improve computer science education are
underway, and teachers of computer science are
challenged in introductory programming courses to help
learners develop their understanding of programming and
computer science. Identifying and addressing students'
misconceptions is a key part of a computer science
teacher's competence. However, relevant research on
this topic is not as fully developed in the computer
science education field as it is in mathematics and
science education. In this article, we first review
relevant literature on general definitions of
misconceptions and studies about students'
misconceptions and other difficulties in introductory
programming. Next, we investigate the factors that
contribute to the difficulties. Finally, strategies and
tools to address difficulties including misconceptions
are discussed. Based on the review of literature, we
found that students exhibit various misconceptions and
other difficulties in syntactic knowledge, conceptual
knowledge, and strategic knowledge. These difficulties
experienced by students are related to many factors
including unfamiliarity of syntax, natural language,
math knowledge, inaccurate mental models, lack of
strategies, programming environments, and teachers'
knowledge and instruction. However, many sources of
students' difficulties have connections with students'
prior knowledge. To better understand and address
students' misconceptions and other difficulties,
various instructional approaches and tools have been
developed. Nevertheless, the dissemination of these
approaches and tools has been limited. Thus, first, we
suggest enhancing the dissemination of existing tools
and approaches and investigating their long-term
effects. Second, we recommend that computing education
research move beyond documenting misconceptions to
address the development of students' (mis)conceptions
by integrating conceptual change theories. Third, we
believe that developing and enhancing instructors'
pedagogical content knowledge (PCK), including their
knowledge of students' misconceptions and ability to
apply effective instructional approaches and tools to
address students' difficulties, is vital to the success
of teaching introductory programming.",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Acher:2017:TSP,
author = "Mathieu Acher and Roberto E. Lopez-Herrejon and Rick
Rabiser",
title = "Teaching Software Product Lines: a Snapshot of Current
Practices and Challenges",
journal = j-TOCE,
volume = "18",
number = "1",
pages = "2:1--2:??",
month = dec,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3088440",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jan 22 10:10:24 MST 2018",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Software Product Line (SPL) engineering has emerged to
provide the means to efficiently model, produce, and
maintain multiple similar software variants, exploiting
their common properties, and managing their
variabilities (differences). With over two decades of
existence, the community of SPL researchers and
practitioners is thriving, as can be attested by the
extensive research output and the numerous successful
industrial projects. Education has a key role to
support the next generation of practitioners to build
highly complex, variability-intensive systems. Yet, it
is unclear how the concepts of variability and SPLs are
taught, what are the possible missing gaps and
difficulties faced, what are the benefits, and what is
the material available. Also, it remains unclear
whether scholars teach what is actually needed by
industry. In this article, we report on three
initiatives we have conducted with scholars, educators,
industry practitioners, and students to further
understand the connection between SPLs and education,
that is, an online survey on teaching SPLs we performed
with 35 scholars, another survey on learning SPLs we
conducted with 25 students, as well as two workshops
held at the International Software Product Line
Conference in 2014 and 2015 with both researchers and
industry practitioners participating. We build upon the
two surveys and the workshops to derive recommendations
for educators to continue improving the state of
practice of teaching SPLs, aimed at both individual
educators as well as the wider community.",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Weintrop:2017:CBB,
author = "David Weintrop and Uri Wilensky",
title = "Comparing Block-Based and Text-Based Programming in
High School Computer Science Classrooms",
journal = j-TOCE,
volume = "18",
number = "1",
pages = "3:1--3:??",
month = dec,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3089799",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jan 22 10:10:24 MST 2018",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The number of students taking high school computer
science classes is growing. Increasingly, these
students are learning with graphical, block-based
programming environments either in place of or prior to
traditional text-based programming languages. Despite
their growing use in formal settings, relatively little
empirical work has been done to understand the impacts
of using block-based programming environments in high
school classrooms. In this article, we present the
results of a 5-week, quasi-experimental study comparing
isomorphic block-based and text-based programming
environments in an introductory high school programming
class. The findings from this study show students in
both conditions improved their scores between pre- and
postassessments; however, students in the blocks
condition showed greater learning gains and a higher
level of interest in future computing courses. Students
in the text condition viewed their programming
experience as more similar to what professional
programmers do and as more effective at improving their
programming ability. No difference was found between
students in the two conditions with respect to
confidence or enjoyment. The implications of these
findings with respect to pedagogy and design are
discussed, along with directions for future work.",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Witherspoon:2017:DCT,
author = "Eben B. Witherspoon and Ross M. Higashi and Christian
D. Schunn and Emily C. Baehr and Robin Shoop",
title = "Developing Computational Thinking through a Virtual
Robotics Programming Curriculum",
journal = j-TOCE,
volume = "18",
number = "1",
pages = "4:1--4:??",
month = dec,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3104982",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jan 22 10:10:24 MST 2018",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Computational thinking describes key principles from
computer science that are broadly generalizable.
Robotics programs can be engaging learning environments
for acquiring core computational thinking competencies.
However, few empirical studies evaluate the
effectiveness of a robotics programming curriculum for
developing computational thinking knowledge and skills.
This study measures pre/post gains with new
computational thinking assessments given to middle
school students who participated in a virtual robotics
programming curriculum. Overall, participation in the
virtual robotics curriculum was related to significant
gains in pre- to posttest scores, with larger gains for
students who made further progress through the
curriculum. The success of this intervention suggests
that participation in a scaffolded programming
curriculum, within the context of virtual robotics,
supports the development of generalizable computational
thinking knowledge and skills that are associated with
increased problem-solving performance on nonrobotics
computing tasks. Furthermore, the particular units that
students engage in may determine their level of growth
in these competencies.",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Grissom:2017:HSC,
author = "Scott Grissom and Ren{\'e}e Mccauley and Laurie
Murphy",
title = "How Student Centered is the Computer Science
Classroom? {A} Survey of College Faculty",
journal = j-TOCE,
volume = "18",
number = "1",
pages = "5:1--5:??",
month = dec,
year = "2017",
CODEN = "????",
DOI = "https://doi.org/10.1145/3143200",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Mon Jan 22 10:10:24 MST 2018",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Student-centered instructional practices structure a
class so that students interact with each other, engage
deeply with the content, and receive formative
feedback. These evidence-based practices benefit all
students but are particularly effective with
underrepresented learners, including women and members
of other minority groups. To what extent have computer
science (CS) faculty embraced these strategies? We
surveyed over 700 U.S. faculty to find out. Results
suggest that female faculty, associate professors, and
those teaching courses with enrollment above 80
students are more likely to use these student-centered
practices. Across all responses, 20\% of faculty use
student--student interaction on a regular basis during
class. In contrast, 38\% of faculty rely on lectures
for content delivery. Results were also compared with
published data for other academic disciplines. CS
faculty are less likely to use these practices compared
to their non-STEM colleagues but more likely to use
these practices compared to other STEM discipline
faculty. Overall, CS faculty have adopted
student-centered practices to some degree, but our
community should strive for higher adoption rates to
help as many students as possible learn and remain in
computer science.",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Sherriff:2018:CLP,
author = "Mark Sherriff and Sarah Heckman",
title = "Capstones and Large Projects in Computing Education",
journal = j-TOCE,
volume = "18",
number = "2",
pages = "6:1--6:??",
month = jul,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3229882",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:50 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Capstone and large projects in computing education are
used as a vehicle for giving students as close to a
``real-world'' experience in software development as
possible within the constraints of a computing degree
program. This special issue presents four articles that
focus on empirical research on capstone or other
large-scale projects. These articles discuss areas such
as project selection, working with external
stakeholders, choosing the appropriate development
methodology, incorporating creative activities to
support student engagement, and learning.",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Braught:2018:MIP,
author = "Grant Braught and John Maccormick and James Bowring
and Quinn Burke and Barbara Cutler and David
Goldschmidt and Mukkai Krishnamoorthy and Wesley Turner
and Steven Huss-Lederman and Bonnie Mackellar and Allen
Tucker",
title = "A Multi-Institutional Perspective on {H\slash FOSS}
Projects in the Computing Curriculum",
journal = j-TOCE,
volume = "18",
number = "2",
pages = "7:1--7:??",
month = jul,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3145476",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:50 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/gnu.bib;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Many computer science programs have capstone
experiences or project courses that allow students to
integrate knowledge from the full breadth of their
major. Such capstone projects may be student-designed,
instructor-designed, designed in conjunction with
outside companies, or integrated with ongoing free and
open source (FOSS) projects. The literature shows that
the FOSS approach has attracted a great deal of
interest, in particular when implemented with projects
that have humanitarian goals (HFOSS). In this article,
we describe five unique models from five distinct types
of institutions for incorporating sustained FOSS or
HFOSS (alternatively H/FOSS) project work into capstone
experiences or courses. The goal is to provide
instructors wishing to integrate open source
experiences into their curriculum with additional
perspectives and resources to help in adapting this
approach to the specific needs and goals of their
institution and students. All of the models presented
are based on sustained engagement with H/FOSS projects
that last at least one semester and often more. Each
model is described in terms of its characteristics and
how it fits the needs of the institution using the
model. Assessment of each model is also presented. We
then discuss the themes that are common across the
models, such as project selection, team formation,
mentoring, and student assessment. We examine the
choices made by each model, as well as the challenges
faced. We end with a discussion how the models have
leveraged institutional initiatives and collaborations
with outside organizations to address some of the
challenges associated with these projects.",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Steghofer:2018:IES,
author = "Jan-Philipp Stegh{\"o}fer and H{\aa}kan Burden and
Regina Hebig and Gul Calikli and Robert Feldt and Imed
Hammouda and Jennifer Horkoff and Eric Knauss and
Grischa Liebel",
title = "Involving External Stakeholders in Project Courses",
journal = j-TOCE,
volume = "18",
number = "2",
pages = "8:1--8:??",
month = jul,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3152098",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:50 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Problem: The involvement of external stakeholders in
capstone projects and project courses is desirable due
to its potential positive effects on the students.
Capstone projects particularly profit from the
inclusion of an industrial partner to make the project
relevant and help students acquire professional skills.
In addition, an increasing push towards education that
is aligned with industry and incorporates industrial
partners can be observed. However, the involvement of
external stakeholders in teaching moments can create
friction and could, in the worst case, lead to
frustration of all involved parties. Contribution: We
developed a model that allows analysing the involvement
of external stakeholders in university courses both in
a retrospective fashion, to gain insights from past
course instances, and in a constructive fashion, to
plan the involvement of external stakeholders. Key
Concepts: The conceptual model and the accompanying
guideline guide the teachers in their analysis of
stakeholder involvement. The model is comprised of
several activities (define, execute, and evaluate the
collaboration). The guideline provides questions that
the teachers should answer for each of these
activities. In the constructive use, the model allows
teachers to define an action plan based on an analysis
of potential stakeholders and the pedagogical
objectives. In the retrospective use, the model allows
teachers to identify issues that appeared during the
project and their underlying causes. Drawing from ideas
of the reflective practitioner, the model contains an
emphasis on reflection and interpretation of the
observations made by the teacher and other groups
involved in the courses. Key Lessons: Applying the
model retrospectively to a total of eight courses shows
that it is possible to reveal hitherto implicit risks
and assumptions and to gain a better insight into the
interaction between external stakeholders and students.
Our empirical data reveals seven recurring risk themes
that categorise the different risks appearing in the
analysed courses. These themes can also be used to
categorise mitigation strategies to address these risks
proactively. Additionally, aspects not related to
external stakeholders, e.g., about the interaction of
the project with other courses in the study programme,
have been revealed. The constructive use of the model
for one course has proved helpful in identifying action
alternatives and finally deciding to not include
external stakeholders in the project due to the
perceived cost-benefit-ratio. Implications to Practice:
Our evaluation shows that the model is a viable and
useful tool that allows teachers to reason about and
plan the involvement of external stakeholders in a
variety of course settings, and in particular in
capstone projects.",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Saltz:2018:SMG,
author = "Jeffrey S. Saltz and Robert R. Heckman",
title = "A Scalable Methodology to Guide Student Teams
Executing Computing Projects",
journal = j-TOCE,
volume = "18",
number = "2",
pages = "9:1--9:??",
month = jul,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3145477",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:50 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article reports on a sequential mixed-methods
research study, which compared different approaches on
how to guide students through a semester-long data
science project. Four different methodologies, ranging
from a traditional ``just assign some intermediate
milestones'' to other more Agile methodologies, were
first compared via a controlled experiment. The results
of this initial experiment showed that the project
methodology used made a significant difference in
student outcomes. Surprisingly, the Agile Kanban
approach was found to be much more effective than the
Agile Scrum methodology. Based on these initial
results, in the second semester, we focused on use of
the Kanban methodology. The findings in the second,
more qualitative phase, confirmed the methodology's
usefulness and scalability. A key issue when using the
scrum methodology was that the students had a very
difficult time estimating what could be completed in
each of their two-week sprints. The Kanban board, which
visually shows and limits work-in-progress, was found
to be an effective way for students to communicate with
each other as well as with their instructor. In
addition, Agile Kanban also streamlined the work
required for instructors to efficiently provide
guidance to student teams and to understand each team's
status. In summary, a scalable Kanban methodology,
which can be applied to a wide variety of student
computing projects, was found to an effective
methodology to guide and manage student projects,
improving student outcomes and minimizing instructor
workload.",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Krusche:2018:STT,
author = "Stephan Krusche and Dora Dzvonyar and Han Xu and Bernd
Bruegge",
title = "Software Theater-Teaching Demo-Oriented Prototyping",
journal = j-TOCE,
volume = "18",
number = "2",
pages = "10:1--10:??",
month = jul,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3145454",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:50 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Modern capstone courses use agile methods to deliver
and demonstrate software early in the project. However,
a simple demonstration of functional and static aspects
does not provide real-world software usage context,
although this is integral to understand software
requirements. Software engineering involves
capabilities such as creativity, imagination, and
interaction, which are typically not emphasized in
software engineering courses. A more engaging, dynamic
way of presenting software prototypes is needed to
demonstrate the context in which the software is used.
We combine agile methods, scenario-based design, and
theatrical aspects into software theater, an approach
to present visionary scenarios using techniques
borrowed from theater and film, including props and
humor. We describe the software theater workflow,
provide examples, and explain patterns to demonstrate
its potential. We illustrate two large case studies in
which we teach students with varying levels of
experience to apply software theater: a capstone course
involving industrial customers with 100 students and an
interactive lecture-based course with 400 students. We
empirically evaluated the use of software theater in
both courses. Our evaluations show that students can
understand and apply software theater within one
semester and that this technique increases their
motivation to prepare demonstrations even early in the
project. Software theater is more creative, memorable,
dynamic, and engaging than normal demonstration
techniques and brings fun into education.",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Jones:2018:CCD,
author = "Keith S. Jones and Akbar Siami Namin and Miriam E.
Armstrong",
title = "The Core Cyber-Defense Knowledge, Skills, and
Abilities That Cybersecurity Students Should Learn in
School: Results from Interviews with Cybersecurity
Professionals",
journal = j-TOCE,
volume = "18",
number = "3",
pages = "11:1--11:??",
month = sep,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3152893",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:50 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Our cybersecurity workforce needs surpass our ability
to meet them. These needs could be mitigated by
developing relevant curricula that prioritize the
knowledge, skills, and abilities (KSAs) most important
to cybersecurity jobs. To identify the KSAs needed for
performing cybersecurity jobs, we administered survey
interviews to 44 cyber professionals at the premier
hacker conferences Black Hat 2016 and DEF CON 24.
Questions concerned 32 KSAs related to cyber defense.
Participants rated how important each KSA was to their
job and indicated where they had learned that KSA.
Fifteen of these KSAs were rated as being of
higher-than-neutral importance. Participants also
answered open-ended questions meant to uncover
additional KSAs that are important to cyber-defense
work. Overall, the data suggest that KSAs related to
networks, vulnerabilities, programming, and
interpersonal communication should be prioritized in
cybersecurity curricula.",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Wainer:2018:CEP,
author = "Jacques Wainer and Eduardo C. Xavier",
title = "A Controlled Experiment on {Python} vs {C} for an
Introductory Programming Course: Students' Outcomes",
journal = j-TOCE,
volume = "18",
number = "3",
pages = "12:1--12:??",
month = sep,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3152894",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:50 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/python.bib;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "We performed a controlled experiment comparing a C and
a Python Introductory Programming course. Three faculty
members at University of Campinas, Brazil, taught the
same CS1 course for the same majors in two different
semesters, one version in Python and one in C, with a
total of 391 students involved in the experiment. We
measured the dropout rate, the failure rate, the grades
on the two exams, the proportion of completed lab
assignments, and the number of submissions per
completed assignment. There was no difference in the
dropout rate. The failure rate for Python was 16.9\%
against 23.1\% for C. The effect size (Cohen's D) on
the comparison of Python against C on the midterm exam
was 0.27, and 0.38 for the final exam. The effect size
for the proportion of completed assignments was 0.39
and the effect size for the number of submissions per
assignment was -0.61 (Python had less submissions per
completed assignments). Thus, for all measures, with
the exception of dropout rate, the version of the
course in Python yielded better student outcomes than
the version in C and all differences are significant
(with 95\% confidence) with the exception of the
failure rate (p-value = 0.12).",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Turner:2018:PRC,
author = "Scott Alexander Turner and Manuel A.
P{\'e}rez-Qui{\~n}ones and Stephen H. Edwards",
title = "Peer Review in {CS2}: Conceptual Learning and
High-Level Thinking",
journal = j-TOCE,
volume = "18",
number = "3",
pages = "13:1--13:??",
month = sep,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3152715",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:50 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In computer science, students could benefit from
exposure to critical programming concepts from multiple
perspectives. Peer review is one method to allow
students to experience authentic uses of the concepts
in an activity that is not itself programming. In this
work, we examine how to implement the peer review
process in early, object-oriented computer science
courses as a way to increase the students' knowledge of
programming concepts, specifically Abstraction,
Decomposition, and Encapsulation, and to develop their
higher-level thinking skills. We are exploring the peer
review process, the effects of the type of review on
the reviewers, and the results this has on the
students' learning. To study these ideas, we used peer
review activities in CS2 classes at two universities
over the course of a semester. Using three groups (one
reviewing their peers, one reviewing the instructor,
and one completing small design or coding assignments),
we measured the students' conceptual understanding
throughout the semester with concept maps and the
reviews they completed. We found that reviewing helped
students learn Decomposition, especially those
reviewing the instructor's programs, but we did not
find that it improved the students' level of thinking.
Overall, reviews (peer or otherwise) are beneficial for
teaching Decomposition to CS2 students and can be used
as an alternative method for teaching other
object-oriented programming concepts.",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Sentance:2018:CBR,
author = "Sue Sentance and Jane Sinclair and Carl Simmons and
Andrew Csizmadia",
title = "Classroom-Based Research Projects for Computing
Teachers: Facilitating Professional Learning",
journal = j-TOCE,
volume = "18",
number = "3",
pages = "14:1--14:??",
month = sep,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3171129",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:50 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The introduction of Computing to the national
curriculum in England has led to a situation where
in-service teachers need to develop subject knowledge
and pedagogical expertise in computer science, which
presents a significant challenge. Professional learning
opportunities can support this; these may be most
effective when situated in the teachers' own working
practices. This article describes a project to support
Computing teachers in developing pedagogical skills by
carrying out classroom-based research in their schools.
A group of 22 primary (Grades K--5) and secondary
(Grades 6--10) teachers from schools across England
planned, designed, and implemented research projects
either individually or in small groups, supported by a
team of university colleagues. Inter and intra group
progress was shared online and face-to-face within a
distributed community of inquiry. Data collection
included surveys, video data, and the projects
completed by the teachers. The findings from the
project are analysed using Clarke and Hollingsworth's
Interconnected Model of Teacher Professional Growth
(IMTPG), which enables an identification and
exploration of teacher change. Results of the analysis
demonstrate that the approach can foster ``growth
networks''-the construct used within IMTPG to indicate
teacher change which is likely to be sustained and
fundamental to teachers' understanding. The individual
nature of this change indicates that the approach
supports personal change related to each teacher's
specific situation. Although there is a huge literature
on action research as part of teacher professional
learning, we believe this to be the first time this has
been carried out in the context of computer science
education. We conclude by critically reflecting on the
lessons that we have learned in leading this project.",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Taipalus:2018:ECS,
author = "Toni Taipalus and Mikko Siponen and Tero Vartiainen",
title = "Errors and Complications in {SQL} Query Formulation",
journal = j-TOCE,
volume = "18",
number = "3",
pages = "15:1--15:??",
month = sep,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3231712",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:50 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "SQL is taught in almost all university level database
courses, yet SQL has received relatively little
attention in educational research. In this study, we
present a database management system independent
categorization of SQL query errors that students make
in an introductory database course. We base the
categorization on previous literature, present a class
of logical errors that has not been studied in detail,
and review and complement these findings by analyzing
over 33,000 SQL queries submitted by students. Our
analysis verifies error findings presented in previous
literature and reveals new types of errors, namely
logical errors recurring in similar manners among
different students. We present a listing of fundamental
SQL query concepts we have identified and based our
exercises on, a categorization of different errors and
complications, and an operational model for designing
SQL exercises.",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Korhonen:2018:SSI,
author = "Ari Korhonen and Shuchi Grover",
title = "Second Special Issue on Learning Analytics in
Computing Education",
journal = j-TOCE,
volume = "18",
number = "4",
pages = "16:1--16:??",
month = nov,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3243140",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Tomkin:2018:IGP,
author = "Jonathan H. Tomkin and Matthew West and Geoffrey L.
Herman",
title = "An Improved Grade Point Average, With Applications to
{CS} Undergraduate Education Analytics",
journal = j-TOCE,
volume = "18",
number = "4",
pages = "17:1--17:??",
month = nov,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3157086",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "We present a methodological improvement for
calculating Grade Point Averages (GPAs). Heterogeneity
in grading between courses systematically biases
observed GPAs for individual students: the GPA observed
depends on course selection. We show how a logistic
model can account for course selection by simulating
how every student in a sample would perform if they
took all available courses, giving a new ``modeled
GPA.'' We then use 10 years of grade data from a large
university to demonstrate that this modeled GPA is a
more accurate predictor of student performance in
individual courses than the observed GPA. Using
Computer Science (CS) as an example learning analytics
application, it is found that required CS courses give
significantly lower grades than average courses. This
depresses the recorded GPAs of CS majors: modeled GPAs
are 0.25 points higher than those that are observed.
The modeled GPA also correlates much more closely with
standardized test scores than the observed GPA: the
correlation with Math ACT is 0.37 for the modeled GPA
and is 0.20 for the observed GPA. This implies that
standardized test scores are much better predictors of
student performance than might otherwise be assumed.",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Crues:2018:HDG,
author = "R. Wes Crues and Genevieve M. Henricks and Michelle
Perry and Suma Bhat and Carolyn J. Anderson and
Najmuddin Shaik and Lawrence Angrave",
title = "How do Gender, Learning Goals, and Forum Participation
Predict Persistence in a Computer Science {MOOC}?",
journal = j-TOCE,
volume = "18",
number = "4",
pages = "18:1--18:??",
month = nov,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3152892",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Massive Open Online Courses (MOOCs)-in part, because
of their free, flexible, and relatively anonymous
nature-may provide a means for helping overcome the
large gender gap in Computer Science (CS). This study
examines why women and men chose to enroll in a CS MOOC
and how this is related to successful behavior in the
course by (a) using k-means clustering to explore the
reasons why women and men enrolled in this MOOC and
then (b) analyzing if these reasons are related to
forum participation and, ultimately, persistence in the
course. Findings suggest that women and men have
different reasons for taking this CS MOOC, and they
persist at different rates, an outcome that is
moderated by forum participation.",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Lagus:2018:TLM,
author = "Jarkko Lagus and Krista Longi and Arto Klami and Arto
Hellas",
title = "Transfer-Learning Methods in Programming Course
Outcome Prediction",
journal = j-TOCE,
volume = "18",
number = "4",
pages = "19:1--19:??",
month = nov,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3152714",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "The computing education research literature contains a
wide variety of methods that can be used to identify
students who are either at risk of failing their
studies or who could benefit from additional
challenges. Many of these are based on machine-learning
models that learn to make predictions based on
previously observed data. However, in educational
contexts, differences between courses set huge
challenges for the generalizability of these methods.
For example, traditional machine-learning methods
assume identical distribution in all data-in our terms,
traditional machine-learning methods assume that all
teaching contexts are alike. In practice, data
collected from different courses can be very different
as a variety of factors may change, including grading,
materials, teaching approach, and the students.
Transfer-learning methodologies have been created to
address this challenge. They relax the strict
assumption of identical distribution for training and
test data. Some similarity between the contexts is
still needed for efficient learning. In this work, we
review the concept of transfer learning especially for
the purpose of predicting the outcome of an
introductory programming course and contrast the
results with those from traditional machine-learning
methods. The methods are evaluated using data collected
in situ from two separate introductory programming
courses. We empirically show that transfer-learning
methods are able to improve the predictions, especially
in cases with limited amount of training data, for
example, when making early predictions for a new
context. The difference in predictive power is,
however, rather subtle, and traditional
machine-learning models can be sufficiently accurate
assuming the contexts are closely related and the
features describing the student activity are carefully
chosen to be insensitive to the fine differences.",
acknowledgement = ack-nhfb,
articleno = "19",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Kori:2018:ASP,
author = "K{\"u}lli Kori and Margus Pedaste and Olev Must",
title = "The Academic, Social, and Professional Integration
Profiles of Information Technology Students",
journal = j-TOCE,
volume = "18",
number = "4",
pages = "20:1--20:??",
month = nov,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3183343",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "Low retention rates in higher education Information
Technology (IT) studies have led to an unmet demand for
IT specialists. Therefore, universities need to apply
interventions to increase retention rates and provide
the labor market with more IT graduates. However,
students with different characteristics may need
different types of interventions. The current study
applies a person-oriented approach and identifies the
profiles of first-year IT students in order to design
group-specific support. Tinto's [13, 14] integration
model was used as a framework to analyze questionnaire
data from 509 first-year IT students in Estonia. The
students' response profiles were distinguished through
latent profile analysis, and the students were divided
into four profiles based on their responses to
questions about academic integration, professional
integration, and graduation-related self-efficacy. The
difference in academic integration was smaller among
the profiles than the difference in professional
integration. Knowing these profiles helps universities
to design interventions for each student group and
apply the interventions to increase the number of IT
graduates.",
acknowledgement = ack-nhfb,
articleno = "20",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Exter:2018:CCP,
author = "Marisa Exter and Secil Caskurlu and Todd Fernandez",
title = "Comparing Computing Professionals' Perceptions of
Importance of Skills and Knowledge on the Job and
Coverage in Undergraduate Experiences",
journal = j-TOCE,
volume = "18",
number = "4",
pages = "21:1--21:??",
month = nov,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3218430",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "This article discusses the findings of a survey of
nearly 300 computing professionals who are involved in
the design and/or development of software across a
variety of industries. We report on the surveyed
professionals' perceptions of the importance of a range
of topics and skills, and the degree to which 55 recent
graduates felt that each topic or skill was emphasized
in their undergraduate experience. Our findings
highlight the value of breadth and flexibility in
technical skills, and the universal importance of
critical thinking, problem solving, on-the-job
learning, and the ability to work well in
cross-disciplinary teams. These findings align roughly
with recommendations by the ACM/IEEE task force on
computing curricula. However, the recent graduates we
surveyed report inconsistent coverage of these most
important areas within their degree experiences. We
discuss implications for education and for future
research.",
acknowledgement = ack-nhfb,
articleno = "21",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Mazur:2018:FTF,
author = "Rebecca Mazur and Rebecca H. Woodland",
title = "A Fringe Topic in a Fragile Network: How Digital
Literacy and Computer Science Instruction Is Supported
(or Not) by Teacher Ties",
journal = j-TOCE,
volume = "18",
number = "4",
pages = "22:1--22:??",
month = nov,
year = "2018",
CODEN = "????",
DOI = "https://doi.org/10.1145/3218361",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
abstract = "In this NSF CSforALL funded research study, the
authors sought to understand the extent to which an
urban district's teacher instructional support network
enabled or constrained capacity to implement and
diffuse Digital Literacy and Computer Science (DLCS)
instructional practices throughout the K-12 curriculum.
Social network analysis was used to investigate
informal teacher advice-seeking and advice-giving
patterns of DLCS support. Network measures of cohesion
and centrality were computed. Findings revealed that
DLCS-focused teacher support networks tend to exhibit
very low density, have relatively few ties, include a
high number of isolates (teachers with no connections),
and centralize around a particular actor. In addition,
a low level of overlap was found between DLCS networks
and primary instructional networks. Overall, study
findings suggest that teacher networks are not
well-structured to support the flow of DLCS advice and
support. The authors conclude that examining and
strengthening teacher networks of instructional support
may be a crucial step for educational leaders concerned
with school improvement and the diffusion of DLCS
curricula in US schools.",
acknowledgement = ack-nhfb,
articleno = "22",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hamouda:2019:RIT,
author = "Sally Hamouda and Stephen H. Edwards and Hicham G.
Elmongui and Jeremy V. Ernst and Clifford A. Shaffer",
title = "{RecurTutor}: an Interactive Tutorial for Learning
Recursion",
journal = j-TOCE,
volume = "19",
number = "1",
pages = "1:1--1:??",
month = jan,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3218328",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3218328",
abstract = "Recursion is one of the most important and hardest
topics in lower division computer science courses. As
it is an advanced programming skill, the best way to
learn it is through targeted practice exercises. But
the best practice problems are time consuming to
manually grade by an instructor. As a consequence,
students historically have completed only a small
number of recursion programming exercises as part of
their coursework. We present a new way for teaching
such programming skills. Students view examples and
visualizations, then practice a wide variety of
automatically assessed, small-scale programming
exercises that address the sub-skills required to learn
recursion. The basic recursion tutorial (RecurTutor)
teaches material typically encountered in CS2 courses.
Students who used RecurTutor had significantly better
grades on recursion exam questions than did students
who used typical instruction. Students who experienced
RecurTutor spent significantly more time on solving
recursive programming exercises than students who
experienced typical instruction, and came out with a
significantly higher confidence level.",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Rucker:2019:HES,
author = "Michael T. R{\"u}cker and Niels Pinkwart",
title = "{``How Else Should It Work?''} {A} Grounded Theory of
Pre-College Students' Understanding of Computing
Devices",
journal = j-TOCE,
volume = "19",
number = "1",
pages = "2:1--2:??",
month = jan,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3226592",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3226592",
abstract = "In order to understand and evaluate computing
technology in their environment, students first need to
be able to identify it. This task becomes increasingly
difficult, however, as computing systems become more
and more ubiquitous and invisible. Based on the
analysis of semi-structured focus interviews with 28
German pre-college students, we present a grounded
theory of their conceptions and reasoning related to
the identification of computing within technical
devices. At its core is the finding that many students
seemed to differentiate technical artifacts with
respect to three conceived levels of capability. Many
household appliances, for instance, were very well seen
as electronic and programmed, but still as too limited
in their capability to warrant the presence of a
``real'' computer or to be related to informatics.
Given the increasing versatility, power, and associated
risks of modern embedded systems as well as the advent
of the internet of things, this issue should clearly be
addressed. Based on our grounded theory, we propose
some first ideas for how this might be done.",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Keuning:2019:SLR,
author = "Hieke Keuning and Johan Jeuring and Bastiaan Heeren",
title = "A Systematic Literature Review of Automated Feedback
Generation for Programming Exercises",
journal = j-TOCE,
volume = "19",
number = "1",
pages = "3:1--3:??",
month = jan,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3231711",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3231711",
abstract = "Formative feedback, aimed at helping students to
improve their work, is an important factor in learning.
Many tools that offer programming exercises provide
automated feedback on student solutions. We have
performed a systematic literature review to find out
what kind of feedback is provided, which techniques are
used to generate the feedback, how adaptable the
feedback is, and how these tools are evaluated. We have
designed a labelling to classify the tools, and use
Narciss' feedback content categories to classify
feedback messages. We report on the results of coding a
total of 101 tools. We have found that feedback mostly
focuses on identifying mistakes and less on fixing
problems and taking a next step. Furthermore, teachers
cannot easily adapt tools to their own needs. However,
the diversity of feedback types has increased over the
past decades and new techniques are being applied to
generate feedback that is increasingly helpful for
students.",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Marin:2019:EIB,
author = "B. Mar{\'\i}n and J. Frez and J. Cruz-Lemus and M.
Genero",
title = "An Empirical Investigation on the Benefits of
Gamification in Programming Courses",
journal = j-TOCE,
volume = "19",
number = "1",
pages = "4:1--4:??",
month = jan,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3231709",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3231709",
abstract = "Context: Programming courses are compulsory for most
engineering degrees, but students' performance on these
courses is often not as good as expected. Programming
is difficult for students to learn, given that it
includes a lot of new, complex, and abstract topics.
All of this has led experts to the conclusion that new
teaching techniques are required if students are to be
motivated and engaged in learning on programming
courses. Gamification has come to be an effective
technique in education in general, and is especially
useful in programming courses. This motivated us to
develop an open source gamified platform, called
UDPiler, for use in a programming course. Objective:
The main goal of this article is to obtain empirical
evidence on the improvement of students' learning
performance when using UDPiler in comparison to a
non-gamified compiler. Method: A quasi-experiment was
performed with two groups of first-year engineering
students at Diego Portales University in Chile, using a
non-gamified compiler and a gamified platform,
respectively. Results: The results reveal that the
students obtained better marks when the gamified
platform was used to learn C programming. In addition,
there is statistical significance in favor of there
being a positive effect on the learning performance of
those students who used the gamified platform.
Conclusions: The results allow us to conclude that
gamification is an encouraging approach with which to
teach C programming, a finding that is aligned with
previous empirical studies concerning gamification on
programming courses, carried out in academic contexts.
Nonetheless, we are aware that further validation is
also required to corroborate and strengthen the
findings obtained and to investigate whether the kind
of gamified elements (mechanics, dynamics, and
aesthetics) used have any influence on students'
performance, among other issues that deserve further
investigation and that are explained throughout this
article.",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Peters:2019:SEP,
author = "Anne-Kathrin Peters",
title = "Students' Experience of Participation in a Discipline
--- a Longitudinal Study of Computer Science and {IT}
Engineering Students",
journal = j-TOCE,
volume = "19",
number = "1",
pages = "5:1--5:??",
month = jan,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3230011",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3230011",
abstract = "This article concludes a longitudinal study with the
broader aim to explore learner development as a
long-term, social process. One goal has been to inform
the endeavours of improving student engagement,
retention, as well as under-representation of certain
demographics in computing. Students of two computer
science--related study programmes (CS/IT) reflected on
their engagement in their field of study at different
times during the first three study years. Drawing on
social identity theory, the focus has been to analyse
and describe different ways in which the students
experience participation in CS/IT, i.e., doing,
thinking, and feeling, in relation to CS/IT, negotiated
among different people. Insights into participation in
CS/IT were used to discuss what it entails to fit in
and become a computing professional. Phenomenographic
analysis yields an outcome space that describes
increasingly broad ways in which first-, second-, and
third-year students experience participation in CS/IT.
Two further outcome spaces provide nuanced insights
into experiences that are of increasing relevance as
the students advance in their studies, participation as
problem solving, and problem solving for others.
Participation as problem solving appears to be central
in this learning environment and the students integrate
such experiences into their histories of engagement in
CS/IT. In study year 3, the students also reason about
participation as problem solving for others that they
encounter in the human computer interaction course.
However, at that time several students perform a
technical problem solver identity and reject such
broader ways of participating in CS/IT.",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Abreu:2019:MCQ,
author = "Pedro Henriques Abreu and Daniel Castro Silva and
Anabela Gomes",
title = "Multiple-Choice Questions in Programming Courses: Can
We Use Them and Are Students Motivated by Them?",
journal = j-TOCE,
volume = "19",
number = "1",
pages = "6:1--6:??",
month = jan,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3243137",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3243137",
abstract = "Low performance of nontechnical engineering students
in programming courses is a problem that remains
unsolved. Over the years, many authors have tried to
identify the multiple causes for that failure, but
there is unanimity on the fact that motivation is a key
factor for the acquisition of knowledge by students. To
better understand motivation, a new evaluation strategy
has been adopted in a second programming course of a
nontechnical degree, consisting of 91 students. The
goals of the study were to identify if those students
felt more motivated to answer multiple-choice questions
in comparison to development questions, and what type
of question better allows for testing student knowledge
acquisition. Possibilities around the motivational
qualities of multiple-choice questions in programming
courses will be discussed in light of the results. In
conclusion, it seems clear that student performance
varies according to the type of question. Our study
points out that multiple-choice questions can be seen
as a motivational factor for engineering students and
it might also be a good way to test acquired
programming concepts. Therefore, this type of question
could be further explored in the evaluation points.",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Clear:2019:GSE,
author = "Tony Clear and Sarah Beecham",
title = "Global Software Engineering Education Practice
Continuum Special Issue of the {{\booktitle{ACM
Transactions on Computing Education}}}",
journal = j-TOCE,
volume = "19",
number = "2",
pages = "7:1--7:??",
month = feb,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3294011",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3294011",
abstract = "We are pleased to introduce this Special Issue on
Global Software Engineering Education published by the
ACM Transactions on Computing Education (TOCE) that
focuses on educational practices to prepare students
for a global workplace. This issue comes at a time when
universities are recognizing the need to provide
courses that address the challenges of distributed
development and presents research that will facilitate
course leaders currently running, or embarking on,
Global Software Engineering Education (GSE-Ed).",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Bosnic:2019:AID,
author = "Ivana Bosni{\'c} and Igor Cavrak and Mario Zagar",
title = "Assessing the Impact of the Distributed Software
Development Course on the Careers of Young Software
Engineers",
journal = j-TOCE,
volume = "19",
number = "2",
pages = "8:1--8:??",
month = feb,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3274529",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3274529",
abstract = "Various software engineering (SE) curricula in higher
education have started including courses on global
software engineering (GSE), carried out as
internationally distributed project-based courses.
These courses, known for their closeness to
``real-world'' work experience, emphasize the
importance of involving industry partners as customers
and focus on soft skills essential for employment, an
aspect often neglected in engineering education.
However, not many such courses are long-lived or
consistent in form throughout the years, making their
impact and relevance hard to assess. The Distributed
Software Development course (DSD), currently run among
three universities in Croatia, Italy, and Sweden, has
now been carried out for 15 years consecutively,
providing a rich source of in-course and
post-graduation data. To evaluate the students'
experiences of the course after they graduate and start
working, a study has been carried out among former DSD
students from the University of Zagreb, Croatia. Its
goal is to understand how useful this course was in
students' early careers, both in first and current
employment, as well as related factors at the workplace
(magnitude of distributed collaboration, company size).
The study results show the relevance of such
distributed course experiences for future employment,
as well as the importance of building upon soft skills
as part of the software engineering curricula. Higher
education institutions are invited to consider
including such courses in the software engineering
curriculum, for the benefit of their students and,
indirectly, students' future employers.",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Frezza:2019:ASI,
author = "S. Frezza and M. Daniels and A. Wilkin",
title = "Assessing Students' {IT} Professional Values in a
Global Project Setting",
journal = j-TOCE,
volume = "19",
number = "2",
pages = "9:1--9:??",
month = feb,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3231710",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3231710",
abstract = "This research aimed at evaluating the development and
use of low-cost affective domain assessment
instruments, culminating with personal and group
characterization of representative global information
technology (IT) professional values. Values and valuing
are a compelling component of Bloom's affective domain
of learning for engineering education. In helping
students develop professional engineering competencies,
it is essential that they develop not just cognitive
knowledge of something but also values related to that
knowledge and the ability to express these values in
professional action. However, even if some professional
values are identified, understood, and expressed,
assessing students' values and valuing are difficult,
and assessment instruments are often difficult to
develop, particularly for assessing student learning in
the context of a particular course. This exploratory
study aimed at examining assessment of dispositional
knowledge in the context of global software engineering
(GSE). It focused on the development and use of a set
of instruments for assessing affective domain student
learning of global IT/software engineering (SE)
professional values. The project included making
explicit the IT professional values of interest among
the participating faculty in the form of actionable
value statements. Following a process derived from
Thurstone scale development, the project included
validation of these statements with an expert panel as
question roots, followed by the use of these questions
to investigate student and alumni receiving,
responding, and valuing of these professional values.
The effort needed to generate questionnaires suitable
for course use was relatively low; these questionnaires
were deployed to students and alumni from an open-ended
global software engineering project course. Students
responding reported significant agreement when
receiving these global values, but sent more mixed
responses in responding to and valuing them. The effort
helped identify several actionable IT professional
values worth reinforcing in future course offerings.",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Bosnic:2019:MDD,
author = "Ivana Bosni{\'c} and Federico Ciccozzi and Ivica
Crnkovi{\'c} and Igor Cavrak and Elisabetta {Di Nitto}
and Raffaela Mirandola and Mario Zagar",
title = "Managing Diversity in Distributed Software Development
Education --- a Longitudinal Case Study",
journal = j-TOCE,
volume = "19",
number = "2",
pages = "10:1--10:??",
month = feb,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3218310",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3218310",
abstract = "Teaching Distributed Software Development with real
distributed settings is a challenging and rewarding
task. Distributed courses are idiosyncratically more
challenging than standard local courses. We have
experienced this during our distributed course, which
has been run for 14 consecutive years. In this article,
we present and analyze the emerging diversities
specific to distributed project-based courses. We base
our arguments on our experience, and we exploit a
three-layered distributed course model, which we use to
analyze several course elements throughout the 14-years
lifetime of our distributed project-based course. In
particular, we focus on the changes that the course
underwent throughout the years, combining findings
obtained from the analyzed data with our own teaching
perceptions. Additionally, we propose insights on how
to manage the various diversity aspects.",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Isomottonen:2019:SGE,
author = "Ville Isom{\"o}tt{\"o}nen and Mats Daniels and {\AA}sa
Cajander and Arnold Pears and Roger Mcdermott",
title = "Searching for Global Employability: Can Students
Capitalize on Enabling Learning Environments?",
journal = j-TOCE,
volume = "19",
number = "2",
pages = "11:1--11:??",
month = feb,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3277568",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3277568",
abstract = "Literature on global employability signifies
``enabling'' learning environments where students
encounter ill-formed and open-ended problems and are
required to adapt and be creative. Varying forms of
``projects,'' co-located and distributed, have
populated computing curricula for decades and are
generally deemed an answer to this call. We performed a
qualitative study to describe how project course
students are able to capitalize on the promise of
enabling learning environments. This critical
perspective was motivated by the circumstance of the
present-day education systems being heavily regulated
for the precipitated production of human capital. The
students involved in our study described education
system-imposed and group-imposed narratives of narrowed
opportunities, as well as many self-related challenges.
However, students welcomed autonomy as an enjoyable
condition and linked it with motivation. Whole-group
commitment and self-related attributes such as taking
care of one's own learning appeared as important
conditions. The results highlight targets for
interventions that can counteract constraining study
conditions and continue the march of projects as a
means to foster complex learning for the benefit of
students and professionalism in global software
engineering.",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hjelsvold:2019:EEG,
author = "Rune Hjelsvold and Deepti Mishra",
title = "Exploring and Expanding {GSE} Education with Open
Source Software Development",
journal = j-TOCE,
volume = "19",
number = "2",
pages = "12:1--12:??",
month = feb,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3230012",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/gnu.bib;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3230012",
abstract = "Global software engineering (GSE) courses
traditionally require cooperation between at least two
universities so as to provide a distributed development
environment to the students. In this study, we explore
an alternative way to organize a global software
engineering course where students work on open source
software development (OSSD) projects rather than in a
multi-university collaboration setting. The results
show that the new setup may provide core GSE challenges
as well as challenges associated with software
development outsourcing and challenges related to
working on large open source software. The present
article compares the experiences gained from running a
combined GSE and OSSD course against the experiences
gained from running a traditional GSE course. The two
alternatives are compared in terms of students'
learning outcomes and course organization. The authors
found that a combined GSE and OSSD course provides
learning opportunities that are partly overlapping
with, and partly complementary to, a traditional GSE
course. The authors also found that the combined OSSD
and GSE course was somewhat easier to organize because
most of the activities took place in a single
university setting. The authors used the extended GSE
taxonomy for the comparison and found it to be a useful
tool for this, although it had some limitations in
expressive power. Therefore, two additional
relationship dimensions are proposed that will further
enrich the extended taxonomy in classifying GSE (and
OSSD) projects.",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Billingsley:2019:TSC,
author = "William Billingsley and Rosemary Torbay and Peter R.
Fletcher and Richard N. Thomas and Jim R. H. Steel and
J{\"o}rn Guy S{\"u}{\ss}",
title = "Taking a Studio Course in Distributed Software
Engineering from a Large Local Cohort to a Small Global
Cohort",
journal = j-TOCE,
volume = "19",
number = "2",
pages = "13:1--13:??",
month = feb,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3218284",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3218284",
abstract = "One of the challenges of global software engineering
courses is to bring the practices and experience of
large geographically distributed teams into the local
and time-limited environment of a classroom. Over the
last 6 years, an on-campus studio course for software
engineering has been developed at the University of
Queensland (UQ) that places small teams of students on
different features of a common product. This creates
two layers of collaboration, as students work within
their teams on individual features, and the teams must
interoperate with many other teams on the common
product. The class uses continuous integration
practices and predominantly asynchronous communication
channels (Slack and GitHub) to facilitate this
collaboration. The original goal of this design was to
ensure that students would authentically experience
issues associated with realistically sized software
projects, and learn to apply appropriate software
engineering and collaboration practices to overcome
them, in a course without significant extra staffing.
Data from the development logs showed that most commits
take place outside synchronous class hours, and the
project operates as a temporally distributed team even
though the students are geographically co-located.
Since 2015, a course adapted from this format has also
been taught at the University of New England (UNE), an
Australian regional university that is also a
longstanding provider of distance education. In this
course, most students study online, and the class has
to be able to work globally, because as well as
students taking part from around Australia, there are
also typically a small number of students taking part
from overseas. Transferring the course to a smaller but
predominantly online institution has allowed us to
evaluate the distributed nature of the course, by
considering what aspects of the course needed to change
to support students who are geographically distributed,
and comparing how the two cohorts behave. This has
produced an overall course design, to teach
professional distributed software engineering
practices, that is adaptable from large classes to
small, and from local to global.",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Vizcaino:2019:EGA,
author = "Aurora Vizca{\'\i}no and F{\'e}lix Garc{\'\i}a and
Ignacio Garc{\'\i}a {Rodriguez De Guzm{\'a}n} and M.
{\'A}ngeles Moraga",
title = "Evaluating {GSD-Aware}: a Serious Game for Discovering
Global Software Development Challenges",
journal = j-TOCE,
volume = "19",
number = "2",
pages = "14:1--14:??",
month = feb,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3218279",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3218279",
abstract = "Global Software Development (GSD) is currently a
strong industry trend. This means that if computer
science engineers are to be trained to deal with this
model, it is very important to include the topic in
software engineering courses, attempting to ensure that
students learn about GSD and become familiar with its
advantages and challenges. However, software
engineering courses do not always consider including it
in their curricula. It must also be recognized that it
is difficult to find a suitable method to teach/develop
the different skills needed for GSD. There is often a
lot of content and not a great deal of time available
to teach it. In this article, we propose the use of a
serious game called GSD-Aware, with which students can
``suffer'' some of the typical challenges of GSD by
interacting with avatars and by using several means of
communication to solve a number of problems posed. The
article focuses on the description of the game and on
the empirical study conducted to analyze whether
GSD-Aware helps students to be conscious of GSD
challenges. It was discovered that after 50 minutes
playing the game, the students were aware of the
greater influence that the following factors can have:
lack of coordination, lack of trust, cultural
differences, lack of face-to-face and informal
communication, time difference, and lack of team
spirit. In their final analysis, students agreed that
the serious game scenarios helped them to understand
what GSD is and to grasp the importance of some GSD
challenges.",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Sablis:2019:BLT,
author = "Aivars Sablis and Javier Gonzalez-Huerta and Ehsan
Zabardast and Darja Smite",
title = "Building {LEGO} Towers: an Exercise for Teaching the
Challenges of Global Work",
journal = j-TOCE,
volume = "19",
number = "2",
pages = "15:1--15:??",
month = feb,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3218249",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:51 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3218249",
abstract = "Global software engineering has changed the way
software is developed today. To address the new
challenges, many universities have launched specially
tailored courses to train young professionals to work
in globally distributed projects. However, a mere
acknowledgment of the geographic, temporal, and
cultural differences does not necessarily lead to a
deep understanding of the underlying practical
implications. Therefore, many universities developed
alternative teaching and learning activities, such as
multi-university collaborative projects and small-scale
simulations or games. In this article, we present a
small-scale exercise that uses LEGO bricks to teach
skills necessary for global work. We describe the many
different interventions that could be implemented in
the execution of the exercise. We had seven runs of the
exercises and report our findings from executing seven
runs of the exercise with the total of 104 students
from five different courses in two different
universities. Our results suggest that the exercise can
be a valuable tool to help students dealing with
troublesome knowledge associated with global software
engineering and a useful complement to the courses
dedicated to this subject.",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Dominguez:2019:EAN,
author = "C{\'e}sar Dom{\'\i}nguez and Arturo Jaime and
J{\'o}nathan Heras and Francisco J.
Garc{\'\i}a-Izquierdo",
title = "The Effects of Adding Non-Compulsory Exercises to an
Online Learning Tool on Student Performance and Code
Copying",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "16:1--16:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3264507",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3264507",
abstract = "This study analyzes the impact of adding a review
exercises module to an online tool used in a software
engineering degree program. The objective of the module
is to promote students' self-learning effort to improve
their performance. We also intend to determine if this
new feature has any effect on the amount of code copies
detected in lab sessions when using the same online
tool. Two groups of students were compared
quantitatively: the first group used the tool
exclusively during lab sessions, whereas the second
group had the option of employing the tool's new module
to enhance their study. The tool allows us to collect
interesting data related to the focus of this research:
supplementary work completed voluntarily by students
and the percentage of students copying others' code
during compulsory lab sessions. The results show that
the students in the second group achieved better
academic results and copied less in lab sessions. In
the second group, the students who invested more effort
in doing revision exercises and copied less in lab
sessions obtained better results; and, interestingly,
the effort invested in completing review exercises did
not seem to compensate for the learning effort avoided
by copying others' exercises during lab sessions. The
results show the advantages of a tool used with a dual
orientation: compulsory and voluntary. Mandatory usage
in lab sessions establishes some milestones that,
eventually, act as an incentive fostering learning,
while voluntary use reinforces students' perception of
the tool's usefulness in terms of learning.",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Richard:2019:DPF,
author = "Gabriela T. Richard and Sagun Giri",
title = "Digital and Physical Fabrication as Multimodal
Learning: Understanding Youth Computational Thinking
When Making Integrated Systems Through Bidirectionally
Responsive Design",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "17:1--17:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3243138",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3243138",
abstract = "This article proposes and explores the kinds of
computational thinking, creative practices, design
activities, and inclusive learning opportunities
provided to diverse high school youth when designing
integrated systems through simultaneously physically
and digitally responsive wearable games and systems.
Previous work in this area, conducted by Richard,
coined the term ``bidirectionally responsive design''
(BRD) to describe the design of dual-feedback systems
using multiple digital and physical interfaces. BRD
also emphasizes using simplified fabrication tools,
media and coding platforms, and microcontrollers common
in youth content creation communities and makerspaces.
This study provides a framework to analyze
computational concepts, practices, and perspectives
that leverage an integrated systems and multimodal
learning approach, such as BRD, adding to, building on,
and integrating previous analytic approaches to looking
at Scratch coding, media design, physical computing and
e-textiles. Using a detailed case study of one team
during one of the early workshop iterations, we conduct
a multimodal analysis of bidirectionally responsive
making activities and discuss the ways that they
present novel understanding of integrating diverse
interests and encouraging collaborative and distributed
computational thinking. We further examine how BRD
operationalizes and extends multimodal learning theory
by adding tangible and integrative dimensions as
additional modalities learners can leverage to
facilitate meaning making, metacognition, and agency.
We also discuss how designing integrated systems, as
facilitated through BRD, provides an opportunity to
engage in authentic practices around the design of
complex systems.",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Liao:2019:RML,
author = "Soohyun Nam Liao and Daniel Zingaro and Kevin Thai and
Christine Alvarado and William G. Griswold and Leo
Porter",
title = "A Robust Machine Learning Technique to Predict
Low-performing Students",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "18:1--18:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3277569",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3277569",
abstract = "As enrollments and class sizes in postsecondary
institutions have increased, instructors have sought
automated and lightweight means to identify students
who are at risk of performing poorly in a course. This
identification must be performed early enough in the
term to allow instructors to assist those students
before they fall irreparably behind. This study
describes a modeling methodology that predicts student
final exam scores in the third week of the term by
using the clicker data that is automatically collected
for instructors when they employ the Peer Instruction
pedagogy. The modeling technique uses a support vector
machine binary classifier, trained on one term of a
course, to predict outcomes in the subsequent term. We
applied this modeling technique to five different
courses across the computer science curriculum, taught
by three different instructors at two different
institutions. Our modeling approach includes a set of
strengths not seen wholesale in prior work, while
maintaining competitive levels of accuracy with that
work. These strengths include using a lightweight
source of student data, affording early detection of
struggling students, and predicting outcomes across
terms in a natural setting (different final exams,
minor changes to course content), across multiple
courses in a curriculum, and across multiple
institutions.",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Denner:2019:DCG,
author = "Jill Denner and Shannon Campe and Linda Werner",
title = "Does Computer Game Design and Programming Benefit
Children? {A} Meta-Synthesis of Research",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "19:1--19:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3277565",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3277565",
abstract = "It is widely believed that there are educational
benefits to making computer games, but there is no
systematic review of research on this topic. This
article describes a meta-synthesis of research on
children designing and programming computer games that
investigates the extent to which there is evidence of
benefits for computer science learning and motivation.
Over 400 articles were identified, and 68 articles met
the inclusion criteria. A systematic analysis and
synthesis across studies showed some evidence that
computer game design and programming can lead to
changes in programming knowledge, problem solving, and
computer science attitudes and confidence. However,
most of the evidence described engagement in
computing-related practices and did not measure
learning. The findings were mostly positive, although
several studies noted more negative attitudes toward
programming after making games. The results were
similar across different pedagogical approaches,
although social interaction may provide unique
opportunities for computer science learning. The
synthesis resulted in a list of design elements for
studying computer game design and programming
activities; these can be used to increase the
availability of evidence about learning. The article
concludes with the identification of gaps in the
research and suggestions for additional research.",
acknowledgement = ack-nhfb,
articleno = "19",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Lakanen:2019:IPC,
author = "Antti-Jussi Lakanen and Tommi K{\"a}rkk{\"a}inen",
title = "Identifying Pathways to Computer Science: The
Long-Term Impact of Short-Term Game Programming
Outreach Interventions",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "20:1--20:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3283070",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3283070",
abstract = "Short-term outreach interventions are conducted to
raise young students' awareness of the computer science
(CS) field. Typically, these interventions are targeted
at K-12 students, attempting to encourage them to study
CS in higher education. This study is based on a series
of extra-curricular outreach events that introduced
students to the discipline of computing, nurturing
creative computational thinking through problem solving
and game programming. To assess the long-term impact of
this campaign, the participants were contacted and
interviewed two to five years after they had attended
an outreach event. We studied how participating in the
outreach program affected the students' perceptions of
CS as a field and, more importantly, how it affected
their educational choices. We found that the outreach
program generally had a positive effect on the
students' educational choices. The most prominent
finding was that students who already possessed a
``maintained situational interest'' in CS found that
the event strengthened their confidence in studying CS.
However, many students were not affected by attending
the program, but their perceptions of CS did change.
Our results emphasize the need to provide continuing
possibilities for interested students to experiment
with computing-related activities and hence maintain
their emerging individual interests.",
acknowledgement = ack-nhfb,
articleno = "20",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Luburic:2019:FTS,
author = "Nikola Luburi{\'c} and Goran Sladi{\'c} and Jelena
Slivka and Branko Milosavljevi{\'c}",
title = "A Framework for Teaching Security Design Analysis
Using Case Studies and the Hybrid Flipped Classroom",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "21:1--21:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3289238",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3289238",
abstract = "With ever-greater reliance of the developed world on
information and communication technologies,
constructing secure software has become a top priority.
To produce secure software, security activities need to
be integrated throughout the software development
lifecycle. One such activity is security design
analysis (SDA), which identifies security requirements
as early as the software design phase. While considered
an important step in software development, the general
opinion of information security subject matter experts
and researchers is that SDA is challenging to learn and
teach. Experimental evidence provided in literature
confirms this claim. To help solve this, we have
developed a framework for teaching SDA by utilizing
case study analysis and the hybrid flipped classroom
approach. We evaluate our framework by performing a
comparative analysis between a group of students who
attended labs generated using our framework and a group
that participated in traditional labs. Our results show
that labs created using our framework achieve better
learning outcomes for SDA, as opposed to the
traditional labs. Secondary contributions of our
article include teaching materials, such as lab
descriptions and a case study of a hospital information
system to be used for SDA. We outline instructions for
using our framework in different contexts, including
university courses and corporate training programs. By
using our proposed teaching framework, with our or any
other case study, we believe that both students and
employees can learn the craft of SDA more
effectively.",
acknowledgement = ack-nhfb,
articleno = "21",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hosseini:2019:LCP,
author = "Hadi Hosseini and Maxwell Hartt and Mehrnaz
Mostafapour",
title = "Learning {IS} Child's Play: Game-Based Learning in
Computer Science Education",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "22:1--22:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3282844",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3282844",
abstract = "Game-based learning has received significant attention
in educational pedagogy as an effective way of
increasing student motivation and engagement. The
majority of the work in this area has been focused on
digital games or games involving technology. We focus
on the use of traditional game design in improving
student engagement and perception of learning in
teaching computer science concepts in higher education.
In addition, as part of an interdisciplinary effort, we
discuss the interplay between game-based learning in
higher education and disciplinary cultures, addressing
the lack of empirical evidence on the impact of game
design on learning outcomes, engagement, and students'
perception of learning.",
acknowledgement = ack-nhfb,
articleno = "22",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Yeomans:2019:TTS,
author = "Lucy Yeomans and Steffen Zschaler and Kelly Coate",
title = "Transformative and Troublesome? {Students}' and
Professional Programmers' Perspectives on Difficult
Concepts in Programming",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "23:1--23:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3283071",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3283071",
abstract = "Programming skills are an increasingly desirable asset
across disciplines; however, learning to program
continues to be difficult for many students. To improve
pedagogy, we need to better understand the concepts
that students find difficult and which have the biggest
impact on their learning. Threshold-concept theory
provides a potential lens on student learning, focusing
on concepts that are troublesome and transformative.
However, there is still a lack of consensus as to what
the most relevant threshold concepts in programming
are. The challenges involved are related to concept
granularity and to evidencing some of the properties
expected of threshold concepts. In this article, we
report on a qualitative study aiming to address some of
these concerns. The study involved focus groups with
undergraduate students of different-year groups as well
as professional software developers so as to gain
insights into how perspectives on concepts change over
time. Four concepts emerged from the data, where the
majority of participants agreed on their troublesome
nature-including abstract classes and data structures.
Some of these concepts are considered transformative,
too, but the evidence base is weaker. However, even
though these concepts may not be considered
transformative in the ``big'' sense of threshold
concept theory, we argue the ``soft'' transformative
effect of such concepts means they can provide
important guidance for pedagogy and the design of
programming courses. Further analysis of the data
identified additional concepts that may hinder rather
than help the learning of these threshold concepts,
which we have called ``accidental complexities.'' We
conclude the article with a critique of the use of
threshold concepts as a lens for studying students'
learning of programming.",
acknowledgement = ack-nhfb,
articleno = "23",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Gretter:2019:ELE,
author = "Sarah Gretter and Aman Yadav and Phil Sands and
Susanne Hambrusch",
title = "Equitable Learning Environments in {K-12} Computing:
Teachers' Views on Barriers to Diversity",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "24:1--24:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3282939",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3282939",
abstract = "The current efforts to expand computer science (CS)
education in K-12 schools, such as the ``CS for All''
initiative, highlight the need for all students to get
an opportunity to study computing. However, as recent
research has shown, diversity in computing at the K-12
level remains problematic, and additional research is
needed to look at how computer science learning
environments can impact minority student interest and
retention in CS. In this article, we report results
from an in-depth qualitative study of high school
computer science teachers' perspective on barriers to
increasing diversity in their classes. Based on
teachers' experiences, we provide practical
recommendations on how to encourage equitable learning
environments in K-12 computer science courses.",
acknowledgement = ack-nhfb,
articleno = "24",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Lyon:2019:CLI,
author = "Louise Ann Lyon and Jill Denner",
title = "Chutes and Ladders: Institutional Setbacks on the
Computer Science Community College Transfer Pathway",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "25:1--25:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3294009",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3294009",
abstract = "Community colleges play a large role in educating
students who are historically underrepresented in
computer science (CS), including women, Latino men, and
Black men, as well as post-traditional (older or
working) students. In spite of this, there is a dearth
of research on the institutional factors that influence
whether or not community college students who are
enrolled in CS classes and who express an interest in
transferring and completing a bachelor's degree in the
field persist. The overused ``pipeline'' metaphor,
which indicates a supply-side lack, has been replaced
by many with that of a ``pathway.'' However, the
``pathway'' image suggests a general forward-moving
trend that can be misleading. In this work, we draw
from qualitative interviews with 14 CS students from
groups traditionally underrepresented in the field who
have studied introductory computer programming at a
community college to investigate the following
question: ``What are the institutional barriers along a
CS bachelor's degree track that includes community
college?'' Our findings indicate that there are three
categories of institutional barriers along the transfer
pathway: setbacks that hinder student progression
forward, discontinuities in which students leave and
re-enter the pathway, and departures in which students
leave computer science and/or leave college altogether.
We describe specific examples of each and introduce the
idea of student movement as a game of ``chutes and
ladders,'' a convoluted trail where students can slide
backwards or off the path (chutes), necessitating the
implementation of targeted institutional supports that
can boost student progress forward (ladders). We
suggest institutional interventions that can help
students facing each type of barrier to continue on
course through community college and transfer to a
four-year university.",
acknowledgement = ack-nhfb,
articleno = "25",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Sanchez:2019:ICP,
author = "Ana S{\'a}nchez and C{\'e}sar Dom{\'\i}nguez and Jose
Miguel Blanco and Arturo Jaime",
title = "Incorporating Computing Professionals' Know-how:
Differences between Assessment by Students, Academics,
and Professional Experts",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "26:1--26:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3309157",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3309157",
abstract = "It is important for both computer science academics
and students to clearly comprehend the differences
between academic and professional perspectives in terms
of assessing a deliverable. It is especially
interesting to determine whether the aspects deemed
important to evaluate by a computer science expert are
the same as those established by academics and
students. Such potential discrepancies are indicative
of the unexpected challenges students may encounter
once they graduate and begin working. In this article,
we propose a learning activity in which computer
science students made a video about their future
profession after hearing an expert in the field who
discussed about the characteristics and difficulties of
his or her work. Academics, professional experts, and
students assessed the videos by means of a
questionnaire. This article reports a quantitative
study of the results of this experience, which was
conducted for three academic years. The study involved
63 students, 6 academics, and 4 computing professionals
with extensive experience, and 14 videos were
evaluated. Professional experts proved to be the most
demanding in the assessment, followed by academics. The
least demanding group was the students. These
differences are more salient if more substantial issues
are examined. The experts focused more on aspects of
content, whereas the student preferred to concentrate
on format. The academics' focus falls between these two
extremes. Understanding how experts value knowledge can
guide educators in their search for effective learning
environments in computing education.",
acknowledgement = ack-nhfb,
articleno = "26",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Novak:2019:SCS,
author = "Matija Novak and Mike Joy and Dragutin Kermek",
title = "Source-code Similarity Detection and Detection Tools
Used in Academia: a Systematic Review",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "27:1--27:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3313290",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3313290",
abstract = "Teachers deal with plagiarism on a regular basis, so
they try to prevent and detect plagiarism, a task that
is complicated by the large size of some classes.
Students who cheat often try to hide their plagiarism
(obfuscate), and many different similarity detection
engines (often called plagiarism detection tools) have
been built to help teachers. This article focuses only
on plagiarism detection and presents a detailed
systematic review of the field of source-code
plagiarism detection in academia. This review gives an
overview of definitions of plagiarism, plagiarism
detection tools, comparison metrics, obfuscation
methods, datasets used for comparison, and algorithm
types. Perspectives on the meaning of source-code
plagiarism detection in academia are presented,
together with categorisations of the available
detection tools and analyses of their effectiveness.
While writing the review, some interesting insights
have been found about metrics and datasets for
quantitative tool comparison and categorisation of
detection algorithms. Also, existing obfuscation
methods classifications have been expanded together
with a new definition of ``source-code plagiarism
detection in academia.''",
acknowledgement = ack-nhfb,
articleno = "27",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Miller:2019:LGL,
author = "Craig S. Miller and Amber Settle",
title = "Learning to Get Literal: Investigating Reference-Point
Difficulties in Novice Programming",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "28:1--28:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3313291",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3313291",
abstract = "We investigate conditions in which novices make some
reference errors when programming. We asked students
from introductory programming courses to perform a
simple code-writing task that required constructing
references to objects and their attributes. By
experimentally manipulating the nature of the
attributes in the tasks, from identifying attributes
(e.g., title or label ) to descriptive attributes
(e.g., calories or texture ), the study revealed the
relative frequencies with which students mistakenly
omit the name of an identifying attribute while
attempting to reference its value. We explain how these
reference-point shifts are consistent with the use of
metonymy, a form of figurative expression in human
communication. Our analysis also reveals how the
presentation of examples can affect the construction of
the reference in the student's solution. We discuss
plausible accounts of the reference-point errors and
how they may inform a model of reference construction.
We suggest that reference-point errors may be the
result of well-practiced habits of communication rather
than misconceptions of the task or what the computer
can do.",
acknowledgement = ack-nhfb,
articleno = "28",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Yadav:2019:CSP,
author = "Aman Yadav and Marc Berges",
title = "Computer Science Pedagogical Content Knowledge:
Characterizing Teacher Performance",
journal = j-TOCE,
volume = "19",
number = "3",
pages = "29:1--29:??",
month = jun,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3303770",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Oct 2 09:58:52 MDT 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3303770",
abstract = "Computer science education efforts are expanding
across the globe to equip students with the necessary
computing skills for today's digital world. However,
preparing students to become literate in computing
activities requires the training of tens of thousands
of teachers in computer science. The discrepancy
between student needs and teacher preparation in
computer science has raised questions of quality
teachers, particularly for teachers who do not possess
adequate content or pedagogical knowledge to teach
computer science efficiently. To address this issue, we
designed an instrument to measure knowledge needed to
teach computer science (i.e., computer science
pedagogical content knowledge). Results exhibited that
our instrument measured aspects of teachers' computer
science pedagogical content knowledge; however,
teachers' prior background in teaching did not
influence their performance. We discuss implications
for future research and practice.",
acknowledgement = ack-nhfb,
articleno = "29",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Shapiro:2019:ISS,
author = "R. Benjamin Shapiro and Rebecca Fiebrink",
title = "Introduction to the Special Section: Launching an
Agenda for Research on Learning Machine Learning",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "30:1--30:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3354136",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3354136",
acknowledgement = ack-nhfb,
articleno = "30",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Fiebrink:2019:MLE,
author = "Rebecca Fiebrink",
title = "Machine Learning Education for Artists, Musicians, and
Other Creative Practitioners",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "31:1--31:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3294008",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3294008",
abstract = "This article aims to lay a foundation for the research
and practice of machine learning education for creative
practitioners. It begins by arguing that it is
important to teach machine learning to creative
practitioners and to conduct research about this
teaching, drawing on related work in creative machine
learning, creative computing education, and machine
learning education. It then draws on research about
design processes in engineering and creative practice
to motivate a set of learning objectives for students
who wish to design new creative artifacts with machine
learning. The article then draws on education research
and knowledge of creative computing practices to
propose a set of teaching strategies that can be used
to support creative computing students in achieving
these objectives. Explanations of these strategies are
accompanied by concrete descriptions of how they have
been employed to develop new lectures and activities,
and to design new experiential learning and scaffolding
technologies, for teaching some of the first courses in
the world focused on teaching machine learning to
creative practitioners. The article subsequently draws
on data collected from these courses-an online course
as well as undergraduate and masters-level courses
taught at a university-to begin to understand how this
curriculum supported student learning, to understand
learners' challenges and mistakes, and to inform future
teaching and research.",
acknowledgement = ack-nhfb,
articleno = "31",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Saltz:2019:IEW,
author = "Jeffrey Saltz and Michael Skirpan and Casey Fiesler
and Micha Gorelick and Tom Yeh and Robert Heckman and
Neil Dewar and Nathan Beard",
title = "Integrating Ethics within Machine Learning Courses",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "32:1--32:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3341164",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3341164",
abstract = "This article establishes and addresses opportunities
for ethics integration into Machine-learning (ML)
courses. Following a survey of the history of computing
ethics and the current need for ethical consideration
within ML, we consider the current state of ML ethics
education via an exploratory analysis of course syllabi
in computing programs. The results reveal that though
ethics is part of the overall educational landscape in
these programs, it is not frequently a part of core
technical ML courses. To help address this gap, we
offer a preliminary framework, developed via a
systematic literature review, of relevant ethics
questions that should be addressed within an ML
project. A pilot study with 85 students confirms that
this framework helped them identify and articulate key
ethical considerations within their ML projects.
Building from this work, we also provide three example
ML course modules that bring ethical thinking directly
into learning core ML content. Collectively, this
research demonstrates: (1) the need for ethics to be
taught as integrated within ML coursework, (2) a
structured set of questions useful for identifying and
addressing potential issues within an ML project, and
(3) novel course models that provide examples for how
to practically teach ML ethics without sacrificing core
course content. An additional by-product of this
research is the collection and integration of recent
publications in the emerging field of ML ethics
education.",
acknowledgement = ack-nhfb,
articleno = "32",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Sulmont:2019:WHA,
author = "Elisabeth Sulmont and Elizabeth Patitsas and Jeremy R.
Cooperstock",
title = "What Is Hard about Teaching Machine Learning to
Non-Majors? {Insights} from Classifying Instructors'
Learning Goals",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "33:1--33:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3336124",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3336124",
abstract = "Given its societal impacts and applications to
numerous fields, machine learning (ML) is an important
topic to understand for many students outside of
computer science and statistics. However,
machine-learning education research is nascent, and
research on this subject for non-majors thus far has
only focused on curricula and courseware. We
interviewed 10 instructors of ML courses for
non-majors, inquiring as to what their students find
both easy and difficult about machine learning. While
ML has a reputation for having algorithms that are
difficult to understand, in practice our participating
instructors reported that it was not the algorithms
that were difficult to teach, but the higher-level
design decisions. We found that the learning goals that
participants described as hard to teach were consistent
with higher levels of the Structure of Observed
Learning Outcomes (SOLO) taxonomy, such as making
design decisions and comparing/contrasting models. We
also found that the learning goals that were described
as easy to teach, such as following the steps of
particular algorithms, were consistent with the lower
levels of the SOLO taxonomy. Realizing that higher-SOLO
learning goals are more difficult to teach is useful
for informing course design, public outreach, and the
design of educational tools for teaching ML.",
acknowledgement = ack-nhfb,
articleno = "33",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Tenenberg:2019:SGC,
author = "Josh Tenenberg and Donald Chinn",
title = "Social Genesis in Computing Education",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "34:1--34:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3322211",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3322211",
abstract = "It is common to think of learning as the acquisition
of knowledge by an individual learner. Starting a
century ago, Lev Vygotsky developed a different
perspective on learning, initiating a tradition of
educational research whose momentum and influence
continue to grow. One of Vygotsky's key principles is
the general genetic law of cultural development that
states that whatever skilled cognition that individuals
carry out within their own minds is preceded by
homologous activity carried out by a social group of
which this individual was a part. In linking the
individual and society through this law, learning is
not simply a matter of the acquisition of domain
knowledge. Rather, it is a cyclic process by which a
social group, in its functioning through joint
activity, leads to individuals taking into themselves
(i.e., internalizing ) the social forms of activity. In
this article, our goal is to explicate Vygotsky's
genetic law and demonstrate its utility for yielding
novel insight into computing education. We provide an
extended illustration of the use of Vygotsky's law in
examining a teacher and students in a university
setting write code together during a class session.
What our analysis reveals is that the teacher and
students together enact a sequential, rule-based, and
dialogical process of problem decomposition and code
writing far different from the plan and schema-based
models for programming that have emerged from prior
research focused on the individual student and their
cognitive strategies and structures. We provide
commentary on implications of the genetic law for both
research and practice in computing education.",
acknowledgement = ack-nhfb,
articleno = "34",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Garvin:2019:SCS,
author = "Megean Garvin and Michael Neary and Marie Desjardins",
title = "State Case Study of Computing Education Governance",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "35:1--35:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3320491",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3320491",
abstract = "High school computing education reform efforts have
been ongoing across the United States, particularly in
the past decade. Although national Computer Science
(CS) for All initiatives are promising, states retain
control over education policies. Recent computing
education reform efforts in the state of Maryland
(U.S.A.) focused on providing every public high school
student with access to high-quality high school
computing courses. Such access provides exposure to
computing careers and better prepares a diverse pool of
students for computing majors in college and the
workforce. This comprehensive embedded multi-level case
study examines the state's computing education reform
efforts from 2010 through 2016. The expansion of
computing education indicates that while there was
positive growth, the growth was not the same for all
categories of public high school students. Top-down
policies assist in providing leverage to elevate the
need for CS; however, bottom-up efforts to support
students and to enable teachers to retain autonomy and
professionalism is also needed for CS expansion.
Despite successes, barriers at the state, Local
Education Agencies (LEA), school, and classroom levels
persist and are discussed. The findings in this study
can be applied to other states with similar governance
structures and policies, and we provide specific
recommendations.",
acknowledgement = ack-nhfb,
articleno = "35",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Ryoo:2019:PSC,
author = "Jean J. Ryoo",
title = "Pedagogy that Supports Computer Science for All",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "36:1--36:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3322210",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3322210",
abstract = "The Computer Science (CS) for All movement has taken
hold of the United States and CS education is rapidly
expanding across nations throughout the world. Yet, as
curricula and professional development opportunities
are developed, key questions remain about what
``works'' for engaging youth in CS education,
especially those who are historically underrepresented
in the field (including young women, students of color,
low-income students). In response, this study answers
the questions: What teaching practices do students-who
are historically underrepresented in CS-believe are
most effective for engaging their interest in CS
learning? What pedagogical actions do CS teachers
identify as most effective for engaging students? And
what do these engaging teaching practices look like in
the classroom? Through a qualitative study following
three different urban high school Exploring Computer
Science classrooms over an entire school year (n = 70
students, 3 teachers; $ > 105 $ h of observation data;
$ > 50 $ interviews with students and teachers), key
pedagogical practices that had greatest impact on
youth's interest and engagement with CS included: (1)
demystifying CS by showing its connections to everyday
life; (2) addressing social issues impacting both CS
and students' communities; and (3) valuing students'
voices and perspectives. This article shares
testimonies from students and teachers, as well as
examples of these teaching practices in the
classroom.",
acknowledgement = ack-nhfb,
articleno = "36",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Clarke-Midura:2019:UID,
author = "Jody Clarke-Midura and Chongning Sun and Katarina
Pantic and Frederick Poole and Vicki Allan",
title = "Using Informed Design in Informal Computer Science
Programs to Increase Youths' Interest, Self-efficacy,
and Perceptions of Parental Support",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "37:1--37:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3319445",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3319445",
abstract = "Our work is situated in research on Computer Science
(CS) learning in informal learning environments and
literature on the factors that influence girls to enter
CS. In this article, we outline design choices around
the creation of a summer programming camp for middle
school youth. In addition, we describe a near-peer
mentoring model we used that was influenced by
Bandura's self-efficacy theory. The purpose of this
article, apart from promoting transparency of program
design, was to evaluate the effectiveness of our camp
design in terms of increasing youths' interest,
self-efficacy beliefs, and perceptions of parental
support. We found significant gains for all three of
these concepts. Additionally, we make connections
between our design choices (e.g., videos, peer support,
mentor support) and the affective gains by thematically
analyzing interview data concerning the outcomes found
in our camps.",
acknowledgement = ack-nhfb,
articleno = "37",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{McCall:2019:NLN,
author = "Davin McCall and Michael K{\"o}lling",
title = "A New Look at Novice Programmer Errors",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "38:1--38:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3335814",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3335814",
abstract = "The types of programming errors that novice
programmers make and struggle to resolve have long been
of interest to researchers. Various past studies have
analyzed the frequency of compiler diagnostic messages.
This information, however, does not have a direct
correlation to the types of errors students make, due
to the inaccuracy and imprecision of diagnostic
messages. Furthermore, few attempts have been made to
determine the severity of different kinds of errors in
terms other than frequency of occurrence. Previously,
we developed a method for meaningful categorization of
errors, and produced a frequency distribution of these
error categories; in this article, we extend the
previous method to also make a determination of error
difficulty, in order to give a better measurement of
the overall severity of different kinds of errors. An
error category hierarchy was developed and validated,
and errors in snapshots of students source code were
categorized accordingly. The result is a frequency
table of logical error categories rather than
diagnostic messages. Resolution time for each of the
analyzed errors was calculated, and the average
resolution time for each category of error was
determined; this defines an error difficulty score. The
combination of frequency and difficulty allow us to
identify the types of error that are most problematic
for novice programmers. The results show that ranking
errors by severity-a product of frequency and
difficulty-yields a significantly different ordering
than ranking them by frequency alone, indicating that
error frequency by itself may not be a suitable
indicator for which errors are actually the most
problematic for students.",
acknowledgement = ack-nhfb,
articleno = "38",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Crawford:2019:BBI,
author = "Chris S. Crawford and Juan E. Gilbert",
title = "Brains and Blocks: Introducing Novice Programmers to
Brain-Computer Interface Application Development",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "39:1--39:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3335815",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3335815",
abstract = "Brain-Computer Interface (BCI) hardware is becoming
more affordable and accessible. However, there is
limited work investigating ways to design software that
broadens participation with BCI technology. In this
article, we present a block-based programming
environment designed to assist novice programmers with
creating BCI applications. We also discuss learning
barriers encountered by novice programmers developing
neurofeedback applications. Our findings suggest that
visual programming assists novice programmers with
building basic BCI applications; however, students may
experience understanding and learning barriers
initially.",
acknowledgement = ack-nhfb,
articleno = "39",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Merkouris:2019:PEI,
author = "Alexandros Merkouris and Konstantinos Chorianopoulos",
title = "Programming Embodied Interactions with a Remotely
Controlled Educational Robot",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "40:1--40:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3336126",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3336126",
abstract = "Contemporary research has explored educational
robotics, but it has not examined the development of
computational thinking in the context of programming
embodied interactions. Apart from the goal of the robot
and how the robot will interact with its environment,
another important aspect that should be taken into
consideration is whether and how the user will
physically interact with the robot. We recruited 36
middle school students to participate in a six-session
robotics curriculum in an attempt to expand their
learning in computational thinking. Participants were
asked to develop interfaces for the remote control of a
robot using diverse interaction styles from low-level
to high-level embodiment, such as touch, speech, and
hand and full-body gestures. We measured students'
perception of computing, examined their computational
practices, and assessed the development of their
computational thinking skills by analyzing the
sophistication of the projects they created during a
problem-solving task. We found that students who
programmed combinations of low embodiment interfaces or
interfaces with no embodiment produced more
sophisticated projects and adopted more sophisticated
computational practices compared to those who
programmed full-body interfaces. These findings suggest
that there might be a tradeoff between the appeal and
the cognitive benefit of rich embodied interaction with
a remotely controlled robot. In further work,
educational robotics research and competitions might be
complemented with a hybrid approach that blends the
traditional autonomous robot movement with student
enactment.",
acknowledgement = ack-nhfb,
articleno = "40",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Johnson:2019:DEA,
author = "Philip Johnson",
title = "Design and Evaluation of an ``Athletic'' Approach to
Software Engineering Education",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "41:1--41:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3344273",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3344273",
abstract = "Modern web application development provides an
attractive application area for introductory software
engineering education, as students have direct
experience with the domain and it provides them with
the potential to gain practical, real-world skills.
Achieving this potential requires the development of
competency with a multiple component tech stack for web
application development, which is challenging to
acquire within a single semester. In this research, we
designed, implemented, and evaluated a new pedagogy
called ``athletic software engineering'' which is
intended to help students efficiently and effectively
acquire competency with a multiple component tech stack
as a precursor to a web application development
project. We evaluated the pedagogy over 4 years and six
semesters with 286 students and found strong evidence
for its effectiveness.",
acknowledgement = ack-nhfb,
articleno = "41",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Hao:2019:SIR,
author = "Qiang Hao and David H. {Smith IV} and Naitra Iriumi
and Michail Tsikerdekis and Andrew J. Ko",
title = "A Systematic Investigation of Replications in
Computing Education Research",
journal = j-TOCE,
volume = "19",
number = "4",
pages = "42:1--42:??",
month = nov,
year = "2019",
CODEN = "????",
DOI = "https://doi.org/10.1145/3345328",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Nov 23 06:53:02 MST 2019",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/ft_gateway.cfm?id=3345328",
abstract = "As the societal demands for application and knowledge
in computer science (CS) increase, CS student
enrollment keeps growing rapidly around the world. By
continuously improving the efficacy of computing
education and providing guidelines for learning and
teaching practice, computing education research plays a
vital role in addressing both educational and societal
challenges that emerge from the growth of CS students.
Given the significant role of computing education
research, it is important to ensure the reliability of
studies in this field. The extent to which studies can
be replicated in a field is one of the most important
standards for reliability. Different fields have paid
increasing attention to the replication rates of their
studies, but the replication rate of computing
education was never systematically studied. To fill
this gap, this study investigated the replication rate
of computing education between 2009 and 2018. We
examined 2,269 published studies from three major
conferences and two major journals in computing
education, and found that the overall replication rate
of computing education was 2.38\%. This study
demonstrated the need for more replication studies in
computing education and discussed how to encourage
replication studies through research initiatives and
policy making.",
acknowledgement = ack-nhfb,
articleno = "42",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J1193",
}
@Article{Weston:2020:PWP,
author = "Timothy J. Weston and Wendy M. Dubow and Alexis
Kaminsky",
title = "Predicting Women's Persistence in Computer Science-
and Technology-Related Majors from High School to
College",
journal = j-TOCE,
volume = "20",
number = "1",
pages = "1:1--1:16",
month = feb,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3343195",
ISSN = "1946-6226",
bibdate = "Fri Feb 7 09:59:29 MST 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3343195",
abstract = "While demand for computer science and information
technology skills grows, the proportion of women
entering computer science (CS) fields has declined. One
critical juncture is the transition from high school to
college. In our study, we examined factors \ldots{}",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Ardimento:2020:RBS,
author = "Pasquale Ardimento and Mario Luca Bernardi and Marta
Cimitile and Giuseppe {De Ruvo}",
title = "Reusing Bugged Source Code to Support Novice
Programmers in Debugging Tasks",
journal = j-TOCE,
volume = "20",
number = "1",
pages = "2:1--2:24",
month = feb,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3355616",
ISSN = "1946-6226",
bibdate = "Fri Feb 7 09:59:29 MST 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3355616",
abstract = "Novice programmers often encounter difficulties
performing debugging tasks effectively. Even if modern
development environments (IDEs) provide high-level
support for navigating through code elements and for
identifying the right conditions leading to \ldots{}",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Garousi:2020:UKG,
author = "Vahid Garousi and Gorkem Giray and Eray Tuzun",
title = "Understanding the Knowledge Gaps of Software
Engineers: an Empirical Analysis Based on {SWEBOK}",
journal = j-TOCE,
volume = "20",
number = "1",
pages = "3:1--3:33",
month = feb,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3360497",
ISSN = "1946-6226",
bibdate = "Fri Feb 7 09:59:29 MST 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3360497",
abstract = "Context: Knowledge level and productivity of the
software engineering (SE) workforce are the subject of
regular discussions among practitioners, educators, and
researchers. There have been many efforts to measure
and improve the knowledge gap between SE \ldots{}",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Kemp:2020:FPP,
author = "Peter E. J. Kemp and Billy Wong and Miles G. Berry",
title = "Female Performance and Participation in Computer
Science: a National Picture",
journal = j-TOCE,
volume = "20",
number = "1",
pages = "4:1--4:28",
month = feb,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3366016",
ISSN = "1946-6226",
bibdate = "Fri Feb 7 09:59:29 MST 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3366016",
abstract = "The change in the English computing curriculum and the
shift towards computer science (CS) has been closely
observed by other countries. Female participation
remains a concern in most jurisdictions, but female
attainment in CS is relatively unstudied. \ldots{}",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Weintrop:2020:TAE,
author = "David Weintrop and Merijke Coenraad and Jen Palmer and
Diana Franklin",
title = "The Teacher Accessibility, Equity, and Content ({TEC})
Rubric for Evaluating Computing Curricula",
journal = j-TOCE,
volume = "20",
number = "1",
pages = "5:1--5:30",
month = feb,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3371155",
ISSN = "1946-6226",
bibdate = "Fri Feb 7 09:59:29 MST 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3371155",
abstract = "In response to the growing call to bring the powerful
ideas of computer science to all learners, education
decision makers, including teachers and administrators,
are tasked with making consequential decisions on what
curricula to use. Often, these \ldots{}",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Albluwi:2020:PPA,
author = "Ibrahim Albluwi",
title = "Plagiarism in Programming Assessments: a Systematic
Review",
journal = j-TOCE,
volume = "20",
number = "1",
pages = "6:1--6:28",
month = feb,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3371156",
ISSN = "1946-6226",
bibdate = "Fri Feb 7 09:59:29 MST 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3371156",
abstract = "This article is a systematic review of work in the
computing education literature on plagiarism. The goal
of the review is to summarize the main results found in
the literature and highlight areas that need further
work. Despite the the large body of \ldots{}",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Mahadeo:2020:DCI,
author = "Jonathan Mahadeo and Zahra Hazari and Geoff Potvin",
title = "Developing a Computing Identity Framework:
Understanding Computer Science and Information
Technology Career Choice",
journal = j-TOCE,
volume = "20",
number = "1",
pages = "7:1--7:14",
month = feb,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3365571",
ISSN = "1946-6226",
bibdate = "Fri Feb 7 09:59:29 MST 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3365571",
abstract = "This paper expands on knowledge of computing identity
by building on what is known about prior identity
models in science and mathematics education. The model
theorizes three primary sub-constructs that contribute
to the development of a computing \ldots{}",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Statter:2020:TAC,
author = "David Statter and Michal Armoni",
title = "Teaching Abstraction in Computer Science to 7th Grade
Students",
journal = j-TOCE,
volume = "20",
number = "1",
pages = "8:1--8:37",
month = feb,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3372143",
ISSN = "1946-6226",
bibdate = "Fri Feb 7 09:59:29 MST 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3372143",
abstract = "Abstraction is one of the most fundamental ideas in
computer science (CS), and as such, according to Bruner
[23], it should be taught spirally, starting as early
as possible and revisited at every level of education.
However, teaching CS abstraction to \ldots{}",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Ross:2020:IBB,
author = "Monique Ross and Zahra Hazari and Gerhard Sonnert and
Philip Sadler",
title = "The Intersection of Being Black and Being a Woman:
Examining the Effect of Social Computing Relationships
on Computer Science Career Choice",
journal = j-TOCE,
volume = "20",
number = "2",
pages = "9:1--9:15",
month = may,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3377426",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 19 10:04:33 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3377426",
abstract = "Computer science (CS) has been identified as one of
the fastest-growing professions, with demand for CS
professionals far outpacing the supply of CS graduates.
The necessity for a trained CS workforce has compelled
industry and academia to evaluate \ldots{}",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Rangel:2020:IMI,
author = "Jakeline G. Celis Rangel and Melissa King and Kasia
Muldner",
title = "An Incremental Mindset Intervention Increases Effort
During Programming Activities but Not Performance",
journal = j-TOCE,
volume = "20",
number = "2",
pages = "10:1--10:18",
month = may,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3377427",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 19 10:04:33 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3377427",
abstract = "Learning to program requires perseverance, practice,
and the mindset that programming skills are improved
through these activities (i.e., that everyone has the
potential to become good at programming). In contrast
to an entity mindset, individuals with \ldots{}",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Rucker:2020:SPL,
author = "Michael T. R{\"u}cker and Wouter R. van Joolingen and
Niels Pinkwart",
title = "Small but Powerful: a Learning Study to Address
Secondary Students' Conceptions of Everyday Computing
Technology",
journal = j-TOCE,
volume = "20",
number = "2",
pages = "11:1--11:27",
month = may,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3377880",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 19 10:04:33 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3377880",
abstract = "Enabling students to recognize and evaluate the
ubiquitous impact of computing technology on society is
an internationally proclaimed goal of a K-12 computing
education. To that end, students need to actually
engage with their computing knowledge in \ldots{}",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Werner:2020:CSG,
author = "Linda Werner and Jill Denner and Shannon Campe and
David M. Torres",
title = "Computational Sophistication of Games Programmed by
Children: a Model for Its Measurement",
journal = j-TOCE,
volume = "20",
number = "2",
pages = "12:1--12:23",
month = may,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3379351",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 19 10:04:33 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3379351",
abstract = "This article builds on prior work that aims to measure
computational learning (CL) during middle school. Since
game computational sophistication (GCS) has been used
as a proxy for a student's engagement in CL we build on
their model to more completely \ldots{}",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Burgiel:2020:AHS,
author = "Heidi Burgiel and Philip M. Sadler and Gerhard
Sonnert",
title = "The Association of High School Computer Science
Content and Pedagogy with Students' Success in College
Computer Science",
journal = j-TOCE,
volume = "20",
number = "2",
pages = "13:1--13:21",
month = may,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3381995",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 19 10:04:33 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3381995",
abstract = "The number of computer science (CS) courses has been
dramatically expanding in U.S. high schools (HS). In
comparison with well-established courses in mathematics
and science, little is known about how the decisions
made by HS CS teachers regarding how \ldots{}",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Dominguez:2020:FCA,
author = "C{\'e}sar Dom{\'\i}nguez and Arturo Jaime and
Francisco J. Garc{\'\i}a-Izquierdo and Juan J. Olarte",
title = "Factors Considered in the Assessment of Computer
Science Engineering Capstone Projects and Their
Influence on Discrepancies Between Assessors",
journal = j-TOCE,
volume = "20",
number = "2",
pages = "14:1--14:23",
month = may,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3381836",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 19 10:04:33 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3381836",
abstract = "A capstone project is an extensive learning experience
traditionally developed during a student's final
academic year. Assessing such a complex assignment
involves several challenges and is usually based upon
the evaluations of at least two different \ldots{}",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Conn:2020:UMF,
author = "Paula Conn and Taylor Gotfrid and Qiwen Zhao and
Rachel Celestine and Vaishnavi Mande and Kristen
Shinohara and Stephanie Ludi and Matt Huenerfauth",
title = "Understanding the Motivations of Final-year Computing
Undergraduates for Considering Accessibility",
journal = j-TOCE,
volume = "20",
number = "2",
pages = "15:1--15:22",
month = may,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3381911",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 19 10:04:33 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3381911",
abstract = "We investigate the degree to which undergraduate
computing students in a United States university
consider accessibility several years after instruction.
Prior work has found that cultural and ethical norms
become ingrained early in STEM professionals'
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Ahmad:2020:IGL,
author = "Adnan Ahmad and Furkh Zeshan and Muhammad Salman Khan
and Rutab Marriam and Amjad Ali and Alia Samreen",
title = "The Impact of Gamification on Learning Outcomes of
Computer Science Majors",
journal = j-TOCE,
volume = "20",
number = "2",
pages = "16:1--16:25",
month = may,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3383456",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue May 19 10:04:33 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/abs/10.1145/3383456",
abstract = "Gamification is the use of game elements in domains
other than games. Gamification use is often suggested
for difficult activities because it enhances users'
engagement and motivation level. Due to such benefits,
the use of gamification is also proposed \ldots{}",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Vandenberg:2020:ESU,
author = "Jessica Vandenberg and Jennifer Tsan and Danielle
Boulden and Zarifa Zakaria and Collin Lynch and Kristy
Elizabeth Boyer and Eric Wiebe",
title = "Elementary Students' Understanding of {CS} Terms",
journal = j-TOCE,
volume = "20",
number = "3",
pages = "17:1--17:19",
month = sep,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3386364",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Sep 29 15:52:36 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3386364",
abstract = "The language and concepts used by curriculum designers
are not always interpreted by children as designers
intended. This can be problematic when researchers use
self-reported survey instruments in concert with
curricula, which often rely on the \ldots{}",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Dou:2020:ECS,
author = "Remy Dou and Karina Bhutta and Monique Ross and Laird
Kramer and Vishodana Thamotharan",
title = "The Effects of Computer Science Stereotypes and
Interest on Middle School Boys' Career Intentions",
journal = j-TOCE,
volume = "20",
number = "3",
pages = "18:1--18:15",
month = sep,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3394964",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Sep 29 15:52:36 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3394964",
abstract = "Like other STEM fields, computer science (CS) lacks
representation of minorities, such as Black and
Hispanic individuals, both in the number of bachelor's
degrees obtained and the number of individuals in the
CS workforce. Out-of-school CS programs are \ldots{}",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Prvan:2020:MTC,
author = "Marina Prvan and Julije Ozegovi{\'c}",
title = "Methods in Teaching Computer Networks: a Literature
Review",
journal = j-TOCE,
volume = "20",
number = "3",
pages = "19:1--19:35",
month = sep,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3394963",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Sep 29 15:52:36 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3394963",
abstract = "This article provides a survey of methods and
paradigms for teaching Computer Networks (CN). Since
the theoretical concepts are rather abstract in this
subject, and students often find them too technical and
difficult to understand, many authors attempt
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "19",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Taipalus:2020:SES,
author = "Toni Taipalus and Ville Sepp{\"a}nen",
title = "{SQL} Education: a Systematic Mapping Study and Future
Research Agenda",
journal = j-TOCE,
volume = "20",
number = "3",
pages = "20:1--20:33",
month = sep,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3398377",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Sep 29 15:52:36 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3398377",
abstract = "Structured Query Language (SQL) skills are crucial in
software engineering and computer science. However,
teaching SQL effectively requires both pedagogical
skill and considerable knowledge of the language.
Educators and scholars have proposed numerous
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "20",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Daleiden:2020:ARC,
author = "Patrick Daleiden and Andreas Stefik and P. Merlin
Uesbeck and Jan Pedersen",
title = "Analysis of a Randomized Controlled Trial of Student
Performance in Parallel Programming using a New
Measurement Technique",
journal = j-TOCE,
volume = "20",
number = "3",
pages = "21:1--21:28",
month = sep,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3401892",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Sep 29 15:52:36 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3401892",
abstract = "There are many paradigms available to address the
unique and complex problems introduced with parallel
programming. These complexities have implications for
computer science education as ubiquitous multi-core
computers drive the need for programmers to \ldots{}",
acknowledgement = ack-nhfb,
articleno = "21",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Indriasari:2020:RPC,
author = "Theresia Devi Indriasari and Andrew Luxton-Reilly and
Paul Denny",
title = "A Review of Peer Code Review in Higher Education",
journal = j-TOCE,
volume = "20",
number = "3",
pages = "22:1--22:25",
month = sep,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3403935",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Sep 29 15:52:36 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3403935",
abstract = "Peer review is the standard process within academia
for maintaining publication quality, but it is also
widely employed in other settings, such as education
and industry, for improving work quality and for
generating actionable feedback to content \ldots{}",
acknowledgement = ack-nhfb,
articleno = "22",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Zhou:2020:HST,
author = "Ninger Zhou and Ha Nguyen and Christian Fischer and
Debra Richardson and Mark Warschauer",
title = "High School Teachers' Self-efficacy in Teaching
Computer Science",
journal = j-TOCE,
volume = "20",
number = "3",
pages = "23:1--23:18",
month = sep,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3410631",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Sep 29 15:52:36 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3410631",
abstract = "Self-efficacy is an important construct for CS
teachers' professional development, because it can
predict both teaching behaviors as well as student
outcomes. Research has shown that teachers'
self-efficacy can be as influential as their actual
level of \ldots{}",
acknowledgement = ack-nhfb,
articleno = "23",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Zhou:2020:TPE,
author = "Ninger Zhou and Yucheng Cao and Sharin Jacob and Debra
Richardson",
title = "Teacher Perceptions of Equity in High School Computer
Science Classrooms",
journal = j-TOCE,
volume = "20",
number = "3",
pages = "24:1--24:27",
month = sep,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3410633",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Tue Sep 29 15:52:36 MDT 2020",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3410633",
abstract = "Effective and equitable CS teaching is contingent on
teachers' robust understanding of equity issues in CS
classrooms. To this end, this study examined high
school teachers' perceptions of equity during their
participation in a CS teacher certificate \ldots{}",
acknowledgement = ack-nhfb,
articleno = "24",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lawlor:2020:CMS,
author = "Grace Lawlor and Philip Byrne and Brendan Tangney",
title = "{``CodePlus''} --- Measuring Short-Term Efficacy in a
Non-Formal, All-Female {CS} Outreach Programme",
journal = j-TOCE,
volume = "20",
number = "4",
pages = "25:1--25:18",
month = nov,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3411510",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3411510",
abstract = "The provision of all-female computer science outreach
programmes is a common strategy used to foster greater
interest in the subject for high school aged girls.
Based on key factors that affect girls' interest in
computer science (CS), outreach \ldots{}",
acknowledgement = ack-nhfb,
articleno = "25",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Margulieux:2020:EIS,
author = "Lauren E. Margulieux and Briana B. Morrison and Baker
Franke and Harivololona Ramilison",
title = "Effect of Implementing Subgoals in {{\tt Code.org}}'s
Intro to Programming Unit in Computer Science
Principles",
journal = j-TOCE,
volume = "20",
number = "4",
pages = "26:1--26:24",
month = nov,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3415594",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3415594",
abstract = "The subgoal learning framework has improved
performance for novice programmers in higher education,
but it has only started to be applied and studied in
K-12 (primary/secondary). Programming education in K-12
is growing, and many international \ldots{}",
acknowledgement = ack-nhfb,
articleno = "26",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Daleiden:2020:GPP,
author = "Patrick Daleiden and Andreas Stefik and Philip Merlin
Uesbeck",
title = "{GPU} Programming Productivity in Different
Abstraction Paradigms: a Randomized Controlled Trial
Comparing {CUDA} and Thrust",
journal = j-TOCE,
volume = "20",
number = "4",
pages = "27:1--27:27",
month = nov,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3418301",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3418301",
abstract = "Coprocessor architectures in High Performance
Computing are prevalent in today's scientific computing
clusters and require specialized knowledge for proper
utilization. Various alternative paradigms for parallel
and offload computation exist, but little \ldots{}",
acknowledgement = ack-nhfb,
articleno = "27",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Jayathirtha:2020:ISS,
author = "Gayithri Jayathirtha and Yasmin B. Kafai",
title = "Interactive Stitch Sampler: a Synthesis of a Decade of
Research on Using Electronic Textiles to Answer the
Who, Where, How, and What for {K--12} Computer Science
Education",
journal = j-TOCE,
volume = "20",
number = "4",
pages = "28:1--28:29",
month = nov,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3418299",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3418299",
abstract = "Electronic textiles, which integrate computation with
fabrics through a redesigned interface of
microcontrollers, sensors, and actuators, have expanded
possibilities not only for engineering, fashion, and
human-computer interaction but also for computer
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "28",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Armstrong:2020:KSA,
author = "Miriam E. Armstrong and Keith S. Jones and Akbar Siami
Namin and David C. Newton",
title = "Knowledge, Skills, and Abilities for Specialized
Curricula in Cyber Defense: Results from Interviews
with Cyber Professionals",
journal = j-TOCE,
volume = "20",
number = "4",
pages = "29:1--29:25",
month = nov,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3421254",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3421254",
abstract = "More specialized cybersecurity education programs are
needed to address workforce needs, but it is unclear
which knowledge, skills, and abilities (KSAs) fulfil
industry needs. We interviewed 48 professionals within
four cyber defense specialty areas: (1). \ldots{}",
acknowledgement = ack-nhfb,
articleno = "29",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Clarke-Midura:2020:MAA,
author = "Jody Clarke-Midura and Chongning Sun and Katarina
Pantic",
title = "Making Apps: an Approach to Recruiting Youth to
Computer Science",
journal = j-TOCE,
volume = "20",
number = "4",
pages = "30:1--30:23",
month = nov,
year = "2020",
CODEN = "????",
DOI = "https://doi.org/10.1145/3425710",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3425710",
abstract = "In response to the need to broaden participation in
computer science, we designed a summer camp to teach
middle-school-aged youth to code apps with MIT App
Inventor. For the past four summers, we have observed
significant gains in youth's interest and \ldots{}",
acknowledgement = ack-nhfb,
articleno = "30",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lukkarinen:2021:EDP,
author = "Aleksi Lukkarinen and Lauri Malmi and Lassi Haaranen",
title = "Event-driven Programming in Programming Education: a
Mapping Review",
journal = j-TOCE,
volume = "21",
number = "1",
pages = "1:1--1:31",
month = mar,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3423956",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3423956",
abstract = "During the past two decades, event-driven programming
(EDP) has emerged as a central and almost ubiquitous
concept in modern software development: Graphical user
interfaces are self-evident in most mobile and
web-based applications, as well as in many \ldots{}",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Oleson:2021:RDK,
author = "Alannah Oleson and Brett Wortzman and Amy J. Ko",
title = "On the Role of Design in {K--12} Computing Education",
journal = j-TOCE,
volume = "21",
number = "1",
pages = "2:1--2:34",
month = mar,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3427594",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3427594",
abstract = "Design is a distinct discipline with its own
practices, tools, professions, and areas of
scholarship. However, practitioners from other fields
often leverage aspects of design in their own work,
leading to subfields like engineering design and
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Morales-Trujillo:2021:GSE,
author = "Miguel Eh{\'e}catl Morales-Trujillo and Gabriel
Alberto Garc{\'\i}a-Mireles",
title = "Gamification and {SQL}: an Empirical Study on Student
Performance in a Database Course",
journal = j-TOCE,
volume = "21",
number = "1",
pages = "3:1--3:29",
month = mar,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3427597",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3427597",
abstract = "Gamification, defined as the integration of game
elements into non-gaming environments, is a promising
approach to increase student engagement, motivation,
and performance in Computer Science and Software
Engineering education. This viewpoint encouraged
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Minnes:2021:WDC,
author = "Mia Minnes and Sheena Ghanbari Serslev and Omar
Padilla",
title = "What Do {CS} Students Value in Industry Internships?",
journal = j-TOCE,
volume = "21",
number = "1",
pages = "4:1--4:15",
month = mar,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3427595",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3427595",
abstract = "Summer internships present an opportunity for Computer
Science (CS) students to expand and test their skills
in ``the real world.'' These multi-faceted experiences
call on students to use technical tools and critical
thinking in collaboration with others \ldots{}",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Kim:2021:ECT,
author = "Han Sung Kim and Soohwan Kim and Wooyoul Na and Woon
Jee Lee",
title = "Extending Computational Thinking into Information and
Communication Technology Literacy Measurement: Gender
and Grade Issues",
journal = j-TOCE,
volume = "21",
number = "1",
pages = "5:1--5:25",
month = mar,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3427596",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3427596",
abstract = "As Information and Communication Technology (ICT)
literacy education has recently shifted to fostering
computing thinking ability as well as ICT use, many
countries are conducting research on national
curriculum and evaluation. In this study, we \ldots{}",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Chen:2021:HSC,
author = "Chen Chen and Jane M. Kang and Gerhard Sonnert and
Philip M. Sadler",
title = "High School Calculus and Computer Science Course
Taking as Predictors of Success in Introductory College
Computer Science",
journal = j-TOCE,
volume = "21",
number = "1",
pages = "6:1--6:21",
month = mar,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3433169",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3433169",
abstract = "Success in an introductory college computer science
(CS) course encourages students to major and pursue
careers in computer science and many other STEM fields,
whereas weak performance is often a powerful deterrent.
This article examines the role of \ldots{}",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Modesti:2021:SBA,
author = "Paolo Modesti",
title = "A Script-based Approach for Teaching and Assessing
{Android} Application Development",
journal = j-TOCE,
volume = "21",
number = "1",
pages = "7:1--7:24",
month = mar,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3427593",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3427593",
abstract = "Mobile applications are extremely popular with many
higher education institutions offering courses to
prepare new developers sought by the software industry.
However, teaching and assessing mobile application
development poses specific challenges due to \ldots{}",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Thayer:2021:TRA,
author = "Kyle Thayer and Sarah E. Chasins and Amy J. Ko",
title = "A Theory of Robust {API} Knowledge",
journal = j-TOCE,
volume = "21",
number = "1",
pages = "8:1--8:32",
month = mar,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3444945",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Mar 20 18:20:46 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3444945",
abstract = "Creating modern software inevitably requires using
application programming interfaces (APIs). While
software developers can sometimes use APIs by simply
copying and pasting code examples, a lack of robust
knowledge of how an API works can lead to \ldots{}",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Rahman:2021:REC,
author = "Farzana Rahman and Elodie Billionniere",
title = "Re-Entering Computing through Emerging Technology:
Current State and Special Issue Introduction",
journal = j-TOCE,
volume = "21",
number = "2",
pages = "9:1--9:5",
month = jun,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3446840",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Jun 5 07:26:10 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3446840",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lunn:2021:EIC,
author = "Stephanie Lunn and Leila Zahedi and Monique Ross and
Matthew Ohland",
title = "Exploration of Intersectionality and Computer Science
Demographics: Understanding the Historical Context of
Shifts in Participation",
journal = j-TOCE,
volume = "21",
number = "2",
pages = "10:1--10:30",
month = jun,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3445985",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Jun 5 07:26:10 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3445985",
abstract = "Although computing occupations have some of the
greatest projected growth rates, there remains a
deficit of graduates in these fields. The struggle to
engage enough students to meet demands is particularly
pronounced for groups already underrepresented
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Hsu:2021:CBS,
author = "Hui-Ching Kayla Hsu and Nasir Memon",
title = "Crossing the Bridge to {STEM}: Retaining Women
Students in an Online {CS} Conversion Program",
journal = j-TOCE,
volume = "21",
number = "2",
pages = "11:1--11:16",
month = jun,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3440892",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Jun 5 07:26:10 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3440892",
abstract = "The necessity for a steady STEM workforce has prompted
academia to develop strategies to encourage people of
diverse backgrounds to enter the STEM fields. A bridge
program, also known as a conversion program, offers
alternative pathways for individuals \ldots{}",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lyon:2021:AIW,
author = "Louise Ann Lyon and Chelsea Clayton",
title = "Arising of Informal Women's Learn-to-code Communities:
Activity Systems as Incubators",
journal = j-TOCE,
volume = "21",
number = "2",
pages = "12:1--12:24",
month = jun,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3433167",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Jun 5 07:26:10 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3433167",
abstract = "Female-focused, grassroots communities purporting to
help women learn to code are popping up in a variety of
settings, indicating the motivation on the part of the
participants to evade male-dominated settings while
learning. However, little is known \ldots{}",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Hardin:2021:GDH,
author = "Caroline D. Hardin",
title = "Gender Differences in Hackathons as a Non-traditional
Educational Experience",
journal = j-TOCE,
volume = "21",
number = "2",
pages = "13:1--13:30",
month = jun,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3433168",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Jun 5 07:26:10 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3433168",
abstract = "Hackathons, the time-bound collaborative project-based
computer science competitions increasingly popular with
computer science students, are one of the largest-scale
innovations in computing education of the past decade.
This research examined three \ldots{}",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lyon:2021:CBC,
author = "Louise Ann Lyon and Emily Green",
title = "Coding Boot Camps: Enabling Women to Enter Computing
Professions",
journal = j-TOCE,
volume = "21",
number = "2",
pages = "14:1--14:30",
month = jun,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3440891",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Jun 5 07:26:10 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3440891",
abstract = "College-educated women in the workforce are
discovering a latent interest in and aptitude for
computing motivated by the prevalence of computing as
an integral part of jobs in many fields as well as
continued headlines about the number of unfilled,
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Pena:2021:AHL,
author = "Joslenne Pe{\~n}a and Benjamin V. Hanrahan and Mary
Beth Rosson and Carmen Cole",
title = "After-Hours Learning: Workshops for Professional Women
to Learn {Web} Development",
journal = j-TOCE,
volume = "21",
number = "2",
pages = "15:1--15:31",
month = jun,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3446964",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Jun 5 07:26:10 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3446964",
abstract = "Many initiatives have focused on attracting girls and
young women (K-12 or college) to computer science
education. However, professional women who never
learned to program have been largely ignored, despite
the fact that such individuals may have many \ldots{}",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Seo:2021:ITE,
author = "Hyunjin Seo and Darcey Altschwager and Baek-young Choi
and Sejun Song and Hannah Britton and Megha Ramaswamy
and Bernard Schuster and Marilyn Ault and Kaushik
Ayinala and Rafida Zaman and Ben Tihen and Lohitha
Yenugu",
title = "Informal Technology Education for Women Transitioning
from Incarceration",
journal = j-TOCE,
volume = "21",
number = "2",
pages = "16:1--16:16",
month = jun,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3425711",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Jun 5 07:26:10 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3425711",
abstract = "As society increasingly relies on digital technologies
in many different aspects, those who lack relevant
access and skills are lagging increasingly behind.
Among the underserved groups disproportionately
affected by the digital divide are women who are
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Aivaloglou:2021:ESS,
author = "Efthimia Aivaloglou and Anna van der Meulen",
title = "An Empirical Study of Students' Perceptions on the
Setup and Grading of Group Programming Assignments",
journal = j-TOCE,
volume = "21",
number = "3",
pages = "17:1--17:22",
month = jul,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3440994",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Jul 1 07:18:26 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3440994",
abstract = "Courses in computer science curricula often involve
group programming assignments. Instructors are required
to take several decisions on assignment setup and
monitoring, team formation policies, and grading
systems. Group programming projects provide \ldots{}",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Bresnihan:2021:PIC,
author = "Nina Bresnihan and Aibh{\'\i}n Bray and Lorraine
Fisher and Glenn Strong and Richard Millwood and
Brendan Tangney",
title = "Parental Involvement in Computer Science Education and
Computing Attitudes and Behaviours in the Home: Model
and Scale Development",
journal = j-TOCE,
volume = "21",
number = "3",
pages = "18:1--18:24",
month = jul,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3440890",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Jul 1 07:18:26 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3440890",
abstract = "This work is situated in research on Parental
Involvement (PI) in Computer Science (CS) Education.
While the importance of PI in children's education is
well established, most parents have little experience
in CS and struggle to facilitate the learning of
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Bowman:2021:IPP,
author = "Nicholas A. Bowman and Lindsay Jarratt and KC Culver
and Alberto M. Segre",
title = "The Impact of Pair Programming on College Students'
Interest, Perceptions, and Achievement in Computer
Science",
journal = j-TOCE,
volume = "21",
number = "3",
pages = "19:1--19:19",
month = jul,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3440759",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Jul 1 07:18:26 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3440759",
abstract = "Active and collaborative learning has shown
considerable promise for improving student outcomes and
reducing group disparities. As one common form of
collaborative learning, pair programming is an adapted
work practice implemented widely in higher \ldots{}",
acknowledgement = ack-nhfb,
articleno = "19",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Saqr:2021:PIM,
author = "Mohammed Saqr and Kwok Ng and Solomon Sunday Oyelere
and Matti Tedre",
title = "People, Ideas, Milestones: a Scientometric Study of
Computational Thinking",
journal = j-TOCE,
volume = "21",
number = "3",
pages = "20:1--20:17",
month = jul,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3445984",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Jul 1 07:18:26 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3445984",
abstract = "The momentum around computational thinking (CT) has
kindled a rising wave of research initiatives and
scholarly contributions seeking to capitalize on the
opportunities that CT could bring. A number of
literature reviews have showed a vibrant community of
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "20",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Haldeman:2021:CFF,
author = "Georgiana Haldeman and Monica Babes-Vroman and Andrew
Tjang and Thu D. Nguyen",
title = "{CSF}: Formative Feedback in Autograding",
journal = j-TOCE,
volume = "21",
number = "3",
pages = "21:1--21:30",
month = jul,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3445983",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Jul 1 07:18:26 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3445983",
abstract = "Autograding systems are being increasingly deployed to
meet the challenges of teaching programming at scale.
Studies show that formative feedback can greatly help
novices learn programming. This work extends an
autograder, enabling it to provide formative \ldots{}",
acknowledgement = ack-nhfb,
articleno = "21",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Bellino:2021:RWA,
author = "Alessio Bellino and Valeria Herskovic and Michael Hund
and Jorge Munoz-Gama",
title = "A Real-world Approach to Motivate Students on the
First Class of a Computer Science Course",
journal = j-TOCE,
volume = "21",
number = "3",
pages = "22:1--22:23",
month = jul,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3445982",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Jul 1 07:18:26 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3445982",
abstract = "A common belief among students is that computing is a
boring subject that lacks a connection to the real
world. The first class (one 80-minute session) in an
introductory computer science course may be an
appropriate instance to combat such a belief.
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "22",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lishinski:2021:SEI,
author = "Alex Lishinski and Aman Yadav",
title = "Self-evaluation Interventions: Impact on Self-efficacy
and Performance in Introductory Programming",
journal = j-TOCE,
volume = "21",
number = "3",
pages = "23:1--23:28",
month = jul,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3447378",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Jul 1 07:18:26 MDT 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3447378",
abstract = "Research has repeatedly shown self-efficacy to be
associated with course outcomes in CS and across other
fields. CS education research has documented this and
has developed CS-specific self-efficacy measurement
instruments, but to date there have been \ldots{}",
acknowledgement = ack-nhfb,
articleno = "23",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lachney:2021:ISS,
author = "Michael Lachney and Jean Ryoo and Rafi Santo",
title = "Introduction to the Special Section on
Justice-Centered Computing Education, {Part 1}",
journal = j-TOCE,
volume = "21",
number = "4",
pages = "25:1--25:15",
month = dec,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3477981",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Dec 10 11:13:29 MST 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3477981",
abstract = "The ideas we offer below for considering
justice-centered computing education point to a broad
array of problem-spaces, contexts, and communities that
scholars, educators, technologists, and activists might
engage with. In exploring and deepening the \ldots{}",
acknowledgement = ack-nhfb,
articleno = "25",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Rankin:2021:BWS,
author = "Yolanda A. Rankin and Jakita O. Thomas and Sheena
Erete",
title = "Black Women Speak: Examining Power, Privilege, and
Identity in {CS} Education",
journal = j-TOCE,
volume = "21",
number = "4",
pages = "26:1--26:31",
month = dec,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3451344",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Dec 10 11:13:29 MST 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3451344",
abstract = "Despite the increasing number of women receiving
bachelor's degrees in computing (i.e., Computer
Science, Computer Engineering, Information Technology,
etc.), a closer look reveals that the percentage of
Black women in computing has significantly dropped
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "26",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Erete:2021:ATJ,
author = "Sheena Erete and Karla Thomas and Denise Nacu and
Jessa Dickinson and Naomi Thompson and Nichole
Pinkard",
title = "Applying a Transformative Justice Approach to
Encourage the Participation of {Black} and {Latina}
Girls in Computing",
journal = j-TOCE,
volume = "21",
number = "4",
pages = "27:1--27:24",
month = dec,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3451345",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Dec 10 11:13:29 MST 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3451345",
abstract = "Global protests and civil unrest in 2020 has renewed
the world's interest in addressing injustice due to
structural racism and oppression toward Black and
Latinx people in all aspects of society, including
computing. In this article, we argue that to \ldots{}",
acknowledgement = ack-nhfb,
articleno = "27",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Vogel:2021:PDP,
author = "Sara Vogel",
title = "{``Los Programadores Debieron Pensarse Como Dos
Veces''}: Exploring the Intersections of Language,
Power, and Technology with Bi\slash Multilingual
Students",
journal = j-TOCE,
volume = "21",
number = "4",
pages = "28:1--28:25",
month = dec,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3447379",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Dec 10 11:13:29 MST 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3447379",
abstract = "Critical computing approaches to K-12 computer science
education aim to promote justice in computing and the
wider world. Despite being intertwined with inequitable
power dynamics in computing, issues of linguistic
(in)justice have received less attention \ldots{}",
acknowledgement = ack-nhfb,
articleno = "28",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Eglash:2021:CHC,
author = "Ron Eglash and Audrey Bennett and Laquana Cooke and
William Babbitt and Michael Lachney",
title = "Counter-hegemonic Computing: Toward Computer Science
Education for Value Generation and Emancipation",
journal = j-TOCE,
volume = "21",
number = "4",
pages = "29:1--29:30",
month = dec,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3449024",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Dec 10 11:13:29 MST 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3449024",
abstract = "Students' lives, both in and out of school, are full
of different forms of value. Wealthy students enjoy
value in the form of financial capital; their fit to
hegemonic social practices; excellent health care and
so on. Low-income students, especially \ldots{}",
acknowledgement = ack-nhfb,
articleno = "29",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Arawjo:2021:ICE,
author = "Ian Arawjo and Ariam Mogos",
title = "Intercultural Computing Education: Toward Justice
Across Difference",
journal = j-TOCE,
volume = "21",
number = "4",
pages = "30:1--30:33",
month = dec,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3458037",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Dec 10 11:13:29 MST 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3458037",
abstract = "Even in the turn toward justice-oriented pedagogy,
computing education tends to overlook the quality of
intergroup relationships, which risks entrenching
division. In this article, we establish an
intercultural approach to computing education, informed
by \ldots{}",
acknowledgement = ack-nhfb,
articleno = "30",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Ryoo:2021:WHR,
author = "Jean J. Ryoo and Alicia Morris and Jane Margolis",
title = "{``What Happens to the Raspado man in a Cash-free
Society?''}: Teaching and Learning Socially Responsible
Computing",
journal = j-TOCE,
volume = "21",
number = "4",
pages = "31:1--31:28",
month = dec,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3453653",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Dec 10 11:13:29 MST 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3453653",
abstract = "The Computer Science for All movement is bringing CS
to K-12 classrooms across the nation. At the same time,
new technologies created by computer scientists have
been reproducing existing inequities that directly
impact today's youth, while being \ldots{}",
acknowledgement = ack-nhfb,
articleno = "31",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Phelps:2021:SLS,
author = "David Phelps and Rafi Santo",
title = "Student Leadership, Systems Change: Opportunities and
Tensions for Youth Impact on District-Wide Computer
Science Initiatives",
journal = j-TOCE,
volume = "21",
number = "4",
pages = "32:1--32:39",
month = dec,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3461716",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Dec 10 11:13:29 MST 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3461716",
abstract = "Computer Science education (CSed) often aims to
position youth as designers, creators, and those with a
voice in their world. But do youth have opportunities
to design, create, and have voice around the shape of
their CSed learning experiences? In this \ldots{}",
acknowledgement = ack-nhfb,
articleno = "32",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Duran:2021:RPB,
author = "Rodrigo Duran and Juha Sorva and Otto
Sepp{\"a}l{\"a}",
title = "Rules of Program Behavior",
journal = j-TOCE,
volume = "21",
number = "4",
pages = "33:1--33:37",
month = dec,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3469128",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Dec 10 11:13:29 MST 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3469128",
abstract = "We propose a framework for identifying, organizing,
and communicating learning objectives that involve
program semantics. In this framework, detailed learning
objectives are written down as rules of program
behavior (RPBs). RPBs are teacher-facing \ldots{}",
acknowledgement = ack-nhfb,
articleno = "33",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Tang:2021:PPC,
author = "Ying Tang and Morgan L. Brockman and Sameer Patil",
title = "Promoting Privacy Considerations in Real-World
Projects in Capstone Courses with Ideation Cards",
journal = j-TOCE,
volume = "21",
number = "4",
pages = "34:1--34:28",
month = dec,
year = "2021",
CODEN = "????",
DOI = "https://doi.org/10.1145/3458038",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Dec 10 11:13:29 MST 2021",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3458038",
abstract = "Nearly all software built today impinges upon end-user
privacy and needs to comply with relevant regulations.
Therefore, there have been increasing calls for
integrating considerations of compliance with privacy
regulations throughout the software \ldots{}",
acknowledgement = ack-nhfb,
articleno = "34",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Groeneveld:2022:INT,
author = "Wouter Groeneveld and Joost Vennekens and Kris Aerts",
title = "Identifying Non-Technical Skill Gaps in Software
Engineering Education: What Experts Expect But Students
Don't Learn",
journal = j-TOCE,
volume = "22",
number = "1",
pages = "1:1--1:21",
month = mar,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3464431",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jan 7 07:44:37 MST 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3464431",
abstract = "As the importance of non-technical skills in the
software engineering industry increases, the skill sets
of graduates match less and less with industry
expectations. A growing body of research exists that
attempts to identify this skill gap. However, only
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Olivares:2022:DII,
author = "Daniel Olivares and Christopher Hundhausen and Namrata
Ray",
title = "Designing {IDE} Interventions to Promote Social
Interaction and Improved Programming Outcomes in Early
Computing Courses",
journal = j-TOCE,
volume = "22",
number = "1",
pages = "2:1--2:29",
month = mar,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3453165",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jan 7 07:44:37 MST 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3453165",
abstract = "As in other STEM disciplines, early computing courses
tend to stress individual assignments and discourage
collaboration. This can lead to negative learning
experiences that compel some students to give up.
According to social learning theory, one way to
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Heckman:2022:SLR,
author = "Sarah Heckman and Jeffrey C. Carver and Mark Sherriff
and Ahmed Al-zubidy",
title = "A Systematic Literature Review of Empiricism and Norms
of Reporting in Computing Education Research
Literature",
journal = j-TOCE,
volume = "22",
number = "1",
pages = "3:1--3:46",
month = mar,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3470652",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jan 7 07:44:37 MST 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3470652",
abstract = "Context. Computing Education Research (CER) is
critical to help the computing education community and
policy makers support the increasing population of
students who need to learn computing skills for future
careers. For a community to systematically \ldots{}",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Pereira:2022:SKT,
author = "Juanan Pereira and {\'O}scar D{\'\i}az",
title = "Struggling to Keep Tabs on Capstone Projects: a
Chatbot to Tackle Student Procrastination",
journal = j-TOCE,
volume = "22",
number = "1",
pages = "4:1--4:22",
month = mar,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3469127",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jan 7 07:44:37 MST 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3469127",
abstract = "Capstone projects usually represent the most
significant academic endeavor with which students have
been involved. Time management tends to be one of the
hurdles. On top, University students are prone to
procrastinatory behavior. Inexperience and \ldots{}",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Stepanova:2022:HCG,
author = "Anna Stepanova and Alexis Weaver and Joanna Lahey and
Gerianne Alexander and Tracy Hammond",
title = "Hiring {CS} Graduates: What We Learned from
Employers",
journal = j-TOCE,
volume = "22",
number = "1",
pages = "5:1--5:20",
month = mar,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3474623",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jan 7 07:44:37 MST 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3474623",
abstract = "Computer science (CS) majors are in high demand and
account for a large part of national computer and
information technology job market applicants.
Employment in this sector is projected to grow 12\%
between 2018 and 2028, which is faster than the average
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Poulsen:2022:PEC,
author = "Seth Poulsen and Geoffrey L. Herman and Peter A. H.
Peterson and Enis Golaszewski and Akshita Gorti and
Linda Oliva and Travis Scheponik and Alan T. Sherman",
title = "Psychometric Evaluation of the Cybersecurity Concept
Inventory",
journal = j-TOCE,
volume = "22",
number = "1",
pages = "6:1--6:18",
month = mar,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3451346",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jan 7 07:44:37 MST 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3451346",
abstract = "We present a psychometric evaluation of a revised
version of the Cybersecurity Concept Inventory (CCI),
completed by 354 students from 29 colleges and
universities. The CCI is a conceptual test of
understanding created to enable research on instruction
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Wiegand:2022:IIE,
author = "R. Paul Wiegand and Anthony Bucci and Amruth N. Kumar
and Jennifer Albert and Alessio Gaspar",
title = "Identifying Informatively Easy and Informatively Hard
Concepts",
journal = j-TOCE,
volume = "22",
number = "1",
pages = "7:1--7:28",
month = mar,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3477968",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jan 7 07:44:37 MST 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3477968",
abstract = "In this article, we leverage ideas from the theory of
coevolutionary computation to analyze interactions of
students with problems. We introduce the idea of
informatively easy or hard concepts. Our approach is
different from more traditional analyses of \ldots{}",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Webb:2022:SPB,
author = "Kevin C. Webb and Daniel Zingaro and Soohyun Nam Liao
and Cynthia Taylor and Cynthia Lee and Michael Clancy
and Leo Porter",
title = "Student Performance on the {BDSI} for Basic Data
Structures",
journal = j-TOCE,
volume = "22",
number = "1",
pages = "8:1--8:34",
month = mar,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3470654",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jan 7 07:44:37 MST 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3470654",
abstract = "A Concept Inventory (CI) is an assessment to measure
student conceptual understanding of a particular topic.
This article presents the results of a CI for basic
data structures (BDSI) that has been previously shown
to have strong evidence for validity. \ldots{}",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Loraas:2022:SBC,
author = "Madeleine Lor{\aa}s and Guttorm Sindre and Hallvard
Tr{\ae}tteberg and Trond Aalberg",
title = "Study Behavior in Computing Education ---- a
Systematic Literature Review",
journal = j-TOCE,
volume = "22",
number = "1",
pages = "9:1--9:40",
month = mar,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3469129",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jan 7 07:44:37 MST 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3469129",
abstract = "As the field of computing education grows and matures,
it has become essential to unite computing education
and higher education research. Educational research has
highlighted that how students study is crucial to their
learning progress, and study \ldots{}",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Brennan:2022:DSD,
author = "Karen Brennan and Sarah Blum-Smith and Laura Peters
and Jane Kang",
title = "Designing for Student-Directedness: How {K-12}
Teachers Utilize Peers to Support Projects",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "10:1--10:18",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3476515",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3476515",
abstract = "Student-directed projects-projects in which students
have individual control over what they create and how
to create it-are a promising practice for supporting
the development of conceptual understanding and
personal interest in K-12 computer science \ldots{}",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Clarke:2022:CLE,
author = "Peter J. Clarke and Debra L. Davis and Ingrid A.
Buckley and Geoff Potvin and Mandayam Thirunarayanan
and Edward L. Jones",
title = "Combining Learning and Engagement Strategies in a
Software Testing Learning Environment",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "11:1--11:25",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3469131",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3469131",
abstract = "There continues to be an increase in enrollments in
various computing programs at academic institutions due
to many job opportunities available in the information,
communication, and technology sectors. This enrollment
surge has presented several \ldots{}",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lunn:2022:HDE,
author = "Stephanie Lunn and Monique Ross and Zahra Hazari and
Mark Allen Weiss and Michael Georgiopoulos and Kenneth
Christensen",
title = "How Do Educational Experiences Predict Computing
Identity?",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "12:1--12:28",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3470653",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3470653",
abstract = "Despite increasing demands for skilled workers within
the technological domain, there is still a deficit in
the number of graduates in computing fields (computer
science, information technology, and computer
engineering). Understanding the factors that \ldots{}",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Babes-Vroman:2022:GDC,
author = "Monica Babes-Vroman and Thuytien N. Nguyen and Thu D.
Nguyen",
title = "Gender Diversity in Computer Science at a Large Public
{R1} Research {University}: Reporting on a Self-study",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "13:1--13:31",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3471572",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3471572",
abstract = "With the number of jobs in computer occupations on the
rise, there is a greater need for computer science (CS)
graduates than ever. At the same time, most CS
departments across the country are only seeing 25-30\%
of women students in their classes, meaning \ldots{}",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lai:2022:BPC,
author = "Rina P. Y. Lai",
title = "Beyond Programming: a Computer-Based Assessment of
Computational Thinking Competency",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "14:1--14:27",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3486598",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3486598",
abstract = "Computational Thinking (CT), entailing both
domain-general and domain-specific skills, is a
competency fundamental to computing education and
beyond. However, as a cross-domain competency,
appropriate assessment design and method remain
equivocal. Indeed, \ldots{}",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Allen:2022:TFT,
author = "Becky Allen and Andrew Stephen McGough and Marie
Devlin",
title = "Toward a Framework for Teaching Artificial
Intelligence to a Higher Education Audience",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "15:1--15:29",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3485062",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3485062",
abstract = "Artificial Intelligence and its sub-disciplines are
becoming increasingly relevant in numerous areas of
academia as well as industry and can now be considered
a core area of Computer Science [ 84 ]. The Higher
Education sector are offering more courses in
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Sharmin:2022:CCL,
author = "Sadia Sharmin",
title = "Creativity in {CS1}: a Literature Review",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "16:1--16:26",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3459995",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3459995",
abstract = "Computer science is a fast-growing field in today's
digitized age, and working in this industry often
requires creativity and innovative thought. An issue
within computer science education, however, is that
large introductory programming courses often \ldots{}",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Kather:2022:TTT,
author = "Philipp Kather and Rodrigo Duran and Jan Vahrenhold",
title = "Through (Tracking) Their Eyes: Abstraction and
Complexity in Program Comprehension",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "17:1--17:33",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3480171",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3480171",
abstract = "Previous studies on writing and understanding programs
presented evidence that programmers beyond a novice
stage utilize plans or plan-like structures. Other
studies on code composition showed that learners have
difficulties with writing, reading, and \ldots{}",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Sax:2022:CCD,
author = "Linda J. Sax and Kaitlin N. S. Newhouse and Joanna
Goode and Tomoko M. Nakajima and Max Skorodinsky and
Michelle Sendowski",
title = "Can Computing Be Diversified on ``Principles'' Alone?
{Exploring} the Role of {AP} Computer Science Courses
in Students' Major and Career Intentions",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "18:1--18:26",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3479431",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3479431",
abstract = "The Advanced Placement Computer Science Principles
(APCSP) course was introduced in 2016 to address
long-standing gender and racial/ethnic disparities in
the United States among students taking Advanced
Placement Computer Science (APCS) in high school, as
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Luo:2022:ECT,
author = "Feiya Luo and Maya Israel and Brian Gane",
title = "Elementary Computational Thinking Instruction and
Assessment: a Learning Trajectory Perspective",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "19:1--19:26",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3494579",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3494579",
abstract = "There is little empirical research related to how
elementary students develop computational thinking (CT)
and how they apply CT in problem-solving. To address
this gap in knowledge, this study made use of learning
trajectories (LTs; hypothesized learning \ldots{})",
acknowledgement = ack-nhfb,
articleno = "19",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Flanigan:2022:SBC,
author = "Abraham E. Flanigan and Markeya S. Peteranetz and
Duane F. Shell and Leen-Kiat Soh",
title = "Shifting Beliefs in Computer Science: Change in {CS}
Student Mindsets",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "20:1--20:24",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3471574",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3471574",
abstract = "Two studies investigated change in computer science
(CS) students' implicit intelligence beliefs. Across
both studies, we found that the strength of incremental
and entity beliefs changed across time. In Study 1, we
found that incremental beliefs \ldots{}",
acknowledgement = ack-nhfb,
articleno = "20",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Kutay:2022:CMD,
author = "Emine Kutay and Diler Oner",
title = "Coding with \pkg{Minecraft}: The Development of Middle
School Students' Computational Thinking",
journal = j-TOCE,
volume = "22",
number = "2",
pages = "21:1--21:19",
month = jun,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3471573",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Mar 18 06:59:45 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3471573",
abstract = "The purpose of this study is to examine the role of
Minecraft-based coding activities on computational
thinking (CT) of middle school students. In the study,
CT was conceptualized so that it encapsulates not only
the knowledge of computational concepts \ldots{}",
acknowledgement = ack-nhfb,
articleno = "21",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Ko:2022:NSA,
author = "Amy Ko",
title = "Next Steps for {ACM TOCE}",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "22:1--22:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3530983",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3530983",
acknowledgement = ack-nhfb,
articleno = "22",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Ryoo:2022:ISI,
author = "Jean J. Ryoo and Rafi Santo and Michael Lachney",
title = "Introduction to the Special Issue on Justice-Centered
Computing Education, {Part 2}",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "23:1--23:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3530982",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3530982",
abstract = "This introduction welcomes readers to the second
volume of an ACM TOCE special issue on justice-centered
computing education. Here we reflect on the ways both
the first volume and this current volume expand our
notions of justice. More specifically, the \ldots{}",
acknowledgement = ack-nhfb,
articleno = "23",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Tena-Meza:2022:CPL,
author = "Stephanie Tena-Meza and Miroslav Suzara and Aj
Alvero",
title = "Coding with Purpose: Learning {AI} in Rural
{California}",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "24:1--24:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3513137",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3513137",
abstract = "We use an autoethnographic case study of a Latinx high
school student from a rural, agricultural community in
California to highlight how AI is learned outside
classrooms and how her personal background influenced
her social-justice-oriented applications \ldots{}",
acknowledgement = ack-nhfb,
articleno = "24",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lee:2022:BMY,
author = "Clifford H. Lee and Nimah Gobir and Alex Gurn and
Elisabeth Soep",
title = "In the Black Mirror: Youth Investigations into
Artificial Intelligence",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "25:1--25:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3484495",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3484495",
abstract = "Over the past two decades, innovations powered by
artificial intelligence (AI) have extended into nearly
all facets of human experience. Our ethnographic
research suggests that while young people sense they
can't ``trust'' AI, many are not sure how it works
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "25",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Roldan:2022:DCE,
author = "Wendy Roldan and Kung Jin Lee and Kevin Nguyen and Lia
Berhe and Jason Yip",
title = "Disrupting Computing Education: Teen-Led Participatory
Design in Libraries",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "26:1--26:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3484494",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3484494",
abstract = "Large-scale disparities in computing exist for many
youth of color. Learning in informal settings can
increase the participation of youth in computing;
however, computing education programs have typically
been developed by adults for youth. We argue \ldots{}",
acknowledgement = ack-nhfb,
articleno = "26",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Israel:2022:EIT,
author = "Maya Israel and Brittany Kester and Jessica J.
Williams and Meg J. Ray",
title = "Equity and Inclusion through {UDL} in {K--6} Computer
Science Education: Perspectives of Teachers and
Instructional Coaches",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "27:1--27:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3513138",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3513138",
abstract = "Through a mixed-methods approach that utilized teacher
surveys and a focus group with computer science (CS)
instructional coaches, this study examined elementary
teachers' confidence in meeting the needs of students
with disabilities, the extent to which \ldots{}",
acknowledgement = ack-nhfb,
articleno = "27",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Veeragoudar:2022:EBC,
author = "Sneha Veeragoudar and Florence R. Sullivan",
title = "Equity-based {CS} Case Study: an Approach to Exploring
White Teachers' Conceptions of Race and Racism in a
Professional Development Setting",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "28:1--28:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3487332",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3487332",
abstract = "Here, we present the results of a study of in-service
teachers' responses to equity-based case study
vignettes focused on racialized classroom incidents.
This study was conducted in the context of an ongoing
research practice partnership aimed at \ldots{}",
acknowledgement = ack-nhfb,
articleno = "28",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Jacob:2022:EWW,
author = "Sharin Rawhiya Jacob and Jonathan Montoya and Ha
Nguyen and Debra Richardson and Mark Warschauer",
title = "Examining the What, Why, and How of Multilingual
Student Identity Development in Computer Science",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "29:1--29:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3500918",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3500918",
abstract = "Developing student interest is critical to supporting
student learning in computer science. Research
indicates that student interest is a key predictor of
persistence and achievement. While there is a growing
body of work on developing computing \ldots{}",
acknowledgement = ack-nhfb,
articleno = "29",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Rodrigues:2022:TLP,
author = "Luiz Rodrigues and Filipe Pereira and Armando Toda and
Paula Palomino and Wilk Oliveira and Marcela Pessoa and
Leandro Carvalho and David Oliveira and Elaine Oliveira
and Alexandra Cristea and Seiji Isotani",
title = "Are They Learning or Playing? {Moderator} Conditions
of Gamification's Success in Programming Classrooms",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "30:1--30:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3485732",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3485732",
abstract = "Students face several difficulties in introductory
programming courses (CS1), often leading to high
dropout rates, student demotivation, and lack of
interest. The literature has indicated that the
adequate use of gamification might improve learning in
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "30",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Karnalim:2022:ESA,
author = "Oscar Karnalim and Simon and William Chivers and Billy
Susanto Panca",
title = "Educating Students about Programming Plagiarism and
Collusion via Formative Feedback",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "31:1--31:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3506717",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3506717",
abstract = "To help address programming plagiarism and collusion,
students should be informed about acceptable practices
and about program similarity, both coincidental and
non-coincidental. However, current approaches are
usually manual, brief, and delivered well \ldots{}",
acknowledgement = ack-nhfb,
articleno = "31",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Atiq:2022:QSE,
author = "Zahra Atiq and Michael C. Loui",
title = "A Qualitative Study of Emotions Experienced by
First-year Engineering Students during Programming
Tasks",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "32:1--32:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3507696",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3507696",
abstract = "In introductory computer programming courses, students
experience a range of emotions. Students often
experience anxiety and frustration when they encounter
difficulties in writing programs. Continued frustration
can discourage students from pursuing \ldots{}",
acknowledgement = ack-nhfb,
articleno = "32",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Vesin:2022:AAC,
author = "Boban Vesin and Katerina Mangaroska and Kamil
Akhuseyinoglu and Michail Giannakos",
title = "Adaptive Assessment and Content Recommendation in
Online Programming Courses: On the Use of Elo-rating",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "33:1--33:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3511886",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3511886",
abstract = "Online learning systems should support students
preparedness for professional practice by equipping
them with the necessary skills while keeping them
engaged and active. In that regard, the development of
online learning systems that support students'
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "33",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Paiva:2022:AAC,
author = "Jos{\'e} Carlos Paiva and Jos{\'e} Paulo Leal and
{\'A}lvaro Figueira",
title = "Automated Assessment in Computer Science Education: a
State-of-the-Art Review",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "34:1--34:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3513140",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3513140",
abstract = "Practical programming competencies are critical to the
success in computer science (CS) education and
go-to-market of fresh graduates. Acquiring the required
level of skills is a long journey of discovery, trial
and error, and optimization seeking through \ldots{}",
acknowledgement = ack-nhfb,
articleno = "34",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Blumenthal:2022:AAN,
author = "Richard Blumenthal",
title = "Alignment among Normative, Prescriptive, and
Descriptive Models of Computer Science Curriculum: The
Effect of {ABET} Accreditation on {CS} Education",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "35:1--35:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3513141",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3513141",
abstract = "In May and June 2021, the author conducted a survey of
the computing and mathematical graduation requirements
of 500 Bachelor of Science in Computer Science (BSCS)
programs in the U.S. to determine alignment among these
requirements and those recommended \ldots{}",
acknowledgement = ack-nhfb,
articleno = "35",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Bolloju:2022:TLD,
author = "Narasimha Bolloju",
title = "Teaching and Learning Domain Modeling through
Collaboration Patterns: a Controlled Experiment",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "36:1--36:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3513139",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3513139",
abstract = "Domain models in software engineering-often
represented as class diagrams-depict relevant classes
in a given problem domain along with necessary
relationships among those classes. These models are
important because they establish links between the
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "36",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Hedayati-Mehdiabadi:2022:HDC,
author = "Amir Hedayati-Mehdiabadi",
title = "How do Computer Science Students Make Decisions in
Ethical Situations? {Implications} for Teaching
Computing Ethics based on a Grounded Theory Study",
journal = j-TOCE,
volume = "22",
number = "3",
pages = "37:1--37:??",
month = sep,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3483841",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Thu Nov 3 06:16:42 MDT 2022",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3483841",
abstract = "The daily influence of new technologies on shaping and
reshaping human lives necessitates attention to the
ethical development of the future computing workforce.
To improve computer science students' ethical
decision-making, it is important to know how \ldots{}",
acknowledgement = ack-nhfb,
articleno = "37",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Tenenberg:2022:ECU,
author = "Josh Tenenberg and Lauri Malmi",
title = "Editorial: Conceptualizing and Using Theory in
Computing Education Research",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "38:1--38:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3542952",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3542952",
abstract = "There has been considerable recent interest in a
number of questions related to theory within computing
education research. In this editorial, we summarize
some of this recent interest, discuss the process in
which this special issue came to be, and how \ldots{}",
acknowledgement = ack-nhfb,
articleno = "38",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Loksa:2022:MSR,
author = "Dastyni Loksa and Lauren Margulieux and Brett A.
Becker and Michelle Craig and Paul Denny and Raymond
Pettit and James Prather",
title = "Metacognition and Self-Regulation in Programming
Education: Theories and Exemplars of Use",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "39:1--39:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3487050",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3487050",
abstract = "Metacognition and self-regulation are important skills
for successful learning and have been discussed and
researched extensively in the general education
literature for several decades. More recently, there
has been growing interest in understanding how
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "39",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Duran:2022:CLT,
author = "Rodrigo Duran and Albina Zavgorodniaia and Juha
Sorva",
title = "Cognitive Load Theory in Computing Education Research:
a Review",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "40:1--40:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3483843",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3483843",
abstract = "One of the most commonly cited theories in computing
education research is cognitive load theory (CLT),
which explains how learning is affected by the
bottleneck of human working memory and how teaching may
work around that limitation. The theory has \ldots{}",
acknowledgement = ack-nhfb,
articleno = "40",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Robins:2022:DPT,
author = "Anthony V. Robins",
title = "Dual Process Theories: Computing Cognition in
Context",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "41:1--41:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3487055",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3487055",
abstract = "This paper explores a major theoretical framework from
psychology, Dual Process Theory (DPT), which has
received surprisingly little attention in the computing
education literature. DPT postulates the existence of
two qualitatively different kinds of \ldots{}",
acknowledgement = ack-nhfb,
articleno = "41",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Kao:2022:OLN,
author = "Yvonne Kao and Bryan Matlen and David Weintrop",
title = "From One Language to the Next: Applications of
Analogical Transfer for Programming Education",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "42:1--42:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3487051",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3487051",
abstract = "The 1980s and 1990s saw a robust connection between
computer science education and cognitive psychology as
researchers worked to understand how students learn to
program. More recently, academic disciplines such as
science and engineering have begun \ldots{}",
acknowledgement = ack-nhfb,
articleno = "42",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Michaelis:2022:IDT,
author = "Joseph E. Michaelis and David Weintrop",
title = "Interest Development Theory in Computing Education: a
Framework and Toolkit for Researchers and Designers",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "43:1--43:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3487054",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3487054",
abstract = "Computing is rapidly becoming a critical literacy for
succeeding in an increasingly technological world.
While the proliferation of programs dedicated to
broadening participation in computing increases access,
computing education research can benefit from
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "43",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Vrieler:2022:SPC,
author = "Tina Vrieler and Minna Salminen-Karlsson",
title = "A Sociocultural Perspective on Computer Science
Capital and Its Pedagogical Implications in Computer
Science Education",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "44:1--44:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3487052",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3487052",
abstract = "The aim of this conceptual article is to provide a
framework and a lens for educators in diversifying and
making CS education more inclusive. In this article, we
conceptualize the notion of computer science capital
(CSC), which extends Bourdieu's \ldots{}",
acknowledgement = ack-nhfb,
articleno = "44",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Riese:2022:QSE,
author = "Emma Riese and Olle B{\"a}lter",
title = "A Qualitative Study of Experienced Course
Coordinators' Perspectives on Assessment in
Introductory Programming Courses for {Non-CS} Majors",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "45:1--45:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3517134",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3517134",
abstract = "Assessment plays an important role in education and
can both guide and motivate learning. Assessment can,
however, be carried out with different aims: providing
the students with feedback that supports the learning
(formative assessment) and judging to \ldots{}",
acknowledgement = ack-nhfb,
articleno = "45",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Neutens:2022:ACW,
author = "Tom Neutens and Kris Coolsaet and Francis Wyffels",
title = "Assessment of Code, Which Aspects Do Teachers Consider
and How Are They Valued?",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "46:1--46:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3517133",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3517133",
abstract = "In many countries, computer programming is becoming an
integral part of the secondary school curriculum.
However, many teachers, especially in the first years
of Flemish secondary school, have limited experience
with teaching programming. To improve their \ldots{}",
acknowledgement = ack-nhfb,
articleno = "46",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{McDonald:2022:RCL,
author = "Nora McDonald and Adegboyega Akinsiku and Jonathan
Hunter-Cevera and Maria Sanchez and Kerrie Kephart and
Mark Berczynski and Helena M. Mentis",
title = "Responsible Computing: a Longitudinal Study of a
Peer-led Ethics Learning Framework",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "47:1--47:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3469130",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3469130",
abstract = "We studied the impact of introducing first-year
computer science (CS) students to ethical thinking
about the social justice impacts of data collection,
tracking, bias, internet privacy, and competitive
``real world'' system design and critique activities.
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "47",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Kang:2022:IUI,
author = "Jin Kang and Audrey Girouard",
title = "Impact of {UX} Internships on Human-computer
Interaction Graduate Students: a Qualitative Analysis
of Internship Reports",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "48:1--48:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3517132",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3517132",
abstract = "Objectives. Internships can bring a host of
professional and academic benefits to students. Then,
how do User Experience (UX) internships influence
Human-Computer Interaction (HCI) graduate students'
professional and academic growth? What are the
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "48",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Desportes:2022:GHW,
author = "Kayla Desportes and Kathleen McDermott and Yoav
Bergner and William Payne",
title = "{``Go[ing] Hard\ldots{}as a Woman of Color''}: a Case
Study Examining Identity Work within a Performative
Dance and Computing Learning Environment",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "49:1--49:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3531000",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3531000",
abstract = "Performing arts computing environments have received
little attention in the educational sphere; yet, they
offer opportunities for learners to validate their
efforts, ideas, and skills through showcasing their
work in a public-facing performance. In this \ldots{}",
acknowledgement = ack-nhfb,
articleno = "49",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{McGill:2022:EFI,
author = "Monica M. McGill and Anni Reinking",
title = "Early Findings on the Impacts of Developing
Evidence-Based Practice Briefs on Middle School
Computer Science Teachers",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "50:1--50:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3543512",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3543512",
abstract = "Problem. K-12 teachers face many challenges when
teaching a new subject like computer science (CS). They
are often far removed from the research being conducted
to identify evidence-driven solutions to these
challenges. Likewise, researchers are also \ldots{}",
acknowledgement = ack-nhfb,
articleno = "50",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lunn:2022:FPF,
author = "Stephanie Lunn and Ma{\'\i}ra Marques Samary and
Susanne Hambrusch and Aman Yadav",
title = "Forging a Path: Faculty Interviews on the Present and
Future of Computer Science Education in the {United
States}",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "51:1--51:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3546581",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3546581",
abstract = "Computer science education (CSEd) is a growing
interdisciplinary area that continues to gain momentum
from students, researchers, and educators. Yet, there
are few formal programs or degree options for students
interested in pursuing graduate work in \ldots{}",
acknowledgement = ack-nhfb,
articleno = "51",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lee:2022:UDR,
author = "Lina Lee and Celine Latulipe and Tonya Frevert",
title = "Using Discrimination Response Ideation to Uncover
Student Attitudes about Diversity and Inclusion in
Computer Science",
journal = j-TOCE,
volume = "22",
number = "4",
pages = "52:1--52:??",
month = dec,
year = "2022",
CODEN = "????",
DOI = "https://doi.org/10.1145/3550487",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:29 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3550487",
abstract = "Helping students learn to identify and respond to
situations involving discrimination is important,
especially in fields like Computer Science where there
is evidence of an unwelcoming climate that
disproportionately drives underrepresented students out
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "52",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Malmi:2023:ESS,
author = "Lauri Malmi and Josh Tenenberg",
title = "Editorial for the Second Special Issue on
{``Conceptualizing and Using Theory in Computing
Education Research''}",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "1:1--1:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3570729",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3570729",
abstract = "In this editorial, we introduce the second set of
papers for the special issue ``Conceptualizing and
Using Theory in CER''. These papers focus on meta level
discussion on theories in CER, addressing the
definition of theories, what theoretical contributions
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "1",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Malmi:2023:RT,
author = "Lauri Malmi",
title = "Reflections on Theory",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "2:1--2:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3570728",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3570728",
abstract = "In this paper, I reflect on how my personal
conceptions on ``theory'' have developed and become
more diverse and elaborated during my career. I discuss
early conceptions I learned in school and during my
university studies, followed by the growing awareness
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "2",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Tenenberg:2023:CRT,
author = "Josh Tenenberg",
title = "Conceptualizing the Researcher-Theory Relation",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "3:1--3:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3570730",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3570730",
abstract = "In this article, I interrogate the relation between a
researcher and the theories that the researcher gets
involved with. I use my own trajectory as a computing
education researcher as a way to make visible how
different conceptions of this relation are \ldots{}",
acknowledgement = ack-nhfb,
articleno = "3",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Tedre:2023:GTD,
author = "Matti Tedre and John Pajunen",
title = "Grand Theories or Design Guidelines? {Perspectives} on
the Role of Theory in Computing Education Research",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "4:1--4:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3487049",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3487049",
abstract = "A rich body of empirically grounded results and a
solid theory base have often been viewed as signs of a
mature discipline. Many disciplines have frequently
debated what they should accept as legitimate kinds of
theories, the proper roles of theory, and \ldots{}",
acknowledgement = ack-nhfb,
articleno = "4",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Szabo:2023:LTU,
author = "Claudia Szabo and Judy Sheard",
title = "Learning Theories Use and Relationships in Computing
Education Research",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "5:1--5:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3487056",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3487056",
abstract = "The use of established and discipline-specific
theories within research and practice is an indication
of the maturity of a discipline. With computing
education research as a relatively young discipline,
there has been recent interest in investigating
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "5",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Malmi:2023:DUD,
author = "Lauri Malmi and Judy Sheard and P{\"a}ivi Kinnunen and
Simon and Jane Sinclair",
title = "Development and Use of Domain-specific Learning
Theories, Models, and Instruments in Computing
Education",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "6:1--6:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3530221",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3530221",
abstract = "Use of theory within a field of research provides the
foundation for designing effective research programs
and establishing a deeper understanding of the results
obtained. This, together with the emergence of
domain-specific theory, is often taken as an \ldots{}",
acknowledgement = ack-nhfb,
articleno = "6",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Draper:2023:DTC,
author = "Steve Draper and Joseph Maguire",
title = "The Different Types of Contributions to Knowledge (in
{CER}): All Needed, But Not All Recognised",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "7:1--7:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3487053",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3487053",
abstract = "The overall aim of this article is to stimulate
discussion about the activities within CER, and to
develop a more thoughtful and explicit perspective on
the different types of research activity within CER,
and their relationships with each other. While
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "7",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Ko:2023:DAS,
author = "Amy J. Ko and Steve Draper and Joseph Maguire and John
Pajunen and Matti Tedre and Jane Sinclair and Claudia
Szabo",
title = "A Dialog About the Special Issues on Theory",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "8:1--8:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3554982",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3554982",
abstract = "Several authors of articles in the special issue came
together for an asynchronous discussion of the
articles, surfacing several tensions and opportunities
for future work. This summary of the discussion offers
a glimpse into these insights.",
acknowledgement = ack-nhfb,
articleno = "8",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Tshukudu:2023:IKC,
author = "Ethel Tshukudu and Sue Sentance and Oluwatoyin
Adelakun-Adeyemo and Brenda Nyaringita and Keith Quille
and Ziling Zhong",
title = "Investigating {K--12} Computing Education in Four
{African} Countries ({Botswana}, {Kenya}, {Nigeria},
and {Uganda})",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "9:1--9:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3554924",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3554924",
abstract = "Motivation. As K-12 computing education becomes more
established throughout the world, there is an
increasing focus on accessibility for all, whether in a
particular country or setting or in areas of the world
that may not yet have computing established. \ldots{}",
acknowledgement = ack-nhfb,
articleno = "9",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Brown:2023:NUJ,
author = "Neil C. C. Brown and Pierre Weill-Tessier and
Maksymilian Sekula and Alexandra-Lucia Costache and
Michael K{\"o}lling",
title = "Novice Use of the {Java} Programming Language",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "10:1--10:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3551393",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/java2020.bib;
https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3551393",
abstract = "Objectives. Java is a popular programming language for
use in computing education, but it is difficult to get
a wide picture of the issues that it presents for
novices; most studies look only at the types or
frequency of errors. In this observational \ldots{}",
acknowledgement = ack-nhfb,
articleno = "10",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Miedema:2023:EPS,
author = "Daphne Miedema and George Fletcher and Efthimia
Aivaloglou",
title = "Expert Perspectives on Student Errors in {SQL}",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "11:1--11:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3551392",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3551392",
abstract = "Prior studies in the Computer Science education
literature have illustrated that novices make many
mistakes in composing SQL queries. Query formulation
proves to be difficult for students. Only recently,
some headway was made towards understanding why SQL
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "11",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{McGill:2023:PPC,
author = "Monica McGill and Eric Snow and Luronne Vaval and
Leigh Ann DeLyser and Stephanie Wortel-London and
Angelica Thompson",
title = "Practitioner Perspectives on {COVID-19}'s Impact on
Computer Science Education Among High Schools Serving
Students from Lower and Higher Income Families",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "12:1--12:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3557047",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3557047",
abstract = "Research Problem. Computer science (CS) education
researchers conducting studies that target high school
students have likely seen their studies impacted by
COVID-19. Interpreting research findings impacted by
COVID-19 presents unique challenges that will
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "12",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Muldner:2023:RWE,
author = "Kasia Muldner and Jay Jennings and Veronica
Chiarelli",
title = "A Review of Worked Examples in Programming
Activities",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "13:1--13:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3560266",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3560266",
abstract = "This article reviews literature on worked examples in
the context of programming activities. We focus on two
types of examples, namely, code-tracing and
code-generation, because there is sufficient research
on these to warrant a review. We synthesize key
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "13",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{vanderMeulen:2023:PTU,
author = "Anna van der Meulen and Mijke Hartendorp and Wendy
Voorn and Felienne Hermans",
title = "The Perception of Teachers on Usability and
Accessibility of Programming Materials for Children
with Visual Impairments",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "14:1--14:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3561391",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3561391",
abstract = "Programming education is strongly emerging in
elementary and high school. Diversity and inclusion are
important topics, however, insights on suited
programming materials for younger learners with visual
impairments are lacking. A wide range of programming
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "14",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Soyka:2023:TCM,
author = "Chantal Soyka and Niclas Schaper and Elena Bender and
Michael Striewe and Meike Ullrich",
title = "Toward a Competence Model for Graphical Modeling",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "15:1--15:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3567598",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3567598",
abstract = "Modeling is an integral part of many computing-related
disciplines and thus also represents a curricular core
component in computing education in tertiary education.
Competence models in which modeling is integrated at
least to some extent already exist \ldots{}",
acknowledgement = ack-nhfb,
articleno = "15",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Akdur:2023:ASE,
author = "Deniz Akdur",
title = "Analysis of Software Engineering Skills Gap in the
Industry",
journal = j-TOCE,
volume = "23",
number = "1",
pages = "16:1--16:??",
month = mar,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3567837",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:30 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3567837",
abstract = "Many practitioners might struggle with becoming
productive in different software engineering (SE) roles
due to misalignment of the skills learnt during the
university time with what is expected in the industry.
Companies spend significant resources to \ldots{}",
acknowledgement = ack-nhfb,
articleno = "16",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Ross:2023:LCH,
author = "Monique S. Ross",
title = "Let's have that Conversation: How Limited
Epistemological Beliefs Exacerbates Inequities and will
Continue to be a Barrier to Broadening Participation",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "17:1--17:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3578270",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3578270",
abstract = "A call to the computer science education community to
make our values match our actions related to broadening
participation through epistemological inclusion.",
acknowledgement = ack-nhfb,
articleno = "17",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Ronan:2023:TAB,
author = "Darcy Ronan and D. Cenk Erdil and Dennis Brylow",
title = "Teacher Attitudes \& Beliefs in Computer Science
({T-ABC}): Development \& Validation of a Teacher
Survey Instrument",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "18:1--18:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3569945",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3569945",
abstract = "Instrument development is an important step towards
unlocking the analytical power of teacher attitudes and
beliefs towards Computer Science (CS). Teacher
dispositions have strong empirical and theoretical ties
to teacher motivation, professional choices, \ldots{}",
acknowledgement = ack-nhfb,
articleno = "18",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{El-Hamamsy:2023:TMU,
author = "Laila El-Hamamsy and Barbara Bruno and Sunny Avry and
Fr{\'e}d{\'e}rique Chessel-Lazzarotto and Jessica
Dehler Zufferey and Francesco Mondada",
title = "The {TACS} Model: Understanding Primary School
Teachers' Adoption of Computer Science Pedagogical
Content",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "19:1--19:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3569587",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3569587",
abstract = "Context. With the introduction of Computer Science
(CS) into curricula worldwide, teachers' adoption of CS
pedagogical content is essential to ensure the
long-term success of reform initiatives. Continuing
Professional Development (CPD) programs play a
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "19",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Parker:2023:BSO,
author = "Miranda C. Parker",
title = "Barriers and Supports to Offering Computer Science in
High Schools: a Case Study of Structures and Agents",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "20:1--20:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3572900",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3572900",
abstract = "In the age of computing, there still exist many
schools that do not offer computer science courses. The
reason can be esoteric to designers of interventions,
curricula, and policies. This study aims to answer the
research question: What do school \ldots{}",
acknowledgement = ack-nhfb,
articleno = "20",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Vasquez:2023:VSL,
author = "Francisco V{\'a}squez and Juan Felipe Calder{\'o}n and
Federico Meza and Andrea V{\'a}squez",
title = "Validation of a {Spanish}-language Version of a
Computer Programming Aptitude Test for First-year
University Students",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "21:1--21:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3579365",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3579365",
abstract = "There is increasing interest in computer science and
computing bachelor programs due to the growing
importance of technology in the globalized world. Thus,
as higher education institutions strive to serve a
diverse student demographic, it is salient to
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "21",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Pelanek:2023:LCT,
author = "Radek Pel{\'a}nek and Tom{\'a}s Effenberger",
title = "The Landscape of Computational Thinking Problems for
Practice and Assessment",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "22:1--22:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3578269",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3578269",
abstract = "To provide practice and assessment of computational
thinking, we need specific problems students can solve.
There are many such problems, but they are hard to
find. Learning environments and assessments often use
only specific types of problems and thus \ldots{}",
acknowledgement = ack-nhfb,
articleno = "22",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Perez:2023:TPB,
author = "Melissa Perez and Patricia Garcia",
title = "Tracing Participation Beyond Computing Careers: How
Women Reflect on Their Experiences in Computing
Programs",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "23:1--23:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3582564",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3582564",
abstract = "Norms and values in computing education are constantly
changing as dominant narratives about the role of
computing in society evolve over time. Within the
current evolving landscape of computing education,
researchers and practitioners have advocated for
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "23",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Mansour:2023:UIP,
author = "Karla Hamlen Mansour and Debbie K. Jackson and Lisa
Bievenue and Adam Voight and Nigamanth Sridhar",
title = "Understanding the Impact of Peer Instruction in {CS}
Principles Teacher Professional Development",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "24:1--24:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3585077",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3585077",
abstract = "In a nationwide initiative to increase computer
science Education in K-12, many teachers were recruited
to CS teaching positions but without adequate
preparation, which can lead to lack of confidence and
feelings of isolation [ 35 , 54 ]. In response to
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "24",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Bendler:2023:CMI,
author = "Daniel Bendler and Michael Felderer",
title = "Competency Models for Information Security and
Cybersecurity Professionals: Analysis of Existing Work
and a New Model",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "25:1--25:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3573205",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3573205",
abstract = "Competency models are widely adopted frameworks that
are used to improve human resource functions and
education. However, the characteristics of competency
models related to the information security and
cybersecurity domains are not well understood. To
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "25",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Allison:2023:CCE,
author = "Jordan Allison",
title = "Classifying the Characteristics of Effective
Continuing Professional Development ({CPD}) for
Computer Science Teachers in the 16-18 Sector",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "26:1--26:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3582275",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3582275",
abstract = "As technology and curricula continue to evolve and
develop, the prevalence and effectiveness of continuing
professional development (CPD) opportunities for
computer science teachers is becoming increasingly more
important. However, key questions remain \ldots{}",
acknowledgement = ack-nhfb,
articleno = "26",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{El-Hamamsy:2023:RPP,
author = "Laila El-Hamamsy and Jean-Philippe Pellet and Matthew
Roberts and Helena Kovacs and Barbara Bruno and Jessica
Dehler Zufferey and Francesco Mondada",
title = "A Research-Practice Partnership to Introduce Computer
Science in Secondary School: Lessons from a Pilot
Program",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "27:1--27:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3583779",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3583779",
abstract = "Context Introducing Computer Science (CS) into formal
education can be challenging, notably when considering
the numerous stakeholders involved which include the
students, teachers, schools, and policy makers. We
believe these perspectives should be \ldots{}",
acknowledgement = ack-nhfb,
articleno = "27",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Whalley:2023:TAS,
author = "Jacqueline Whalley and Amber Settle and Andrew
Luxton-Reilly",
title = "A Think-Aloud Study of Novice Debugging",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "28:1--28:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3589004",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3589004",
abstract = "Debugging is a core skill required by programmers, yet
we know little about how to effectively teach the
process of debugging. The challenges of learning
debugging are compounded for novices who lack
experience and are still learning the tools they need
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "28",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Belland:2023:GEE,
author = "Brian R. Belland and Chanmin Kim and Anna Y. Zhang and
Eunseo Lee",
title = "A Generalized Estimating Equations Approach to
Investigate Predictors of Teacher Candidates' Views of
Coding",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "29:1--29:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3587163",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3587163",
abstract = "This article reports the analysis of data from five
different studies to identify predictors of preservice,
early childhood teachers' views of (a) the nature of
coding, (b) integration of coding into preschool
classrooms, and (c) relation of coding to \ldots{}",
acknowledgement = ack-nhfb,
articleno = "29",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Vizcaino:2023:GMS,
author = "Aurora Vizca{\'\i}no and F{\'e}lix O. Garc{\'\i}a and
V{\'\i}ctor Hugo Men{\'e}ndez and Antonio Manjavacas
and Rub{\'e}n M{\'a}rquez and Marta Molina",
title = "Global Manager: a Serious Game to Raise Awareness of
the Challenges of Being a Project Manager in Global
Software Development",
journal = j-TOCE,
volume = "23",
number = "2",
pages = "30:1--30:??",
month = jun,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3592620",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Fri Jun 23 11:01:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3592620",
abstract = "Project managers tend to confront multiple challenges
in Global Software Development (GSD), including
misunderstandings about the project requirements,
complex estimations of costs, risks, and efforts, along
with increases in task allocation and a lack of
\ldots{}",
acknowledgement = ack-nhfb,
articleno = "30",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Lawrence:2023:ESL,
author = "Ramon Lawrence and Sarah Foss and Tatiana Urazova",
title = "Evaluation of Submission Limits and Regression
Penalties to Improve Student Behavior with Automatic
Assessment Systems",
journal = j-TOCE,
volume = "23",
number = "3",
pages = "31:1--31:??",
month = sep,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3591210",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Sep 27 05:48:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3591210",
abstract = "Objectives. Automatic assessment systems are widely
used to provide rapid feedback for students and reduce
grading time. Despite the benefits of increased
efficiency and improved pedagogical outcomes, an
ongoing challenge is mitigating poor student \ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "31",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Flanigan:2023:RBI,
author = "Abraham E. Flanigan and Markeya S. Peteranetz and
Duane F. Shell and Leen-Kiat Soh",
title = "Relationship Between Implicit Intelligence Beliefs and
Maladaptive Self-Regulation of Learning",
journal = j-TOCE,
volume = "23",
number = "3",
pages = "32:1--32:??",
month = sep,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3595187",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Sep 27 05:48:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3595187",
abstract = "Objectives. Although prior research has uncovered
shifts in computer science (CS) students' implicit
beliefs about the nature of their intelligence across
time, little research has investigated the factors
contributing to these changes. To address this
\ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "32",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Hundhausen:2023:CGC,
author = "Christopher Hundhausen and Phill Conrad and Olusola
Adesope and Ahsun Tariq",
title = "Combining {GitHub}, {Chat}, and Peer Evaluation Data
to Assess Individual Contributions to Team Software
Development Projects",
journal = j-TOCE,
volume = "23",
number = "3",
pages = "33:1--33:??",
month = sep,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3593592",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Sep 27 05:48:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3593592",
abstract = "Assessing team software development projects is
notoriously difficult and typically based on subjective
metrics. To help make assessments more rigorous, we
conducted an empirical study to explore relationships
between subjective metrics based on peer and \ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "33",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Garcia:2023:RCI,
author = "Rosalinda Garcia and Patricia Morreale and Lara Letaw
and Amreeta Chatterjee and Pankati Patel and Sarah Yang
and Isaac Tijerina Escobar and Geraldine Jimena Noa and
Margaret Burnett",
title = "{``Regular''} {CS} $ \times $ Inclusive Design =
Smarter Students and Greater Diversity",
journal = j-TOCE,
volume = "23",
number = "3",
pages = "34:1--34:??",
month = sep,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3603535",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Sep 27 05:48:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3603535",
abstract = "What if ``regular'' Computer Science (CS) faculty each
taught elements of inclusive design in ``regular'' CS
courses across an undergraduate curriculum? Would it
affect the CS program's climate and inclusiveness to
diverse students? Would it improve retention?.
\ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "34",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Grosse-bolting:2023:IHC,
author = "Gregor Gro{\ss}e-b{\"o}lting and Dietrich
Gerstenberger and Lara Gildehaus and Andreas
M{\"u}hling and Carsten Schulte",
title = "Identity in Higher Computer Education Research: a
Systematic Literature Review",
journal = j-TOCE,
volume = "23",
number = "3",
pages = "35:1--35:??",
month = sep,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3606707",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Sep 27 05:48:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3606707",
abstract = "The disciplinary identity as a computer science
student has recently received increasing attention as a
well-developed subject identity can help with
increasing retention, interest, and motivation.
Besides, identity theory can serve as an analytical
lens \ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "35",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Duran:2023:PFR,
author = "Rodrigo Duran and Silvia Am{\'e}lia Bim and Itana
Gimenes and Leila Ribeiro and Ronaldo Celso Messias
Correia",
title = "Potential Factors for Retention and Intent to Drop-out
in {Brazilian} Computing Programs",
journal = j-TOCE,
volume = "23",
number = "3",
pages = "36:1--36:??",
month = sep,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3607537",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Sep 27 05:48:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3607537",
abstract = "Motivation: Enrollments in Brazilian computing degrees
are at an all-time high, but graduation numbers have
not increased at the same rate. Moreover, enrollment
growth has mainly attracted male students, steadily
expanding the gender gap in Brazilian \ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "36",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Yamamoto:2023:CSL,
author = "Fujiko Robledo Yamamoto and Lecia Barker and Amy
Voida",
title = "{CISing} Up Service Learning: a Systematic Review of
Service Learning Experiences in Computer and
Information Science",
journal = j-TOCE,
volume = "23",
number = "3",
pages = "37:1--37:??",
month = sep,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3610776",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Wed Sep 27 05:48:32 MDT 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3610776",
abstract = "The benefits of service learning in computer and
information science (CIS) are believed to be
significant, ranging from providing students with
real-world experiences to retaining students to
positively impacting community partners. Although there
are \ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "37",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Bernat:2023:WNF,
author = "Alex Bernat",
title = "We Need to Fix Secondary School Computer Science",
journal = j-TOCE,
volume = "23",
number = "4",
pages = "38:1--38:??",
month = dec,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3617599",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Dec 16 06:43:23 MST 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3617599",
abstract = "In recent years, the push for secondary school
students to ``learn to code'' has increased
significantly. Currently, about half of secondary
schools in the United States have computer science
education available to students in some form.
Unfortunately, many \ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "38",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Newton:2023:SCC,
author = "Sunni H. Newton and Meltem Alemdar and Jessica Gale
and Diley Hernandez and Doug Edwards and Mike Ryan and
Mike Helms and Marion Usselman",
title = "Student-Centered Computing: Teacher Experiences in a
New Introductory Computer Science Curriculum",
journal = j-TOCE,
volume = "23",
number = "4",
pages = "39:1--39:??",
month = dec,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3614101",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Dec 16 06:43:23 MST 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3614101",
abstract = "Objectives. The goal of this paper is to introduce and
describe a new introductory computer science course.
Research results from the implementation of this
curriculum will be presented to demonstrate the nature
of teachers' experiences with the \ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "39",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Belle:2023:BPB,
author = "Alvine B. Belle and Callum Sutherland and Opeyemi O.
Adesina and S{\`e}gla Kpodjedo and Nathanael Ojong and
Lisa Cole",
title = "Bolstering the Persistence of Black Students in
Undergraduate Computer Science Programs: a Systematic
Mapping Study",
journal = j-TOCE,
volume = "23",
number = "4",
pages = "40:1--40:??",
month = dec,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3617896",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Dec 16 06:43:23 MST 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3617896",
abstract = "Background: People who are racialized, gendered, or
otherwise minoritized are underrepresented in computing
professions in North America. This is reflected in
undergraduate computer science (CS) programs, in which
students from marginalized backgrounds \ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "40",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Killen:2023:TEI,
author = "Heather Killen and Merijke Coenraad and Virginia Byrne
and Lautaro Cabrera and Kelly Mills and Diane Jass
Ketelhut and Jandelyn D. Plane",
title = "Teacher Education to Integrate Computational Thinking
into Elementary Science: a Design-Based Research
Study",
journal = j-TOCE,
volume = "23",
number = "4",
pages = "41:1--41:??",
month = dec,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3618115",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Dec 16 06:43:23 MST 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3618115",
abstract = "Computational thinking (CT) is playing an increasingly
relevant role within disciplinary teaching in
elementary school, particularly in science. However,
many teachers are unfamiliar with CT, either because
their education occurred before the \ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "41",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Rachmatullah:2023:CCV,
author = "Arif Rachmatullah and Jessica Vandenberg and Sein Shin
and Eric Wiebe",
title = "Cross-Country Variation in (Binary) Gender Differences
in Secondary School Students' {CS} Attitudes:
Re-Validating and Generalizing a {CS} Attitudes Scale",
journal = j-TOCE,
volume = "23",
number = "4",
pages = "42:1--42:??",
month = dec,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3630014",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Dec 16 06:43:23 MST 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3630014",
abstract = "The current study compared American, Korean, and
Indonesian middle and high school students' CS
attitudes. Concurrently, this study also examined
whether the items in the CS attitudes scale exhibit
country and gender measurement biases. We gathered data
\ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "42",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Mitrovic:2023:EVB,
author = "Antonija Mitrovic and Matthias Galster and Sanna
Malinen and Jay Holland and Ja'afaru Musa and Negar
Mohammadhassan and Raul Vincent Lumapas",
title = "Effectiveness of Video-based Training for Face-to-face
Communication Skills of Software Engineers: Evidence
from a Three-year Study",
journal = j-TOCE,
volume = "23",
number = "4",
pages = "43:1--43:??",
month = dec,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3631532",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Dec 16 06:43:23 MST 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3631532",
abstract = "Objectives. Communication skills are crucial for
effective software development teams, but those skills
are difficult to teach. The goal of our project is to
evaluate the effectiveness of teaching face-to-face
communication skills using AVW-Space, a \ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "43",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Munasinghe:2023:CTN,
author = "Bhagya Munasinghe and Tim Bell and Anthony Robins",
title = "Computational Thinking and Notional Machines: The
Missing Link",
journal = j-TOCE,
volume = "23",
number = "4",
pages = "44:1--44:??",
month = dec,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3627829",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Dec 16 06:43:23 MST 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3627829",
abstract = "In learning to program and understanding how a
programming language controls a computer, learners
develop both insights and misconceptions whilst their
mental models are gradually refined. It is important
that the learner is able to distinguish the \ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "44",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
@Article{Shoufan:2023:CSP,
author = "Abdulhadi Shoufan",
title = "Can Students without Prior Knowledge Use {ChatGPT} to
Answer Test Questions? {An} Empirical Study",
journal = j-TOCE,
volume = "23",
number = "4",
pages = "45:1--45:??",
month = dec,
year = "2023",
CODEN = "????",
DOI = "https://doi.org/10.1145/3628162",
ISSN = "1946-6226",
ISSN-L = "1946-6226",
bibdate = "Sat Dec 16 06:43:23 MST 2023",
bibsource = "https://www.math.utah.edu/pub/tex/bib/toce.bib",
URL = "https://dl.acm.org/doi/10.1145/3628162",
abstract = "With the immense interest in ChatGPT worldwide,
education has seen a mix of both excitement and
skepticism. To properly evaluate its impact on
education, it is crucial to understand how far it can
help students without prior knowledge answer assessment
\ldots{}",
acknowledgement = ack-nhfb,
ajournal = "ACM Trans. Comp. Educ.",
articleno = "45",
fjournal = "ACM Transactions on Computing Education",
journal-URL = "https://dl.acm.org/loi/toce",
}
