B. Wuensche, K. Leung, D. Dimalen, W. V. D. Mark, T. Suselo, M. Alex, Alex Shaw, Andrew Luxton-Reilly, R. Lobb
Computer graphics requires a diverse range of skills such as programming, mathematics, problem solving, and design. Many educators teach it in an hands-on manner, which poses challenges in distance education. In this research we investigate how CodeRunner, a web-based automatic assessment tool, can be used to create sandboxes enabling students to experiment with and learn computer graphics concepts in an online environment aligned with the used assessment technology. We show that sandboxes are most useful if a subtle balance is created between freedom to experiment, and minimising required knowledge and effort to implement a concept. Also, a large number of examples illustrating the capabilities of the sandbox should be given, and sandboxes should be clearly assigned to concepts taught in class. The technology was used with a class of 284 students and our evaluation and survey results (n=57) show that students found the sandboxes helpful for learning and preparing them for the assessments. Students used them not only for practicing taught concepts, but also for solving previous years’ exam questions, and experimenting with new ideas.
{"title":"Using an Assessment Tool to Create Sandboxes for Computer Graphics Teaching in an Online Environment","authors":"B. Wuensche, K. Leung, D. Dimalen, W. V. D. Mark, T. Suselo, M. Alex, Alex Shaw, Andrew Luxton-Reilly, R. Lobb","doi":"10.1145/3507923.3507929","DOIUrl":"https://doi.org/10.1145/3507923.3507929","url":null,"abstract":"Computer graphics requires a diverse range of skills such as programming, mathematics, problem solving, and design. Many educators teach it in an hands-on manner, which poses challenges in distance education. In this research we investigate how CodeRunner, a web-based automatic assessment tool, can be used to create sandboxes enabling students to experiment with and learn computer graphics concepts in an online environment aligned with the used assessment technology. We show that sandboxes are most useful if a subtle balance is created between freedom to experiment, and minimising required knowledge and effort to implement a concept. Also, a large number of examples illustrating the capabilities of the sandbox should be given, and sandboxes should be clearly assigned to concepts taught in class. The technology was used with a class of 284 students and our evaluation and survey results (n=57) show that students found the sandboxes helpful for learning and preparing them for the assessments. Students used them not only for practicing taught concepts, but also for solving previous years’ exam questions, and experimenting with new ideas.","PeriodicalId":137168,"journal":{"name":"Proceedings of the 10th Computer Science Education Research Conference","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134039186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paramvir Singh, E. Tempero, Andrew Luxton-Reilly, Shuxiang Zhang
Motivation. Students’ notes and learning journals could impact students’ learning in Computer Science (CS) higher education. Objectives. We aim to identify and categorize attributes of notes taken by CS students and study their effect on course performance. Method. We study and analyze notes, containing over 100,000 words, collected from 184 students using a mixed method approach. These notes represented content relevant to one lecture of an undergraduate course on introductory software development. Results. The students’ notes are found as high on verbatim content with rare instances of creativity and self-reflection, and common attributes such as highlighting and outlining are widely used. Statistical results indicate little correlation among journal attributes and course performance components. Discussion. We provide implications of our results, recommendations about note-taking for instructors, and details to support replication of our study for the CS education research community.
{"title":"What do they note? An exploratory investigation into the characteristics of CS students’ notes","authors":"Paramvir Singh, E. Tempero, Andrew Luxton-Reilly, Shuxiang Zhang","doi":"10.1145/3507923.3507934","DOIUrl":"https://doi.org/10.1145/3507923.3507934","url":null,"abstract":"Motivation. Students’ notes and learning journals could impact students’ learning in Computer Science (CS) higher education. Objectives. We aim to identify and categorize attributes of notes taken by CS students and study their effect on course performance. Method. We study and analyze notes, containing over 100,000 words, collected from 184 students using a mixed method approach. These notes represented content relevant to one lecture of an undergraduate course on introductory software development. Results. The students’ notes are found as high on verbatim content with rare instances of creativity and self-reflection, and common attributes such as highlighting and outlining are widely used. Statistical results indicate little correlation among journal attributes and course performance components. Discussion. We provide implications of our results, recommendations about note-taking for instructors, and details to support replication of our study for the CS education research community.","PeriodicalId":137168,"journal":{"name":"Proceedings of the 10th Computer Science Education Research Conference","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116408108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching a mandatory course for undergraduate computer science students with up to 750 students per semester, we have been making extensive use of peer reviewing. During the semester, each student has to work on a set of assignments. After finishing an assignment, the student has to write three peer reviews for three pieces of work by different, anonymous peers. One of the problems in the use of (student) peer reviewing in large university courses is the quality of written reviews. To address this problem, we devised various provisions to maintain or increase reviewing quality. In this article, we describe one of these provisions, namely the use of three different types of reviews instead of using identical review types three times in a row: guided reviews, open reviews, checkbox reviews. Our aim in this article is to research the impact of these different review types on the students’ experience and acceptance of the reviewing process to inform the design of a reviewing process that better fits the students’ needs. To gain such insights, we gathered feedback using a survey, which was completed by 101 students. Using qualitative analysis, we extracted and defined room for improvement and discuss possible changes for our current peer review system and process. Our learnings show insights into the types of reviews students prefer, and hint at some advantages and pitfalls of peer reviewing that can have substantial impact on the design and application of such a system in large university courses.
{"title":"Insights from Peer Reviewing in Large University Courses","authors":"Naemi Luckner, Peter Purgathofer","doi":"10.1145/3507923.3507955","DOIUrl":"https://doi.org/10.1145/3507923.3507955","url":null,"abstract":"Teaching a mandatory course for undergraduate computer science students with up to 750 students per semester, we have been making extensive use of peer reviewing. During the semester, each student has to work on a set of assignments. After finishing an assignment, the student has to write three peer reviews for three pieces of work by different, anonymous peers. One of the problems in the use of (student) peer reviewing in large university courses is the quality of written reviews. To address this problem, we devised various provisions to maintain or increase reviewing quality. In this article, we describe one of these provisions, namely the use of three different types of reviews instead of using identical review types three times in a row: guided reviews, open reviews, checkbox reviews. Our aim in this article is to research the impact of these different review types on the students’ experience and acceptance of the reviewing process to inform the design of a reviewing process that better fits the students’ needs. To gain such insights, we gathered feedback using a survey, which was completed by 101 students. Using qualitative analysis, we extracted and defined room for improvement and discuss possible changes for our current peer review system and process. Our learnings show insights into the types of reviews students prefer, and hint at some advantages and pitfalls of peer reviewing that can have substantial impact on the design and application of such a system in large university courses.","PeriodicalId":137168,"journal":{"name":"Proceedings of the 10th Computer Science Education Research Conference","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122057933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Passier, C. Huizing, A. Kok, R. Kuiper, Lex Bijlsma, Erik Scheffers, S. Schivo, T. Vos
SERF provides Java exercises to support training of (Java) OO programming skills. To make the repository teaching-approach independent (e.g., objects-first or objects-late), there is no approachlinked ordering or grouping of the exercises: SERF has a search function that enables to select individual exercises by training desire. Furthermore, to provide training in a manner that needs relatively little teacher support, e.g., in an on-line setting, solutions can be submitted to SERF, after which automated feedback is provided. A short description of the ideas is given below, more details can be found in the technical report [1].
{"title":"A Structured (Java) Exercise Repository with Automated Feedback (SERF)","authors":"H. Passier, C. Huizing, A. Kok, R. Kuiper, Lex Bijlsma, Erik Scheffers, S. Schivo, T. Vos","doi":"10.1145/3507923.3507942","DOIUrl":"https://doi.org/10.1145/3507923.3507942","url":null,"abstract":"SERF provides Java exercises to support training of (Java) OO programming skills. To make the repository teaching-approach independent (e.g., objects-first or objects-late), there is no approachlinked ordering or grouping of the exercises: SERF has a search function that enables to select individual exercises by training desire. Furthermore, to provide training in a manner that needs relatively little teacher support, e.g., in an on-line setting, solutions can be submitted to SERF, after which automated feedback is provided. A short description of the ideas is given below, more details can be found in the technical report [1].","PeriodicalId":137168,"journal":{"name":"Proceedings of the 10th Computer Science Education Research Conference","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127198513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marcella Veldthuis, Mathijs Koning, Dave R. Stikkolorum
For several years the learning of soft skills has been underappreciated in computer science education. At the same time industry articulates the growing need for well skilled professionals that are technically equipped on one hand and good communicators and collaborators on the other hand. World wide, educational institutions adopted the suggestions from 21st century skills advise reports and started to include soft skills related topics in their curricula. This paper explains our didactic approach for engaging students into active learning for developing soft skills and to make them aware of the importance of this topic in relation to their professional future. The track ’Storytelling’ in our Game Development and Simulation program is perfectly suited for applying a didactic approach in which soft skills are naturally integrated in lectures and examination. We so do by utilising the tabletop role-playing game Dungeons & Dragons. The game involves grouping students together to solve several story-driven challenges. The students have to collaborate and apply their creativity to solve these presented problems and overcome obstacles. Based on surveys from two academic semesters, we conclude that using the tabletop role-playing game Dungeons & Dragons as a didactic instrument contributes to the development of students’ soft skills by offering them an engaging way of learning.
{"title":"A Quest to Engage Computer Science Students: Using Dungeons & Dragons for Developing Soft Skills","authors":"Marcella Veldthuis, Mathijs Koning, Dave R. Stikkolorum","doi":"10.1145/3507923.3507927","DOIUrl":"https://doi.org/10.1145/3507923.3507927","url":null,"abstract":"For several years the learning of soft skills has been underappreciated in computer science education. At the same time industry articulates the growing need for well skilled professionals that are technically equipped on one hand and good communicators and collaborators on the other hand. World wide, educational institutions adopted the suggestions from 21st century skills advise reports and started to include soft skills related topics in their curricula. This paper explains our didactic approach for engaging students into active learning for developing soft skills and to make them aware of the importance of this topic in relation to their professional future. The track ’Storytelling’ in our Game Development and Simulation program is perfectly suited for applying a didactic approach in which soft skills are naturally integrated in lectures and examination. We so do by utilising the tabletop role-playing game Dungeons & Dragons. The game involves grouping students together to solve several story-driven challenges. The students have to collaborate and apply their creativity to solve these presented problems and overcome obstacles. Based on surveys from two academic semesters, we conclude that using the tabletop role-playing game Dungeons & Dragons as a didactic instrument contributes to the development of students’ soft skills by offering them an engaging way of learning.","PeriodicalId":137168,"journal":{"name":"Proceedings of the 10th Computer Science Education Research Conference","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130095556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The inventors of the term “computer science” meant for it to be something that was taught to everyone, to facilitate learning other subjects. Today, we mostly teach computer science to people who want to become professional software developers or computer scientists. Worse yet, we get a narrow range of people who are even willing to take a CS class. If we wanted to reach the original and more general goal, we would have to change how we teach computer science. In this talk, we consider the history of “computer science” and its earlier purpose, describe and demonstrate new kinds of languages, tools, and media for learning computer science.
{"title":"Reaching Everyone by Integrating Computing Everywhere","authors":"M. Guzdial","doi":"10.1145/3507923.3507925","DOIUrl":"https://doi.org/10.1145/3507923.3507925","url":null,"abstract":"The inventors of the term “computer science” meant for it to be something that was taught to everyone, to facilitate learning other subjects. Today, we mostly teach computer science to people who want to become professional software developers or computer scientists. Worse yet, we get a narrow range of people who are even willing to take a CS class. If we wanted to reach the original and more general goal, we would have to change how we teach computer science. In this talk, we consider the history of “computer science” and its earlier purpose, describe and demonstrate new kinds of languages, tools, and media for learning computer science.","PeriodicalId":137168,"journal":{"name":"Proceedings of the 10th Computer Science Education Research Conference","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115430392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elisaweta Ossovski, Daniel Kalbreyer, Laura Hembrock, M. Brinkmeier
Especially in introductory modules, that are predominantly attended by first-year students, it is of particular importance to set incentives for active participation, to develop a community feeling and to promote cooperative behaviour by the students. The online distance learning necessitated by the Covid19-pandemic has further intensified this challenge. In order to encourage the desired activity on the part of the students and to build up a sense of belonging, a gamification approach was tried out in a large computer science introductory module with about 550 participants. This involved collecting so-called ”Algos” together by all course participants through various activities, with advantages granted to all students for reaching a certain amount of Algos together. In combination with humorous elements and contexts (e.g. ”Easter eggs” and word problems), the gamification system led to a high level of satisfaction among the students. Although the majority of the students did not perceive the Algos as the main motivation for most of the concrete activities, the lecturers were also satisfied with the actual participation in the digital semester.
{"title":"Cooperative Gamification in a Computer Science Introductory Module","authors":"Elisaweta Ossovski, Daniel Kalbreyer, Laura Hembrock, M. Brinkmeier","doi":"10.1145/3507923.3507953","DOIUrl":"https://doi.org/10.1145/3507923.3507953","url":null,"abstract":"Especially in introductory modules, that are predominantly attended by first-year students, it is of particular importance to set incentives for active participation, to develop a community feeling and to promote cooperative behaviour by the students. The online distance learning necessitated by the Covid19-pandemic has further intensified this challenge. In order to encourage the desired activity on the part of the students and to build up a sense of belonging, a gamification approach was tried out in a large computer science introductory module with about 550 participants. This involved collecting so-called ”Algos” together by all course participants through various activities, with advantages granted to all students for reaching a certain amount of Algos together. In combination with humorous elements and contexts (e.g. ”Easter eggs” and word problems), the gamification system led to a high level of satisfaction among the students. Although the majority of the students did not perceive the Algos as the main motivation for most of the concrete activities, the lecturers were also satisfied with the actual participation in the digital semester.","PeriodicalId":137168,"journal":{"name":"Proceedings of the 10th Computer Science Education Research Conference","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116299856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research has demonstrated that integrating software testing in programming courses has benefits and drawbacks. This work presents Test Informed Learning with Examples (TILE), a proposal to improve teaching of testing in introductory programming courses. We will argue why we think TILE can solve most of the known drawbacks.
{"title":"Test Informed Learning with Examples","authors":"T. Vos, N. Doorn, Beatriz Marín","doi":"10.1145/3507923.3507924","DOIUrl":"https://doi.org/10.1145/3507923.3507924","url":null,"abstract":"Research has demonstrated that integrating software testing in programming courses has benefits and drawbacks. This work presents Test Informed Learning with Examples (TILE), a proposal to improve teaching of testing in introductory programming courses. We will argue why we think TILE can solve most of the known drawbacks.","PeriodicalId":137168,"journal":{"name":"Proceedings of the 10th Computer Science Education Research Conference","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127143184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Nazir, Y. Poorun, James H. Paterson, Brian Hainey
The COVID-19 pandemic has forced universities world-wide to adjust to an online delivery model resulting in many unforeseen challenges for module delivery and student engagement. The Glasgow Caledonian University (GCU) Cloud Platform Development (CPD) final year undergraduate module requires hands-on lab work and coursework, and thus call for more deliberation and interventions to maintain student engagement. The module teaching material created at GCU is also taught at the African Leadership College (ALC), Mauritius using a flipped classroom model. However, for the current academic year, the ALC campus was closed, with the enrolled students spread over many countries and time zones in Africa, resulting in a compounding of the challenges for maintaining student engagement. In this study we describe the approaches and techniques employed at increasing the students’ engagement for the CPD coursework.
{"title":"Enhancing Student Engagement through Cloud Computing Coursework: Challenges and Opportunities in the time of COVID-19","authors":"S. Nazir, Y. Poorun, James H. Paterson, Brian Hainey","doi":"10.1145/3507923.3507958","DOIUrl":"https://doi.org/10.1145/3507923.3507958","url":null,"abstract":"The COVID-19 pandemic has forced universities world-wide to adjust to an online delivery model resulting in many unforeseen challenges for module delivery and student engagement. The Glasgow Caledonian University (GCU) Cloud Platform Development (CPD) final year undergraduate module requires hands-on lab work and coursework, and thus call for more deliberation and interventions to maintain student engagement. The module teaching material created at GCU is also taught at the African Leadership College (ALC), Mauritius using a flipped classroom model. However, for the current academic year, the ALC campus was closed, with the enrolled students spread over many countries and time zones in Africa, resulting in a compounding of the challenges for maintaining student engagement. In this study we describe the approaches and techniques employed at increasing the students’ engagement for the CPD coursework.","PeriodicalId":137168,"journal":{"name":"Proceedings of the 10th Computer Science Education Research Conference","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129375220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vivian van der Werf, Efthimia Aivaloglou, F. Hermans, M. Specht
Motivation. Code reading skills are important for comprehension. Explain-in-plain-English tasks (EiPE) are one type of reading exercises that show promising results on the ability of such exercises to differentiate between particular levels of code comprehension. Code reading/explaining skills also correlate with code writing skills. Objective. This paper aims to provide insight in what novice students express in their explanations after reading a piece of code, and what these insights can tell us about how the students comprehend code. Method. We performed an exploratory analysis on four reading assignments extracted from a university-level beginners course in Python programming. We paid specific attention to 1) the core focus of student answers, 2) elements of the code that are often included or omitted, and 3) errors and misconceptions students may present. Results. We found that students prioritize the output that is generated by print-statements in a program. This is indication that these statements may have the ability to aid students make sense of code. Furthermore, students appear to be selective about which elements they find important in their explanation. Assigning variables and asking input was less often included, whereas control-flow elements, print statements and function definitions were more often included. Finally, students were easily confused or distracted by lines of code that seemed to interfere with the newly learned programming constructs. Also domain knowledge (outside of programming) both positively and negatively interfered with reading and interpreting the code. Discussion. Our results pave the way towards a better understanding of how students understand code by reading and of how an exercise containing self-explanations after reading, as a teaching instrument, may be useful to both teachers and students in programming education.
{"title":"What does this Python code do? An exploratory analysis of novice students’ code explanations","authors":"Vivian van der Werf, Efthimia Aivaloglou, F. Hermans, M. Specht","doi":"10.1145/3507923.3507956","DOIUrl":"https://doi.org/10.1145/3507923.3507956","url":null,"abstract":"Motivation. Code reading skills are important for comprehension. Explain-in-plain-English tasks (EiPE) are one type of reading exercises that show promising results on the ability of such exercises to differentiate between particular levels of code comprehension. Code reading/explaining skills also correlate with code writing skills. Objective. This paper aims to provide insight in what novice students express in their explanations after reading a piece of code, and what these insights can tell us about how the students comprehend code. Method. We performed an exploratory analysis on four reading assignments extracted from a university-level beginners course in Python programming. We paid specific attention to 1) the core focus of student answers, 2) elements of the code that are often included or omitted, and 3) errors and misconceptions students may present. Results. We found that students prioritize the output that is generated by print-statements in a program. This is indication that these statements may have the ability to aid students make sense of code. Furthermore, students appear to be selective about which elements they find important in their explanation. Assigning variables and asking input was less often included, whereas control-flow elements, print statements and function definitions were more often included. Finally, students were easily confused or distracted by lines of code that seemed to interfere with the newly learned programming constructs. Also domain knowledge (outside of programming) both positively and negatively interfered with reading and interpreting the code. Discussion. Our results pave the way towards a better understanding of how students understand code by reading and of how an exercise containing self-explanations after reading, as a teaching instrument, may be useful to both teachers and students in programming education.","PeriodicalId":137168,"journal":{"name":"Proceedings of the 10th Computer Science Education Research Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130948596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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