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Reevaluating the relationship between explaining, tracing, and writing skills in CS1 in a replication study 在一项重复研究中重新评估CS1中解释、描摹和写作技能之间的关系
IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-06-10 DOI: 10.1080/08993408.2022.2079866
Max Fowler, David H. Smith IV, Mohammed Hassan, Seth Poulsen, Matthew West, C. Zilles
ABSTRACT Background and Context Lopez and Lister first presented evidence for a skill hierarchy of code reading, tracing, and writing for introductory programming students. Further support for this hierarchy could help computer science educators sequence course content to best build student programming skill. Objective This study aims to replicate a slightly simplified hierarchy of skills in CS1 using a larger body of students (600+ vs. 38) in a non-major introductory Python course with computer-based exams. We also explore the validity of other possible hierarchies. Method We collected student score data on 4 kinds of exam questions. Structural equation modeling was used to derive the hierarchy for each exam. Findings We find multiple best-fitting structural models. The original hierarchy does not appear among the “best” candidates, but similar models do. We also determined that our methods provide us with correlations between skills and do not answer a more fundamental question: what is the ideal teaching order for these skills? Implications This modeling work is valuable for understanding the possible correlations between fundamental code-related skills. However, analyzing student performance on these skills at a moment in time is not sufficient to determine teaching order. We present possible study designs for exploring this more actionable research question.
Lopez和Lister首先为编程入门学生提供了代码阅读、跟踪和编写技能层次的证据。对这种层次结构的进一步支持可以帮助计算机科学教育者对课程内容进行排序,以最好地培养学生的编程技能。本研究旨在复制CS1中稍微简化的技能层次,使用更多的学生(600+ vs. 38)在非主要的Python入门课程中进行计算机考试。我们还探讨了其他可能的层次结构的有效性。方法收集4种考试题目的学生成绩资料。使用结构方程建模来推导每个考试的层次结构。我们发现了多个最适合的结构模型。最初的等级制度不会出现在“最佳”候选者中,但类似的模型会出现。我们还确定,我们的方法为我们提供了技能之间的相关性,但没有回答一个更基本的问题:这些技能的理想教学顺序是什么?这个建模工作对于理解与代码相关的基本技能之间可能的相关性是有价值的。然而,在某一时刻分析学生在这些技能上的表现并不足以决定教学顺序。我们提出可能的研究设计来探索这个更具可操作性的研究问题。
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引用次数: 8
Student ability and difficulties with transfer from a block-based programming language into other programming languages: a case study in Colombia 学生从基于块的编程语言转换为其他编程语言的能力和困难:哥伦比亚的一个案例研究
IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-06-02 DOI: 10.1080/08993408.2022.2079867
Alejandro Espinal, Camilo Vieira, Valeria Guerrero-Bequis
ABSTRACT Background and context Transfer is a process where students apply their learning to different contexts. This process includes using their knowledge to solve problems with similar complexity, and in new contexts. In the context of programming, transfer also includes being able to understand and use different programming languages. Objective This study explores: (a) student ability to transfer from a block-based programming language into another block-based programming language; (b) student ability to transfer from a block-based programming language to a text-based programming language; (d) student ability to transfer their learning within the same programming language; and (d) the difficulties students had to transfer in these contexts. Method A group of students participating in a program called Coding For Kids explained three different programs in different programming languages during an interview protocol. The students used the programming language MakeCode, and worked on transfer activities in Scratch and Python. Findings The results suggest that while most students are able to transfer between block-based programming languages, most of them struggle to explain a program in a text-based programming language, and to solve a new coding challenge. Implications Instructional designers should consider different strategies to facilitate student transfer into professional programming languages, which is particularly difficult for non-English speakers.
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引用次数: 6
Unravelling the numerical and spatial underpinnings of computational thinking: a pre-registered replication study 解开计算思维的数字和空间基础:一项预先注册的复制研究
IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-27 DOI: 10.1080/08993408.2022.2079864
Sabrina Finke, Ferenc Kemény, M. Sommer, Vesna Krnjic, M. Arendasy, W. Slany, K. Landerl
ABSTRACT Background Key to optimizing Computational Thinking (CT) instruction is a precise understanding of the underlying cognitive skills. Román-González et al. (2017) reported unique contributions of spatial abilities and reasoning, whereas arithmetic was not significantly related to CT. Disentangling the influence of spatial and numerical skills on CT is important, as neither should be viewed as monolithic traits. Objective This study aimed (1) to replicate the results of a previous study by Román-González et al. (Computers in Human Behaviour 72), and (2) to extend this research by investigating other theoretically relevant constructs. Specifying the contribution of reasoning (i.e. numerical, figural), numerical skills (i.e. arithmetic, algebra), and spatial skills (i.e. visualization, mental rotation, short-term memory) helps to better understand the cognitive mechanisms underlying CT. Method We investigated a sample of 132 students from Grades 7–8 (age range 12–15 years). Participants completed the Computational Thinking test, as well as a variety of psychometric assessments of reasoning, numerical, and spatial skills. To determine which cognitive skills are relevant for CT, we calculated bivariate correlations and performed a linear regression analysis. Findings Results confirmed unique contributions of figural reasoning and visualization. Additional variance was explained by algebraic skills. Implications We conclude that CT engages cognitive mechanisms extending beyond reasoning and spatial skills.
优化计算思维(CT)教学的关键是对潜在认知技能的准确理解。Román-González等人(2017)报道了空间能力和推理的独特贡献,而算术与CT没有显著相关。分离空间和数字技能对CT的影响是很重要的,因为两者都不应被视为单一的特征。本研究的目的是:(1)复制Román-González等人之前的研究结果(Computers in Human Behaviour 72),(2)通过研究其他理论相关结构来扩展本研究。具体说明推理(即数值、图形)、数值技能(即算术、代数)和空间技能(即可视化、心理旋转、短期记忆)的贡献有助于更好地理解CT背后的认知机制。方法对132名7-8年级(12-15岁)学生进行调查。参与者完成了计算思维测试,以及推理、数字和空间技能的各种心理测量评估。为了确定哪些认知技能与CT相关,我们计算了双变量相关性并进行了线性回归分析。结果证实了图形推理和可视化的独特贡献。额外的差异可以用代数技巧来解释。我们得出结论,CT涉及超越推理和空间技能的认知机制。
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引用次数: 3
Assessing individual contributions to software engineering projects: a replication study 评估个人对软件工程项目的贡献:一项复制研究
IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-17 DOI: 10.1080/08993408.2022.2071543
C. Hundhausen, Phill Conrad, A. S. Carter, Olusola O. Adesope
ABSTRACT Background and Context Assessing team members’ indivdiual contributions to software development projects poses a key problem for computing instructors. While instructors typically rely on subjective assessments, objective assessments could provide a more robust picture. To explore this possibility, In a 2020 paper, Buffardi presented a correlational analysis of objective metrics and subjective metrics in an advanced software engineering project course (n= 41 students and 10 teams), finding only two significant correlations. Objective To explore the robustness of Buffardi’s findings and gain further insight, we conducted a larger scale replication of the Buffardi study (n = 118 students and 25 teams) in three courses at three institutions. Method We collected the same data as in the Buffardi study and computed the same measures from those data. We replicated Buffardi’s exploratory, correlational and regression analyses of objective and subjective measures. Findings While replicating four of Buffardi’s five significant correlational findings and partially replicating the findings of Buffardi’s regression analyses, our results go beyond those of Buffardi by identifying eight additional significant correlations. Implications In contrast to Buffardi’s study, our larger scale study suggests that subjective and objective measures of individual performance in team software development projects can be fruitfully combined to provide consistent and complementary assessments of individual performance.
评估团队成员对软件开发项目的个人贡献是计算机教师面临的一个关键问题。虽然教师通常依赖于主观评估,但客观评估可以提供更可靠的画面。为了探索这种可能性,在2020年的一篇论文中,Buffardi在一门高级软件工程项目课程(n= 41名学生和10个团队)中对客观度量和主观度量进行了相关分析,发现只有两个显著的相关性。为了探索Buffardi研究结果的稳健性并获得进一步的见解,我们在三所院校的三门课程中对Buffardi研究进行了更大规模的复制(n = 118名学生和25个团队)。方法收集与Buffardi研究相同的数据,并根据这些数据计算相同的测量值。我们重复了Buffardi对客观和主观测量的探索性、相关性和回归分析。在重复了Buffardi的5个重要相关发现中的4个,部分重复了Buffardi的回归分析结果的同时,我们的结果超越了Buffardi的结果,确定了另外8个重要的相关性。与Buffardi的研究相反,我们更大规模的研究表明,团队软件开发项目中个人绩效的主观和客观度量可以有效地结合起来,以提供一致和互补的个人绩效评估。
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引用次数: 2
Identifying plagiarised programming assignments based on source code similarity scores 基于源代码相似度分数识别抄袭的编程作业
IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-19 DOI: 10.1080/08993408.2022.2060633
Hayden Cheers, Yuqing Lin
ABSTRACT Background and Context Source code plagiarism is a common occurrence in undergraduate computer science education. Many source code plagiarism detection tools have been proposed to address this problem. However, such tools do not identify plagiarism, nor suggest what assignment submissions are suspicious of plagiarism. Source code plagiarism detection tools simply evaluate and report the similarity of assignment submissions. Detecting plagiarism always requires additional human intervention. Objective This work presents an approach that enables the automated identification of suspicious assignment submissions by analysing similarity scores as reported by source code plagiarism detection tools. Method Density-based clustering is applied to a set of reported similarity scores. Clusters of scores are used to incrementally build an association graph. The process stops when there is an oversized component found in the association graph, representing a larger than expected number of students plagiarising. Thus, the constructed association graph represents groups of colluding students. Findings The approach was evaluated on data sets of real and simulated cases of plagiarism. Results indicate that the presented approach can accurately identify groups of suspicious assignment submissions, with a low error rate. Implications The approach has the potential to aid instructors in the identification of source code plagiarism, thus reducing the workload of manual reviewing.
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引用次数: 0
Editorial 社论
IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-03 DOI: 10.1080/08993408.2022.2085908
Brian Dorn, Jan Vahrenhold
We are very excited to introduce this issue of Computer Science Education. Readers will quickly identify a common theme of computational thinking across these papers, but the papers have more in common than just that. As a group, these papers challenge readers to consider for whom is computing, how do we support a more inclusive and equitable environment for the full range of learners, and what computational tools and pedagogical scaffolds do our teachers need to help learners do so? We hope that you will enjoy this engaging issue. The first paper, by Worsley and Bar-El, explores obstacles to engagement with makerspaces and “making” for learners with disabilities. They describe the design and implementation of a university course on inclusive making, followed by application of qualitative methods to explore why students choose to enroll in the interdisciplinary course and what they learn as a result about accessibility in this context. Data presented from three course offerings suggests that the nature of the course attracts a diverse group of students, and that their own identity beliefs play an important role in self-selecting into the course. Their analysis of course projects shows the variety of ways students applied their knowledge of course content to envision a more inclusive environment for making. This work provides an insightful framework for others seeking to expose students to elements of inclusive design. Prado, Jacob, and Warschauer continue our consideration of inclusive computing education by turning our attention to a comparative study of computational thinking in two primary school classrooms: one that includes students with and without disabilities, and one that includes students who have and have not been identified as part of a gifted and talented program. Their rich qualitative analysis underscores the importance of differentiated and scaffolded instructional strategies for teaching computational thinking to diverse groups of students, and it reminds us that the strategies needed may look different for different populations. In progressing towards a future of CSforAll, this paper challenges us to think broadly about how teachers adapt to meet all students where they are. The third paper in this issue, by Rich, Franklin, Strickland, Isaacs, and Eatinger, also focuses on how primary school students develop their understanding of computational thinking. However, their work explores the trajectory of mastering the concept of variables within integrated mathematics and computing activities. Their literature-driven analysis identified eight distinct goals and four progressively sophisticated levels of student thinking with respect to variables. The authors then instantiate this progression through a concrete set of activities to conceptually demonstrate its utility in guiding instructional design and sequencing of activities. Elaborating the relationships and dependencies of knowledge, skills, and abilities within computing at age
我们很高兴能介绍这期《计算机科学教育》。读者会很快在这些论文中找到计算思维的共同主题,但这些论文的共同点不止于此。作为一个群体,这些论文要求读者考虑谁是计算,我们如何为所有学习者提供一个更具包容性和公平的环境,以及我们的老师需要什么计算工具和教学支架来帮助学习者做到这一点?我们希望你会喜欢这个引人入胜的问题。Worsley和Bar-El的第一篇论文探讨了参与makerspaces和残疾学习者“制作”的障碍。他们描述了一门关于包容性制作的大学课程的设计和实施,然后应用定性方法来探索学生为什么选择参加跨学科课程,以及他们在这种情况下学习到了什么。三门课程的数据表明,课程的性质吸引了不同的学生群体,他们自己的身份信念在自主选择课程中发挥着重要作用。他们对课程项目的分析表明,学生们运用课程内容知识来设想一个更具包容性的制作环境的方式多种多样。这项工作为其他寻求让学生接触包容性设计元素的人提供了一个富有洞察力的框架。Prado、Jacob和Warschauer继续我们对包容性计算教育的考虑,将我们的注意力转向对两个小学教室计算思维的比较研究:一个包括有残疾和没有残疾的学生,另一个包括已经和没有被确定为天才和天才项目一部分的学生。他们丰富的定性分析强调了差异化和脚手架式教学策略对向不同群体的学生教授计算思维的重要性,并提醒我们,不同人群所需的策略可能不同。在迈向CSforAll的未来的过程中,本文挑战我们广泛思考教师如何适应所有学生的需求。本期的第三篇论文由Rich、Franklin、Strickland、Isaacs和Eatinger撰写,也关注小学生如何发展他们对计算思维的理解。然而,他们的工作探索了在综合数学和计算活动中掌握变量概念的轨迹。他们的文献驱动分析确定了八个不同的目标和四个逐渐复杂的学生对变量的思考水平。然后,作者通过一组具体的活动来实例化这种进展,从概念上证明它在指导教学设计和活动顺序方面的实用性。正如作者在本文中所做的那样,在适龄水平上详细阐述计算中知识、技能和能力的关系和依赖性,是对建立基于证据的计算教学法的重要贡献。计算机科学教育2022,第32卷,第2期,153-154https://doi.org/10.1080/08993408.2022.2085908
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引用次数: 0
Developing computational thinking collaboratively: the nexus of computational practices within small groups 协同发展计算思维:小团体内计算实践的联系
IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-03 DOI: 10.1080/08993408.2022.2039488
Joey Huang, M. Parker
ABSTRACT Background and Context Computational thinking (CT) is a critical part of computing education in middle school. The existing practices of collaboration and collaborative design activities at this education level pairs well with CT practices, but this interaction has previously been under-explored in the existing literature. Objective In this study, we investigate whether students can learn CT through collaborative design activities and what patterns emerge over time and across instructional phases. Method We coded 6.3 hours of video observations for CT practices to create visualizations of 10-second segments of middle school students programming together. We use these visualizations to unpack nuances regarding how students demonstrate CT practices. Additionally, we provide three vignettes to highlight the interactions between students within and across the three instructional phases. Findings The findings suggest that middle school students can learn CT concepts and practices through collaborative design activities. The results demonstrate the patterns of CT practices and detail the transitions between each CT practice over time within a small group. Implications This study applies novel analysis techniques on student interaction data to examine CT through collaborative design. By bridging a CT framework with collaborative design activities, this study enhances the understanding of CT in collaborating, learning, and creating computing project-based designs.
计算思维是中学计算教育的重要组成部分。这种教育水平的协作和协作设计活动的现有实践与CT实践很好地结合在一起,但这种相互作用在现有文献中尚未得到充分探讨。目的在本研究中,我们调查学生是否可以通过合作设计活动来学习CT,以及随着时间的推移和教学阶段出现了什么模式。方法对6.3小时的CT练习视频观察进行编码,制作10秒的中学生编程片段可视化。我们使用这些可视化来揭示学生如何演示CT练习的细微差别。此外,我们提供了三个小插曲,以突出三个教学阶段内和跨学生之间的互动。研究结果表明,中学生可以通过协同设计活动学习CT概念和实践。结果显示了CT实践的模式,并详细说明了小组内每次CT实践之间随时间的转变。本研究应用新颖的分析技术对学生互动数据,通过协作设计来检查CT。通过将计算机计算机框架与协作设计活动联系起来,本研究增强了对计算机计算机在协作、学习和创建基于计算机项目的设计中的理解。
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引用次数: 1
“I remember how to do it”: exploring upper elementary students’ collaborative regulation while pair programming using epistemic network analysis “我记得怎么做”:利用认知网络分析探索高年级小学生在配对编程时的协同调节
IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-09 DOI: 10.1080/08993408.2022.2044672
Jessica Vandenberg, Collin Lynch, K. Boyer, E. Wiebe
ABSTRACT Background and Context Students’ self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students’ initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is through using collaborative pair programming. Objective We wanted to explore upper elementary students’ self-efficacy for and conceptual understanding of CS as manifest in collaborative and regulated discourse during pair programming. Method We implemented a five-week CS intervention with 4th and 5th grade students and collected self-report data on students’ CS attitudes and conceptual understanding, as well as transcripts of dyads talking while problem solving on a pair programming task. Findings The students’ self-report data, organized by dyad, fell into three categories based on the dyad’s CS self-efficacy and conceptual understanding scores. Findings from within- and cross-case analyses revealed a range of ways the dyads’ self-efficacy and CS conceptual understanding affected their collaborative and regulated discourse. Implications Recommendations for practitioners and researchers are provided. We suggest that upper elementary students learn about productive disagreement and how to peer model. Additionally, our findings may help practitioners with varied ways to group their students.
背景与背景学生的计算机自我效能感影响其对相关任务和课程的参与。自我效能感可能受到学生的初始经验和接触计算机科学活动的影响。此外,学生对某一学科的兴趣可能会影响他们在该领域有效调节学习的能力。提高对计算机科学兴趣的一种方法是使用协作结对编程。目的探讨小学高年级学生在结对编程过程中的协作话语和调节话语中对计算机科学的自我效能感和概念理解。方法对四、五年级学生进行为期五周的计算机科学干预,收集学生计算机科学态度和概念理解的自我报告数据,以及在结对编程任务中解决问题时的对话记录。发现学生的自我报告数据按二人组进行整理,根据二人组的CS自我效能和概念理解得分分为三类。来自内部和跨案例分析的发现揭示了二人组的自我效能感和CS概念理解影响其协作和规范话语的一系列方式。为从业人员和研究人员提供了建议。我们建议小学高年级学生学习生产性分歧和同伴模式。此外,我们的发现可以帮助从业者以不同的方式对他们的学生进行分组。
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引用次数: 0
Empirical research on pair programming in higher education: a literature review 高等教育结对编程的实证研究:文献综述
IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-06 DOI: 10.1080/08993408.2022.2039504
Anja Hawlitschek, Sarah Berndt, S. Schulz
ABSTRACT Background and Context Pair programming is an important approach to fostering students’ programming and collaborative learning skills. However, the empirical findings on pair programming are mixed, especially concerning effective instructional design. Objective The objective of this literature review is to provide lecturers with systematic knowledge of current research evidences on the implementation of pair programming in courses by outlining the current state of knowledge on the effects of pair programming in higher education and on effective instructional design. Method The results are based on an analysis of 61 articles conducting empirical studies on pair programming in higher education published between 2010 and 2020. Findings Results of studies on the effects of pair programming in comparison with solo programming are to a great extent positive. Regarding instructional design there remain open questions, such as on effective instructional guidance and appropriate task design. Implications We highlight the need for more research on instructional design of pair programming to provide, for example, knowledge about effective procedures for pair programming, effective guidelines, or problem-solving approaches when problems occur within a team. We give recommendations for practitioners based on our findings.
背景和上下文配对编程是培养学生编程和协作学习技能的重要方法。然而,关于结对编程的实证研究结果喜忧参半,尤其是在有效的教学设计方面。目的本文献综述的目的是通过概述结对编程在高等教育中的作用和有效的教学设计方面的知识现状,为讲师们提供关于结对编程课程实施的最新研究证据的系统知识。方法对2010年至2020年间发表的61篇关于高等教育配对编程的实证研究文章进行分析。与单独编程相比,对配对编程效果的研究结果在很大程度上是积极的。关于教学设计,仍然存在一些悬而未决的问题,例如有效的教学指导和适当的任务设计。含义我们强调需要对结对编程的教学设计进行更多的研究,例如,当团队中出现问题时,提供有关结对编程有效程序、有效指南或解决问题方法的知识。我们根据研究结果为从业者提供建议。
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引用次数: 8
Experiential serious-game design for development of knowledge of object-oriented programming and computational thinking skills 体验式严肃游戏设计的开发,具有面向对象的编程知识和计算思维技能
IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-01 DOI: 10.1080/08993408.2022.2044673
Ali Akkaya, Y. Akpinar
ABSTRACT Background and Context Though still a nascent area of research, serious games have been presented as means of engaging students in computer programming and computational thinking due to their immersive and interactive nature. Existing research is limited in its ability to provide systems based on sound instructional design models, and only a few studies validate their design with statistical support. Objective This study investigated the effects of a game which is based on experiential learning theory under framework of the four-component instructional design model on undergraduate students’ learning performance in conceptual knowledge of object-oriented programming and computational thinking skills. Method A pre-test and post-test quasi-experimental design was used to study the effects of the experiential serious games on conceptual knowledge of OOP and CT skills of 61 non-engineering students with and without prior programming knowledge. Findings The statistical analyses reveal that students with and without programming experience significantly improved their understanding of fundamental concepts of OOP. There were only weak correlations among students’ creative problem solving, attitudes towards digital game-based learning of programming, and learning. Implications We provide several recommendations for researchers and practitioners for designing and developing an effective serious game to teach novice programmers computer programming.
虽然严肃游戏仍然是一个新兴的研究领域,但由于其沉浸式和互动性,它已经成为吸引学生参与计算机编程和计算思维的一种手段。现有的研究在提供基于健全的教学设计模型的系统的能力上是有限的,只有少数研究用统计支持来验证他们的设计。目的研究四要素教学设计模型框架下基于体验式学习理论的游戏对大学生面向对象程序设计概念知识和计算思维技能学习绩效的影响。方法采用前测和后测准实验设计,研究体验性严肃游戏对具有和不具有编程知识的61名非工程专业学生OOP概念知识和CT技能的影响。统计分析显示,有和没有编程经验的学生对OOP基本概念的理解显著提高。学生创造性地解决问题、对基于数字游戏的编程学习的态度和学习之间只有微弱的相关性。我们为研究人员和实践者提供了一些建议,以设计和开发一款有效的严肃游戏来教授新手程序员计算机编程。
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引用次数: 3
期刊
Computer Science Education
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