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ORCIDKoli Calling 2017: Koli, Finland
- Calkin Suero Montero, Mike Joy:
Proceedings of the 17th Koli Calling Conference on Computing Education Research, Koli, Finland, November 16-19, 2017. ACM 2017, ISBN 978-1-4503-5301-4 - Hugo Arends, Hieke Keuning, Bastiaan Heeren, Johan Jeuring:
An intelligent tutor to learn the evaluation of microcontroller I/O programming expressions. 2-9 - Francisco Enrique Vicente Castro
, Kathi Fisler:
Designing a multi-faceted SOLO taxonomy to track program design skills through an entire course. 10-19 - Barbara J. Ericson, Lauren E. Margulieux, Jochen Rick:
Solving parsons problems versus fixing and writing code. 20-29 - Andreas Grillenberger, Ralf Romeike:
Key concepts of data management: an empirical approach. 30-39 - Patricia Haden, Dale Parsons, Krissi Wood, Joy Gasson:
Student affect in CS1: insights from an easy data collection tool. 40-49 - Matthias Hauswirth, Andrea Adamoli:
Metacognitive calibration when learning to program. 50-59 - Violetta Lonati, Mattia Monga, Dario Malchiodi, Anna Morpurgo:
How presentation affects the difficulty of computational thinking tasks: an IRT analysis. 60-69 - Pia Niemelä, Tiina Partanen, Maarit Harsu, Leo Leppänen, Petri Ihantola:
Computational thinking as an emergent learning trajectory of mathematics. 70-79 - Mikko Nurminen, Pietari Heino, Petri Ihantola:
Friends and gurus: do students ask for help from those they know or those who would know. 80-87 - Aletta Nylén, Ville Isomöttönen:
Exploring the critical incident technique to encourage reflection during project-based learning. 88-97 - Mareen Przybylla, Ralf Romeike:
The nature of physical computing in schools: findings from three years of practical experience. 98-107 - Nikki Sigurdson, Andrew Petersen:
Student perspectives on mathematics in computer science. 108-117 - Francisco Enrique Vicente Castro, Shriram Krishnamurthi, Kathi Fisler:
The impact of a single lecture on program plans in first-year CS. 118-122 - Michelle Craig, Jacqueline Smith, Andrew Petersen:
Familiar contexts and the difficulty of programming problems. 123-127 - Nickolas J. G. Falkner, Claudia Szabo, Antti Knutas:
Classifying the nature of lecturer intervention on computer science student behaviour. 128-132 - Virginia Grande, Anders Berglund, Mats Daniels:
Experiences of teachers in computing as role models: a phenomenographic study. 133-137 - Matthias Hauswirth, Andrea Adamoli, Mohammad Reza Azadmanesh:
The program is the system: introduction to programming without abstraction. 138-142 - Antti-Juhani Kaijanaho:
Teaching master's degree students to read research literature: experience in a programming languages course 2002-2017. 143-147 - Juho Leinonen, Arto Hellas:
Thought crimes and profanities whilst programming. 148-152 - Michael Morgan, Aletta Nylén, Matthew Butler, Anna Eckerdal, Neena Thota, Päivi Kinnunen:
Examining manual and semi-automated methods of analysing MOOC data for computing education. 153-157 - Solomon Sunday Oyelere, Jarkko Suhonen, Teemu Henrikki Laine:
Integrating parson's programming puzzles into a game-based mobile learning application. 158-162 - Petrus Peltola, Vilma Kangas, Nea Pirttinen, Henrik Nygren, Juho Leinonen:
Identification based on typing patterns between programming and free text. 163-167 - Kerttu Pollari-Malmi, Julio Guerra, Peter Brusilovsky, Lauri Malmi, Teemu Sirkiä:
On the value of using an interactive electronic textbook in an introductory programming course. 168-172 - André L. Santos, Hugo S. Sousa:
An exploratory study of how programming instructors illustrate variables and control flow. 173-177 - Nienke van Es, Johan Jeuring:
Designing and comparing two scratch-based teaching approaches for students aged 10-12 years. 178-182 - Aivar Annamaa, Reelika Suviste, Varmo Vene:
Comparing different styles of automated feedback for programming exercises. 183-184 - Mike Barkmin, Matthias Kramer, David A. Tobinski, Torsten Brinda:
Code structure difficulty in OOP: an exploration study regarding basic cognitive processes. 185-186 - Timo Hynninen, Antti Knutas, Jussi Kasurinen:
Plagiarism networks: finding instances of copied answers in an online introductory programming environment. 187-188 - Josina I. Koning, Hylke H. Faber, Menno D. M. Wierdsma:
Introducing computational thinking to 5 and 6 year old students in dutch primary schools: an educational design research study. 189-190 - Ilya Musabirov, Alina Bakhitova:
Trajectories of student interaction with learning resources in blended learning: the case of data science minor. 191-192 - Vreda Pieterse, Janet Liebenberg:
Automatic vs manual assessment of programming tasks. 193-194 - André L. Santos, Hugo S. Sousa:
PandionJ: a pedagogical debugger featuring illustrations of variable tracing and look-ahead. 195-196 - Thomas Hvid Spangsberg, Martin Brynskov:
Towards a dialectic relationship between the implicit and explicit nature of computational thinking: a computer semiotics perspective. 197-198 - Calkin Suero Montero, Kaisa Pihlainen:
Let's play!: music improvisation as a medium to facilitate computational thinking. 199-200 - Thomas Hvid Spangsberg:
Teaching programming to non-STEM novices: a didactical study of computational thinking and non-STEM computing education. 201-202 - Kristina von Hausswolff:
Practical thinking in programming education. 203-204 - Tina Vrieler:
Digital capital: a platform for developing computational thinking. 205-206
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