Antti-Jussi Lakanen

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Several programming environments have been constructed to facilitate novice programming at K-12 and CS0/CS1 levels. The environments can be roughly divided into those using visual or textual programming. This paper presents a K-12 game programming course concept based on textual programming. The concept is based on an easy-to-use C# library, called Jypeli,(More)
This paper presents lessons learned from five years of teaching a five-day game design and programming outreach course. The course was offered in summer time and targeted at middle and high school students. In total, 462 youngsters have taken part in 21 course instances. We describe our course concept, and discuss our successes and challenges. In(More)
The Rainfall problem comprises small tasks that have been used to investigate student performance in introductory programming. We conducted several kinds of analyses to inform our understandings of student performance in CS1 relating to this problem. We analyzed implementation approaches and program errors, as in related studies, and also explored the role(More)
In our faculty we have run week-long K-12 game programming courses now for three summers. In this paper we investigate what programming-related activities students do after they take a course, and what factors in the students' background relate to post-course programming. We also investigate a possible change in the students' interest towards higher(More)
This paper presents a qualitative study of a school-university collaborative project where a game-themed CS1 course was offered as-is to high school students. Our specific interest was to explore the students' experiences with the university level course. Our analyses indicate that immediate and regular support was highly important for student performance,(More)
Scholars and instructors have been carrying out a multitude of actions to increase students' interest in computer science during the past years. Still, there is a need for knowledge on how these attempts develop student interest. In this qualitative study, we construct illustrative categories out of students who have attended our K-12 coding club and game(More)
This paper reports on a practice used for providing additional support to beginner programmers. This practice emphasizes low social barriers to learning, differentiated instruction, and revision. Altogether we try to avoid defensiveness or stigmatization among those who face difficulties. Student feedback indicates their acceptance of this approach while(More)
Phenomenographic studies in computing education research have previously focused on learning "programming thinking" [3], the act of learning to program [2], and conceptions of learning generally in an engineering context [10]. In the present study we analyze and discuss "what it takes to do computer programming" using phenomenography as research approach.(More)
In this study, we examine the "test mode effect" in CS1 exam using the Rainfall problem. The participants started working with pen and paper, after which they had access to a computer, and they could rework their solution with a help of a test suite developed by the authors. In the computer- based phase many students were able to fix the errors that they(More)
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