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We analyze the Computing Education Research (CER) literature to discover what theories, conceptual models and frameworks recent CER builds on. This gives rise to a broad understanding of the theoretical basis of CER that is useful for researchers working in that area, and has the potential to help CER develop its own identity as an independent field of(More)
The process of solving a programming assignment is generally invisible to the teacher. We only see the end result and maybe a few snapshots along the way. In order to investigate this process with regard to Parsons problems, we used an online environment for Parsons problems in Python to record a detailed trace of all the interaction during the solving(More)
This paper presents a preliminary analysis of research papers in computing education. While previous analysis has explored what research is being done in computing education, this project explores how that research is being done. We present our classification system, then the results of applying it to the papers from all five years of ICER. We find that(More)
In this paper, we present a tool that facilitates the learning of programming by providing a mobile application for Parsons problems. These are small assignments where learners build programs by ordering and indenting fragments of code. Parsons problems are well-suited to the mobile context as the assignments form small chunks of learning content that(More)
In this paper, we report on the analysis of a novel type of automatically recorded detailed programming session data collected on a university-level web programming course. We present a method and an implementation of collecting rich data on how students learning to program edit and execute code and explore its use in examining learners' behavior. The data(More)
Based on research into learning programming and a review of program visualization research, we designed an educational software tool that aims to target students' apparent fragile knowledge of elementary programming which manifests as difficulties in tracing and writing even simple programs. Most existing tools build on a single supporting technology and(More)
While computing educators have put plenty of effort into researching and developing programming environments that make it easier for students to create their first programs, these tools often have only little resemblance with the tools used in the industry. We report on a study, where students with no previous programming experience started to program(More)
—In large introductory programming classes, there typically are no resources for adequate individual guidance. Automatic feedback for programming tasks can facilitate students' learning by allowing them to get immediate individual feedback regardless of time and place. This paper presents a study on how the type of automatic feedback in Parsons problems(More)
Scaffolded learning tasks where programs are constructed from predefined code fragments by dragging and dropping them (i.e. Parsons problems) are well suited to mobile touch devices, but quite limited in their applicability. They do not adequately cater for different approaches to constructing a program. After studying solutions to automatically assessed(More)