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Introduction to the Special Issue on Situating the Intersectional Experiences of Black Girls and Women in Computing & Technology ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-03-05 Jakita O. Thomas, Quincy K. Brown, Jamika Burge
This special issue builds on and expands Computing’s engagement with Black feminist epistemologies like Intersectionality and Black Feminist Thought, exploring the intersectional experiences of Black girls and women in computing, technology, and computing education and workforce. The set of articles examines, explores, and uncovers structural and systemic barriers in computing, CS education, and technology;
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Professional Development in Computational Thinking: A Systematic Literature Review ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-03-05 Alejandro Espinal, Camilo Vieira, Alejandra J. Magana
This paper presents a systematic literature review of professional development programs in Computational Thinking. Computational thinking (CT) has emerged as an essential set of skills that everyone should develop to participate in a global society. However, there were no pre-service or in-service teacher programs to integrate CT into the K-12 classrooms until very recently. Thus, it is important to
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Debugging Pathways: Open-Ended Discrepancy Noticing, Causal Reasoning, and Intervening ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-03-05 David DeLiema, Jeffrey K. Bye, Vijay Marupudi
Learning to respond to a computer program that is not working as intended is often characterized as finding a singular bug causing a singular problem. This framing underemphasizes the wide range of ways that students and teachers could notice discrepancies from their intention, propose causes of those discrepancies, and implement interventions. Weaving together a synthesis of the existing research
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The Impact of a Community of Practice Scholarship Program on Students’ Computing Identity ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-02-19 Maral Kargarmoakhar, Monique Ross, Zahra Hazari, Stephen Secules, Mark Allen Weiss, Michael Georgiopoulos, Kenneth Christensen, Tiana Solis
While computing programs in the U.S. are experiencing growth in enrollment trends, they are still grappling with matters related to retention and persistence of computing undergraduates. One construct identified by scholars as having an impact on persistence in computing is computing identity, which is shaped by constructs such as recognition, performance/competence beliefs, sense of belonging, and
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What Learning Strategies are Used by Programming Students? A Qualitative Study Grounded on the Self-regulation of Learning Theory ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-02-19 Leonardo Silva, António Mendes, Anabela Gomes, Gabriel Fortes
Self-regulation of learning (SRL) is an essential ability for academic success in multiple educational contexts, including programming education. However, understanding how students regulate themselves during programming learning is still limited. This exploratory research aimed to investigate the regulatory strategies externalized by 51 students enrolled in an introductory programming course. The
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Pyrates: Design and Evaluation of a Serious Game Aimed at Introducing Python Programming and Easing the Transition from Blocks ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-02-19 Matthieu Branthôme
This article reports on a design-based research study centered on the conception and the assessment of the Pyrates application. This online serious game aims at introducing Python programming to K–12 students while easing the transition from block-based to text-based languages. After we present the various aspects underlying the block-to-text transition as well as the related existing applications
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Automated Grading and Feedback Tools for Programming Education: A Systematic Review ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-02-19 Marcus Messer, Neil C. C. Brown, Michael Kölling, Miaojing Shi
We conducted a systematic literature review on automated grading and feedback tools for programming education. We analysed 121 research papers from 2017 to 2021 inclusive and categorised them based on skills assessed, approach, language paradigm, degree of automation, and evaluation techniques. Most papers assess the correctness of assignments in object-oriented languages. Typically, these tools use
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Factors Influencing the Social Help-seeking Behavior of Introductory Programming Students in a Competitive University Environment ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-02-19 Anael Kuperwajs Cohen, Alannah Oleson, Amy J. Ko
Collaboration is an important aspect of computing. In a classroom setting, working with others can increase a student’s motivation to attempt more challenges, reduce the difficulty of complicated concepts, and bring about greater overall success. Despite extensive research in other domains, there has been minimal exploration within computing on what impacts a student’s decision to seek social assistance
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Sustainability in Computing Education: A Systematic Literature Review ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-02-19 Anne-Kathrin Peters, Rafael Capilla, Vlad Constantin Coroamă, Rogardt Heldal, Patricia Lago, Ola Leifler, Ana Moreira, João Paulo Fernandes, Birgit Penzenstadler, Jari Porras, Colin C. Venters
Research shows that the global society as organized today, with our current technological and economic system, is impossible to sustain. We are living in an era in which human activities in highly industrialized countries are responsible for overshooting several planetary boundaries, with poorer communities contributing the least to the problems but being impacted the most. At the same time, technical
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Their Fight Is Our Fight: Why Computing Education Advocates Must Be in Solidarity with Public Schools ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-02-19 Rafi Santo, Aman Yadav, David Phelps
Those working toward equitable K-12 computing education in the United States have always had their work cut out for them: understanding how best to teach, developing robust curricula, designing novel tools, building teacher capacity, and supporting systemic change in schools to bring equitable computing education to young people. Collectively, these areas represent an ambitious and complex set of problems
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How Do First-Year Engineering Students’ Emotions Change While Working on Programming Problems? ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-02-09 Zahra Atiq, Rakhi Batra
Emotions are a complex multi-faceted phenomenon. To assess the complexity of emotions from different facets, multi-modal approaches are necessary. However, multi-modal approaches are rarely used for assessing emotions, especially in the context of computer programming. This study adopts a multi-modal approach to understand the changes in students’ perception of emotions before and after working on
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Contextualization, Authenticity, and the Problem Description Effect ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-02-05 Ellie Lovellette, Dennis J Bouvier, John Matta
In recent years, computing education researchers have investigated the impact of problem context on students’ learning and programming performance. This work continues the investigation motivated, in part, by cognitive load theory and educational research in computer science and other disciplines. The results of this study could help inform computing assessment design. If the context and authenticity
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Are Professional Skills Learnable? Beliefs and Expectations Among Computing Graduates ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-01-24 Catalina Cortázar, Iñaki Goñi, Andrea Ortiz, Miguel Nussbaum
Computer Science Department, School of Engineering, Pontificia Universidad Católica de Chile, Chile Integrating graduate education with professional skills development is still a challenge. People's beliefs about learning impact their learning processes. Therefore, we need to understand the mindset of graduates to determine best practices for promoting professional skills development. In this study
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Co-ML: Collaborative Machine Learning Model Building for Developing Dataset Design Practices ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-01-22 Tiffany Tseng, Matt J. Davidson, Luis Morales-Navarro, Jennifer King Chen, Victoria Delaney, Mark Leibowitz, Jazbo Beason, R. Benjamin Shapiro
Machine learning (ML) models are fundamentally shaped by data, and building inclusive ML systems requires significant considerations around how to design representative datasets. Yet, few novice-oriented ML modeling tools are designed to foster hands-on learning of dataset design practices, including how to design for data diversity and inspect for data quality. To this end, we outline a set of four
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Bob or Bot: Exploring ChatGPT's Answers to University Computer Science Assessment ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-01-14 Mike Richards, Kevin Waugh, Mark Slaymaker, Marian Petre, John Woodthorpe, Daniel Gooch
Cheating has been a long-standing issue in university assessments. However, the release of ChatGPT and other free-to-use generative AI tools has provided a new and distinct method for cheating. Students can run many assessment questions through the tool and generate a superficially compelling answer, which may or may not be accurate. We ran a dual-anonymous “quality assurance” marking exercise across
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A Model of How Students Engineer Test Cases With Feedback ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-01-14 Austin M. Shin, Ayaan M. Kazerouni
Background and Context. Students’ programming projects are often assessed on the basis of their tests as well as their implementations, most commonly using test adequacy criteria like branch coverage, or, in some cases, mutation analysis. As a result, students are implicitly encouraged to use these tools during their development process (i.e., so they have awareness of the strength of their own test
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Assessing the Effect of Programming Language and Task Type on Eye Movements of Computer Science Students ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-01-14 Niloofar Mansoor, Cole S. Peterson, Michael D. Dodd, Bonita Sharif
Background and Context: Understanding how a student programmer solves different task types in different programming languages is essential to understanding how we can further improve teaching tools to support students to be industry-ready when they graduate. It also provides insight into students’ thought processes in different task types and languages. Few (if any) studies investigate whether any
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Factors That Predict K-12 Teachers' Ability to Apply Computational Thinking Skills ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-01-14 Deepti Tagare
Background and Objective. Teacher assessment research suggests that teachers have good conceptual understanding of CT. However, to model CT-based problem-solving in their classrooms, teachers need to develop the ability to recognize when and how to apply CT skills. Does existing professional development (PD) equip teachers to know when and how to apply CT skills? What factors should PD providers consider
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Investigating Participation Mechanisms in EU Code Week ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-01-14 Christel Sirocchi, Annika Pofantis Ostergren, Alessandro Bogliolo
Digital competence (DC) is a broad set of skills, attitudes, and knowledge for confident, critical, and responsible use of digital technologies in every aspect of life. DC proves essential in the contemporary digital landscape, yet its diffusion is hindered by biases, misunderstandings, and limited awareness. Teaching Informatics in the educational curriculum is increasingly supported by the institutions
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Teaching Ethics in Computing: A Systematic Literature Review of ACM Computer Science Education Publications ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-01-14 Noelle Brown, Benjamin Xie, Ella Sarder, Casey Fiesler, Eliane S. Wiese
The computing education research community now has at least 40 years of published research on teaching ethics in higher education. To examine the state of our field, we present a systematic literature review of papers in the Association for Computing Machinery computing education venues that describe teaching ethics in higher-education computing courses. Our review spans all papers published to SIGCSE
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You’re Hired! A Phenomenographic Study of Undergraduate Students’ Pathways to Job Attainment in Computing ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-01-14 Stephanie Jill Lunn, Ellen Zerbe, Monique Ross
Although there is a great demand for graduates in computing fields, companies frequently struggle to find enough workers. They may also grapple with obtaining racial, ethnic, and gender diversity in representation. It has been suggested that the hiring process further contributes to these inequities. This study examined undergraduate computing students’ experiences with technical interviews and their
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A Realist Review of Undergraduate Student Attitudes towards Ethical Interventions in Technical Computing Courses ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2024-01-04 Aadarsh Padiyath
As computing educators begin to recognize that their students need strong ethical foundations, there is a growing interest to integrate meaningful ethics education into undergraduate computing curricula. In order to achieve this, it is crucial to understand how students respond to ethical interventions in the classroom. This review examines the acceptance of ethical interventions in undergraduate computing
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Retaining Black Women in Computing: A Comparative Analysis of Interventions for Computing Persistence ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-12-22 Susan R. Fisk, Brittany Watts, Courtney Dress, Charlotte Lee, Audrey Rorrer, Tom McKlin, Tiffany Barnes, Jamie Payton
Black women remain severely underrepresented in computing despite ongoing efforts to diversify the field. Given that Black women exist at the intersection of both racial and gendered identities, tailored approaches are necessary to address the unique barriers Black women face in computing. However, it is difficult to quantitatively evaluate the efficacy of interventions designed to retain Black women
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An Examination of Black Undergraduate Women's Intersectional Experiences and Academic Motivation in Computing Education ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-12-20 Danyelle Tauryce Willis, Kimberley Edelin Freeman
Objectives. We aim to understand, from a motivational perspective, how Black undergraduate women in computing make sense of their intersectional computing experiences. We examine their motivation to major in computing, their experiences as Black women in computing, and how these vary across institutional contexts. Participants. A sample of 77 Black undergraduate women in computing programs (computer
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Mirror Mentoring: Black Women’s Experiences Serving as Mentors for Black Girls During a Virtual Computer Science Camp ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-12-13 Khalia Braswell, Simone Smarr, Jamie Payton
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Cross-Country Variation in (Binary) Gender Differences in Secondary School Students’ CS Attitudes: Re-Validating and Generalizing a CS Attitudes Scale ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-12-11 Arif Rachmatullah, Jessica Vandenberg, Sein Shin, Eric Wiebe
The current study compared American, Korean, and Indonesian middle and high school students’ CS attitudes. Concurrently, this study also examined whether the items in the CS attitudes scale exhibit country and gender measurement biases. We gathered data on CS attitudes from middle and high school students in the US, Korea, and Indonesia. The participating students took the same (translated) previously
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Effectiveness of Video-based Training for Face-to-face Communication Skills of Software Engineers: Evidence from a Three-year Study ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-12-11 Antonija Mitrovic, Matthias Galster, Sanna Malinen, Jay Holland, Ja'afaru Musa, Negar Mohammadhassan, Raul Vincent Lumapas
Objectives. Communication skills are crucial for effective software development teams, but those skills are difficult to teach. The goal of our project is to evaluate the effectiveness of teaching face-to-face communication skills using AVW-Space, a platform for video-based learning that provides personalized nudges to support student's engagement during video watching. Participants. The participants
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Computational Thinking and Notional Machines: The Missing Link ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-12-11 Bhagya Munasinghe, Tim Bell, Anthony Robins
In learning to program and understanding how a programming language controls a computer, learners develop both insights and misconceptions whilst their mental models are gradually refined. It is important that the learner is able to distinguish the different elements and roles of a computer (compiler, interpreter, memory, etc.), which novice programmers may find difficult to comprehend. Forming accurate
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Can Students without Prior Knowledge Use ChatGPT to Answer Test Questions? An Empirical Study ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-12-11 Abdulhadi Shoufan
With the immense interest in ChatGPT worldwide, education has seen a mix of both excitement and skepticism. To properly evaluate its impact on education, it is crucial to understand how far it can help students without prior knowledge answer assessment questions. This study aims to address this question as well as the impact of the question type. We conducted multiple experiments with computer engineering
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CS=Me: Exploring Factors that Shape Black Women's CS Identity at the Intersections of Race and Gender ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-12-08 Krystal L. Williams, Edward Dillon, Shanice Carter, Janelle Jones, Shelly Melchior
Improving equity and inclusion for underrepresented groups in the field of Computer Science (CS) has garnered much attention. In particular, there is a longstanding need for diversity efforts that center the experiences of Black women, and specific actions to increase their representation—especially given the biases that they often encounter in the field. There is limited research concerning Black
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The Important Role Social Capital Plays in Navigating the Computing Education Ecosystem for Black Girls ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-11-30 Camille Ferguson, Vanora Thomas, Juan Del Toro, Daniel Light, Kamau Bobb, Peta-Gay Clarke, Shameeka Emanuel, Ed Gronke, Mary Jo Madda, Imani Jennings
Black women represent the greatest underrepresentation in STEM fields—and in particular, the technology sector. According to a 2015 article in The Verge, Black women make up between 0 to 7% of the staff at the eight largest technology firms in the United States [1]. This points to a glaring problem in terms of equity and inclusivity in the technology sector. Similar to their underrepresentation in
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Outsiders Within: How Do Black Girls Fit Into Computer Science for All? ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-11-21 Zitsi Mirakhur, Cheri Fancsali, Kathryn Hill
Objectives. At the K-12 level, “CS for All” initiatives across the country strive to increase equitable access to and participation in computer science (CS). However, there are many open questions about the implementation and effectiveness of these initiatives, including the extent to which exposing young people to CS early on can shape their longer-term CS interest and engagement. In this paper, we
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Student-Centered Computing: Teacher Experiences in a New Introductory Computer Science Curriculum ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-11-08 Sunni H. Newton, Meltem Alemdar, Jessica Gale, Diley Hernandez, Doug Edwards, Mike Ryan, Mike Helms, Marion Usselman
Objectives. The goal of this paper is to introduce and describe a new introductory computer science course. Research results from the implementation of this curriculum will be presented to demonstrate the nature of teachers’ experiences with the curriculum. Participants. Participants are teachers implementing the new curriculum at two schools in the metro Atlanta area. Study Method. This paper is partly
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We Need to Fix Secondary School Computer Science ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-11-08 Alex Bernat
In recent years, the push for secondary school students to “learn to code” has increased significantly. Currently, about half of secondary schools in the United States have computer science education available to students in some form. Unfortunately, many of these schools choose a curriculum bogged down in the nuances of programming language syntax, leaving students bored, confused, unable to apply
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Bolstering the Persistence of Black Students in Undergraduate Computer Science Programs: A Systematic Mapping Study ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-11-08 Alvine B. Belle, Callum Sutherland, Opeyemi O. Adesina, Sègla Kpodjedo, Nathanael Ojong, Lisa Cole
Background: People who are racialized, gendered, or otherwise minoritized are underrepresented in computing professions in North America. This is reflected in undergraduate computer science (CS) programs, in which students from marginalized backgrounds continue to experience inequities that do not typically affect White cis-men. This is especially true for Black students in general, and Black women
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Teacher Education to Integrate Computational Thinking into Elementary Science: A Design-Based Research Study ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-11-08 Heather Killen, Merijke Coenraad, Virginia Byrne, Lautaro Cabrera, Kelly Mills, Diane Jass Ketelhut, Jandelyn D. Plane
Computational thinking (CT) is playing an increasingly relevant role within disciplinary teaching in elementary school, particularly in science. However, many teachers are unfamiliar with CT, either because their education occurred before the popularization of CT or because CT instruction was not included in their pre-service coursework. For these teachers, CT professional development (PD) becomes
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Identity in Higher Computer Education Research: A Systematic Literature Review ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-09-12 Gregor Große-bölting, Dietrich Gerstenberger, Lara Gildehaus, Andreas Mühling, Carsten Schulte
The disciplinary identity as a computer science student has recently received increasing attention as a well-developed subject identity can help with increasing retention, interest, and motivation. Besides, identity theory can serve as an analytical lens for issues around diversity. However, identity is also often perceived as a vague, overused concept with a variety of theories to build upon. In addition
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CISing Up Service Learning: A Systematic Review of Service Learning Experiences in Computer and Information Science ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-09-12 Fujiko Robledo Yamamoto, Lecia Barker, Amy Voida
The benefits of service learning in computer and information science (CIS) are believed to be significant, ranging from providing students with real-world experiences to retaining students to positively impacting community partners. Although there are many benefits of service learning, the CIS domain does impose unique costs for integrating service learning into the curriculum. Yet there is little
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Potential Factors for Retention and Intent to Drop-out in Brazilian Computing Programs ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-09-12 Rodrigo Duran, Silvia Amélia Bim, Itana Gimenes, Leila Ribeiro, Ronaldo Celso Messias Correia
Motivation: Enrollments in Brazilian computing degrees are at an all-time high, but graduation numbers have not increased at the same rate. Moreover, enrollment growth has mainly attracted male students, steadily expanding the gender gap in Brazilian computing programs. Such high attrition rates have a great economic impact and may disproportionately affect women and students of color. Previous works
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CISEing Up Service Learning: A Systematic Review of Service Learning Experiences in Computer and Information Science ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-07-26 Fuji Robledo, Lecia Barker, Amy Voida
The benefits of service learning in computer and information science (CIS) are believed to be significant, ranging from providing students with real-world experiences, to retaining students, to positively impacting community partners. While there are many benefits of service learning, the CIS domain does impose unique costs for integrating service learning into the curriculum. Yet there is little systematic
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Combining GitHub, Chat, and Peer Evaluation Data to Assess Individual Contributions to Team Software Development Projects ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-07-22 Christopher Hundhausen, Phill Conrad, Olusola Adesope, Ahsun Tariq
Assessing team software development projects is notoriously difficult and typically based on subjective metrics. To help make assessments more rigorous, we conducted an empirical study to explore relationships between subjective metrics based on peer and instructor assessments, and objective metrics based on GitHub and chat data. We studied 23 undergraduate software teams (n = 117 students) from two
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“Regular” CS × Inclusive Design = Smarter Students and Greater Diversity ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-07-22 Rosalinda Garcia, Patricia Morreale, Lara Letaw, Amreeta Chatterjee, Pankati Patel, Sarah Yang, Isaac Tijerina Escobar, Geraldine Jimena Noa, Margaret Burnett
What if “regular” Computer Science (CS) faculty each taught elements of inclusive design in “regular” CS courses across an undergraduate curriculum? Would it affect the CS program's climate and inclusiveness to diverse students? Would it improve retention? Would students learn less CS? Would they actually learn any inclusive design? To answer these questions, we conducted a year-long Action Research
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Potential Factors for Retention and Intent to Drop-out in Brazilian Computing Programs ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-07-10 Rodrigo Duran, Silvia Amélia Bim, Itana Gimenes, Leila Ribeiro, Ronaldo Celso Messias Correia
Motivation: Enrollments in Brazilian computing degrees are at an all-time high, but graduation numbers have not increased at the same rate. Moreover, enrollment growth has mainly attracted male students, steadily expanding the gender gap in Brazilian computing programs. Such high attrition rates have a great economic impact and may disproportionately affect women and students of color. Previous works
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Identity in Higher Computer Education Research: A Systematic Literature Review ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-06-30 Gregor Große-Bölting, Dietrich Gerstenberger, Lara Gildehaus, Andreas Mühling, Carsten Schulte
The disciplinary identity as a computer science student has recently received increasing attention as a well-developed subject identity can help with increasing retention, interest and motivation. Besides, identity theory can serve as an analytical lens for issues around diversity. However, identity is also often perceived as a vague, overused concept with a variety of theories to build upon. In addition
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Evaluation of Submission Limits and Regression Penalties to Improve Student Behavior with Automatic Assessment Systems ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-06-20 Ramon Lawrence, Sarah Foss, Tatiana Urazova
Objectives. Automatic assessment systems are widely used to provide rapid feedback for students and reduce grading time. Despite the benefits of increased efficiency and improved pedagogical outcomes, an ongoing challenge is mitigating poor student behaviors when interacting with automatic assessment systems including numerous submissions, trial-and-error, and relying on marking feedback for problem
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Relationship Between Implicit Intelligence Beliefs and Maladaptive Self-Regulation of Learning ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-06-20 Abraham E. Flanigan, Markeya S. Peteranetz, Duane F. Shell, Leen-Kiat Soh
Objectives. Although prior research has uncovered shifts in computer science (CS) students’ implicit beliefs about the nature of their intelligence across time, little research has investigated the factors contributing to these changes. To address this gap, two studies were conducted in which the relationship between ineffective self-regulation of learning experiences and CS students’ implicit intelligence
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A Generalized Estimating Equations Approach to Investigate Predictors of Teacher Candidates’ Views of Coding ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-06-13 Brian R. Belland, Chanmin Kim, Anna Y. Zhang, Eunseo Lee
This article reports the analysis of data from five different studies to identify predictors of preservice, early childhood teachers’ views of (a) the nature of coding, (b) integration of coding into preschool classrooms, and (c) relation of coding to fields other than computer science (CS). Significant changes in views of coding were predicted by time, prior robot programming experience, and perceptions
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Global Manager: A Serious Game to Raise Awareness of the Challenges of Being a Project Manager in Global Software Development ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-06-13 Aurora Vizcaíno, Félix O. García, Víctor Hugo Menéndez, Antonio Manjavacas, Rubén Márquez, Marta Molina
Project managers tend to confront multiple challenges in Global Software Development (GSD), including misunderstandings about the project requirements, complex estimations of costs, risks, and efforts, along with increases in task allocation and a lack of coordination. “Soft skills” play a fundamental role in solving these challenges, as they are the human or social abilities that facilitate the resolution
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Competency Models for Information Security and Cybersecurity Professionals: Analysis of Existing Work and a New Model ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-06-08 Daniel Bendler, Michael Felderer
Competency models are widely adopted frameworks that are used to improve human resource functions and education. However, the characteristics of competency models related to the information security and cybersecurity domains are not well understood. To bridge this gap, this study investigates the current state of competency models related to the security domain through qualitative content analysis
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Classifying the Characteristics of Effective Continuing Professional Development (CPD) for Computer Science Teachers in the 16-18 Sector ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-06-08 Jordan Allison
As technology and curricula continue to evolve and develop, the prevalence and effectiveness of continuing professional development (CPD) opportunities for computer science teachers is becoming increasingly more important. However, key questions remain about what the characteristics are for effective CPD in this context. Through the presentation of existing literature and the qualitative analysis of
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A Research-Practice Partnership to Introduce Computer Science in Secondary School: Lessons from a Pilot Program ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-06-08 Laila El-Hamamsy, Jean-Philippe Pellet, Matthew Roberts, Helena Kovacs, Barbara Bruno, Jessica Dehler Zufferey, Francesco Mondada
Context Introducing Computer Science (CS) into formal education can be challenging, notably when considering the numerous stakeholders involved which include the students, teachers, schools, and policy makers. We believe these perspectives should be considered conjointly, which is possible within Research Practice Partnerships (RPPs). RPPs look to bridge research-practice gaps and have seen an increase
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A Think-Aloud Study of Novice Debugging ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-06-08 Jacqueline Whalley, Amber Settle, Andrew Luxton-Reilly
Debugging is a core skill required by programmers, yet we know little about how to effectively teach the process of debugging. The challenges of learning debugging are compounded for novices who lack experience and are still learning the tools they need to program effectively. In this work, we report a case study in which we used a think-aloud protocol to gain insight into the behaviour of three students
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Tracing Participation Beyond Computing Careers: How Women Reflect on Their Experiences in Computing Programs ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-04-17 Melissa Perez, Patricia Garcia
Norms and values in computing education are constantly changing as dominant narratives about the role of computing in society evolve over time. Within the current evolving landscape of computing education, researchers and practitioners have advocated for ensuring people from all backgrounds, and particularly women, non-binary, and Black, Indigenous, and Latinx people, are able to participate equitably
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Understanding the Impact of Peer Instruction in CS Principles Teacher Professional Development ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-04-17 Karla Hamlen Mansour, Debbie K. Jackson, Lisa Bievenue, Adam Voight, Nigamanth Sridhar
In a nationwide initiative to increase computer science Education in K-12, many teachers were recruited to CS teaching positions but without adequate preparation, which can lead to lack of confidence and feelings of isolation [35, 54]. In response to these issues, the purpose of this study was to determine the effectiveness of a newly developed summer professional development program with follow-up
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The Landscape of Computational Thinking Problems for Practice and Assessment ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-03-14 Radek Pelánek, Tomáš Effenberger
To provide practice and assessment of computational thinking, we need specific problems students can solve. There are many such problems, but they are hard to find. Learning environments and assessments often use only specific types of problems and thus do not cover computational thinking in its whole scope. We provide an extensive catalog of well-structured computational thinking problem sets together
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Let’s have that Conversation: How Limited Epistemological Beliefs Exacerbates Inequities and will Continue to be a Barrier to Broadening Participation ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-03-14 Monique S. Ross
A call to the computer science education community to make our values match our actions related to broadening participation through epistemological inclusion.
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Teacher Attitudes & Beliefs in Computer Science (T-ABC): Development & Validation of a Teacher Survey Instrument ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-03-14 Darcy Ronan, D. Cenk Erdil, Dennis Brylow
Instrument development is an important step towards unlocking the analytical power of teacher attitudes and beliefs towards Computer Science (CS). Teacher dispositions have strong empirical and theoretical ties to teacher motivation, professional choices, and classroom practices. To determine consensus desirable attitudes and beliefs, we analyzed 17 key documents produced by 12 national and international
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The TACS Model: Understanding Primary School Teachers’ Adoption of Computer Science Pedagogical Content ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-03-14 Laila El-Hamamsy, Barbara Bruno, Sunny Avry, Frédérique Chessel-Lazzarotto, Jessica Dehler Zufferey, Francesco Mondada
Context. With the introduction of Computer Science (CS) into curricula worldwide, teachers’ adoption of CS pedagogical content is essential to ensure the long-term success of reform initiatives. Continuing Professional Development (CPD) programs play a key role in this process. Unfortunately, adoption is seldom evaluated in CS-CPDs or CPDs in general. The result is a dearth of studies (i) modelling
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Barriers and Supports to Offering Computer Science in High Schools: A Case Study of Structures and Agents ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-03-14 Miranda C. Parker
In the age of computing, there still exist many schools that do not offer computer science courses. The reason can be esoteric to designers of interventions, curricula, and policies. This study aims to answer the research question: What do school officials perceive as barriers to and supports for offering computer science courses at their school? This article provides a case study of four public high
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Validation of a Spanish-language Version of a Computer Programming Aptitude Test for First-year University Students ACM Trans. Comput. Educ. (IF 2.4) Pub Date : 2023-03-14 Francisco Vásquez, Juan Felipe Calderón, Federico Meza, Andrea Vásquez
There is increasing interest in computer science and computing bachelor programs due to the growing importance of technology in the globalized world. Thus, as higher education institutions strive to serve a diverse student demographic, it is salient to gauge their programming abilities to improve guidance on learning processes regarding their initial knowledge state. Despite the availability of certain