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| Getting By With Help From My Friends: Group Study in Introductory Programming Understood as Socially Shared Regulation | 0 | 0.34 | 2022 |
| The Human Factors Impact of Programming Error Messages (Dagstuhl Seminar 22052). | 0 | 0.34 | 2022 |
| Primary School Students Programming with Real-Time Environmental Sensor Data | 0 | 0.34 | 2022 |
| The Robots Are Coming: Exploring the Implications of OpenAI Codex on Introductory Programming | 0 | 0.34 | 2022 |
| DeepQR: Neural-Based Quality Ratings for Learnersourced Multiple-Choice Questions. | 0 | 0.34 | 2022 |
| Who am I? - Development and Analysis of an Interactive 3D Game for Psychometric Testing. | 0 | 0.34 | 2021 |
| Lecture Recordings, Viewing Habits, and Performance in an Introductory Programming Course | 0 | 0.34 | 2021 |
| Sensor-Based Interactive Worksheets to Support Guided Scientific Inquiry | 0 | 0.34 | 2021 |
| Towards Assessing the Readability of Programming Error Messages | 0 | 0.34 | 2021 |
| Exploring Personalization of Gamification in an Introductory Programming Course | 0 | 0.34 | 2021 |
| When Wrong is Right: The Instructional Power of Multiple Conceptions | 0 | 0.34 | 2021 |
| The Impact of Multiple Choice Question Design on Predictions of Performance | 0 | 0.34 | 2021 |
| Promoting Early Engagement with Programming Assignments Using Scheduled Automated Feedback | 0 | 0.34 | 2021 |
| A Game-Based Approach for Teaching Algorithms and Data Structures using Visualizations | 0 | 0.34 | 2021 |
| Improving Student Peer Code Review Using Gamification | 0 | 0.34 | 2021 |
| Investigating Accuracy and Perceived Value of Feedback in Peer Code Review Using Gamification | 0 | 0.34 | 2021 |
| Exploring the Effects of Contextualized Problem Descriptions on Problem Solving | 0 | 0.34 | 2021 |
| A Semblance of Similarity: Student Categorisation of Simple Algorithmic Problem Statements | 0 | 0.34 | 2021 |
| Scientific Collaboration Network Analysis for Computing Education Conferences | 0 | 0.34 | 2021 |
| On Designing Programming Error Messages for Novices: Readability and its Constituent Factors | 0 | 0.34 | 2021 |
| Error Message Readability and Novice Debugging Performance | 0 | 0.34 | 2020 |
| What Do We Think We Think We Are Doing?: Metacognition and Self-Regulation in Programming | 0 | 0.34 | 2020 |
| Gamification of student peer review in education: A systematic literature review | 1 | 0.35 | 2020 |
| A Review of Peer Code Review in Higher Education | 2 | 0.40 | 2020 |
| Mathematics, Computer Science and Career Inclinations - A Multi-Institutional Exploration. | 0 | 0.34 | 2020 |
| Evaluating an Interactive Tool for Teaching Design Patterns. | 0 | 0.34 | 2020 |
| Nationality and Gender Biases in Multicultural Online Learning Environments: The Effects of Anonymity | 0 | 0.34 | 2020 |
| A Miss is as Good as a Mile - Off-By-One Errors and Arrays in an Introductory Programming Course. | 0 | 0.34 | 2020 |
| A Review of Research on Parsons Problems. | 0 | 0.34 | 2020 |
| CompareCFG: Providing Visual Feedback on Code Quality Using Control Flow Graphs | 0 | 0.34 | 2020 |
| Towards a Framework for Teaching Debugging. | 1 | 0.35 | 2019 |
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| Research This! Questions that Computing Educators Most Want Computing Education Researchers to Answer | 0 | 0.34 | 2019 |
| A Closer Look at Metacognitive Scaffolding: Solving Test Cases Before Programming | 0 | 0.34 | 2019 |
| A discursive question: Supporting student-authored multiple choice questions through peer-learning software in non-STEMM disciplines | 0 | 0.34 | 2019 |
| Compiler Error Messages Considered Unhelpful: The Landscape of Text-Based Programming Error Message Research | 1 | 0.35 | 2019 |
| Four Million Questions And A Few Answers Lessons From Research On Student-Generated Resources | 0 | 0.34 | 2019 |
| First Things First: Providing Metacognitive Scaffolding for Interpreting Problem Prompts | 2 | 0.38 | 2019 |
| Resources and Support for the Implementation of Digital Technologies in New Zealand Schools. | 0 | 0.34 | 2019 |
| Mastery Learning in Computer Science Education. | 0 | 0.34 | 2019 |
| Unexpected Tokens: A Review of Programming Error Messages and Design Guidelines for the Future | 0 | 0.34 | 2019 |
| On the Fairness of Multiple-Variant Multiple-Choice Examinations | 0 | 0.34 | 2019 |
| HandsUp: An In-Class Question Posing Tool | 0 | 0.34 | 2018 |
| Ladebug: an online tool to help novice programmers improve their debugging skills. | 1 | 0.36 | 2018 |
| Improving complex task performance using a sequence of simple practice tasks. | 1 | 0.36 | 2018 |
| Transitioning from Block-Based to Text-Based Programming Languages | 1 | 0.40 | 2018 |
| Common logic errors made by novice programmers. | 2 | 0.37 | 2018 |
| Objects Count so Count Objects! | 2 | 0.47 | 2018 |
| Empirical Support for a Causal Relationship Between Gamification and Learning Outcomes | 4 | 0.45 | 2018 |
