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Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of Use., , , , , , и . ACM Trans. Comput. Educ., 22 (4): 39:1-39:31 (2022)Project-Based and Assignment-Based Courses: A Study of Piazza Engagement and Gender in Online Courses., , , и . ITiCSE (1), стр. 138-144. ACM, (2023)Metacognitive Difficulties Faced by Novice Programmers in Automated Assessment Tools., , , , , и . ICER, стр. 41-50. ACM, (2018)Unexpected Tokens: A Review of Programming Error Messages and Design Guidelines for the Future., , , , , , , , , и 2 other автор(ы). ITiCSE, стр. 253-254. ACM, (2019)Towards Assessing the Readability of Programming Error Messages., , , , , и . ACE, стр. 181-188. ACM, (2021)Gender and Engagement in CS Courses on Piazza., , , и . SIGCSE, стр. 438-444. ACM, (2021)First Things First: Providing Metacognitive Scaffolding for Interpreting Problem Prompts., , , , , , , и . SIGCSE, стр. 531-537. ACM, (2019)BEST PAPER AT SIGCSE 2019 IN THE CS EDUCATION TRACK: First things first: providing metacognitive scaffolding for interpreting problem prompts., , , , , , , и . Inroads, 10 (2): 42-49 (2019)The Robots are Here: Navigating the Generative AI Revolution in Computing Education., , , , , , , , , и 5 other автор(ы). CoRR, (2023)Transformed by Transformers: Navigating the AI Coding Revolution for Computing Education: An ITiCSE Working Group Conducted by Humans., , , , , , , , , и 6 other автор(ы). ITiCSE (2), стр. 561-562. ACM, (2023)