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K-12 game programming course concept using textual programming

, , and . Proceedings of the 42nd ACM technical symposium on Computer science education, page 459--464. New York, NY, USA, ACM, (2011)
DOI: 10.1145/1953163.1953296

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What Does It Take to Do Computer Programming?: Surveying the K-12 Students' Conceptions., and . SIGCSE, page 458-463. ACM, (2015)K-12 game programming course concept using textual programming., , and . SIGCSE, page 459-464. ACM, (2011)High school students' perspective to university CS1., and . ITiCSE, page 261-266. ACM, (2013)Revisiting rainfall to explore exam questions and performance on CS1., , and . Koli Calling, page 40-49. ACM, (2015)Paper-based vs computer-based exams in CS1., , and . Koli Calling, page 172-173. ACM, (2016)Life Two Years after a Game Programming Course: Longitudinal Viewpoints on K-12 Outreach, , and . Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, ACM, New York, NY, (2012)Understanding differences among coding club students., , and . ITiCSE, page 159-164. ACM, (2014)Exploring Creativity Expectation in CS1 Students' View of Programming., , and . FIE, page 1-8. IEEE, (2020)Life two years after a game programming course: longitudinal viewpoints on K-12 outreach., , and . SIGCSE, page 481-486. ACM, (2012)Incorporating teacher-student dialogue into digital course material: Usage patterns and first experiences., , , , , , and . FIE, page 1-5. IEEE, (2020)