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Can We Trust Our Results? A Mapping Study on Data Quality., , and . APSEC (1), page 116-123. IEEE Computer Society, (2013)978-1-4799-2143-0.Understanding the syntax barrier for novices., , , and . ITiCSE, page 208-212. ACM, (2011)Supporting student-generated free-response questions., , , and . ITiCSE, page 153-157. ACM, (2011)Activities, affordances and attitude: how student-generated questions assist learning., , , and . ITiCSE, page 4-9. ACM, (2012)Student use of the PeerWise system., , and . ITiCSE, page 73-77. ACM, (2008)G is for Generalisation: Predicting Student Success from Keystrokes., , , , and . SIGCSE (1), page 1028-1034. ACM, (2023)Evaluating Automatically Generated Contextualised Programming Exercises., , and . SIGCSE (1), page 289-295. ACM, (2024)Objects Count so Count Objects!, , , and . ICER, page 187-195. ACM, (2018)How (not) to write an introductory programming exam., , , , , , , , and . ACE, volume 160 of CRPIT, page 137-146. Australian Computer Society, (2015)Evaluating a large language model's ability to solve programming exercises from an introductory bioinformatics course., , , , and . PLoS Comput. Biol., (2023)