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Designing a community to support long-term interest in programming for middle school children.

, , , , , , , and . IDC, page 304-307. ACM, (2012)

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Enabling independent learning of programming concepts through programming completion puzzles., , and . VL/HCC, page 271-279. IEEE Computer Society, (2015)Designing a community to support long-term interest in programming for middle school children., , , , , , , and . IDC, page 304-307. ACM, (2012)Towards a programming environment that adaptively suggests examples and corresponding puzzles based on programmer skill.. VL/HCC, page 185-186. IEEE Computer Society, (2014)Automatically generating tutorials to enable middle school children to learn programming independently., , , and . IDC, page 11-19. ACM, (2013)Blocks-based programming languages: simplifying programming for different audiences with different goals., , , , and . SIGCSE, page 545-546. ACM, (2014)Applying cognitive load theory to generate effective programming tutorials.. VL/HCC, page 179-180. IEEE Computer Society, (2013)Improving learning transfer from stencils-based tutorials., , and . IDC, page 157-160. ACM, (2011)Towards Understanding Successful Novice Example Use in Blocks-Based Programming., , and . J. Vis. Lang. Sentient Syst., (2017)Learning programming from tutorials and code puzzles: Children's perceptions of value., , , and . VL/HCC, page 59-67. IEEE Computer Society, (2016)