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Timothy Kluthe; Hannah Stabler; Amelia McNamara; Andreas Stefik – Computer Science Education, 2025
Background and Context: Data science and statistics are used across a broad spectrum of professions, experience levels and programming languages. The popular scientific computing languages, such as Matlab, Python and R, were organized without using empirical methods to show evidence for or against their design choices, resulting in them feeling…
Descriptors: Programming Languages, Data Science, Statistical Analysis, Vocabulary
Christina Glasauer; Martin K. Yeh; Lois Anne DeLong; Yu Yan; Yanyan Zhuang – Computer Science Education, 2025
Background and Context: Feedback on one's progress is essential to new programming language learners, particularly in out-of-classroom settings. Though many study materials offer assessment mechanisms, most do not examine the accuracy of the feedback they deliver, nor give evidence on its validity. Objective: We investigate the potential use of a…
Descriptors: Novices, Computer Science Education, Programming, Accuracy
Jihae Suh; Kyuhan Lee; Jaehwan Lee – Education and Information Technologies, 2025
Artificial Intelligence (AI) has rapidly emerged as a powerful tool with the potential to enhance learning environments. However, effective use of new technologies in education requires a good understanding of the technology and good design for its use. Generative AI such as ChatGPT requires particularly well-designed instructions due to its ease…
Descriptors: Programming, Computer Science Education, Artificial Intelligence, Technology Uses in Education
Toni Taipalus; Hilkka Grahn; Saima Ritonummi; Valtteri Siitonen; Tero Vartiainen; Denis Zhidkikh – ACM Transactions on Computing Education, 2025
SQL compiler error messages are the primary way users receive feedback when they encounter syntax errors or other issues in their SQL queries. Effective error messages can enhance the user experience by providing clear, informative, and actionable feedback. Despite the age of SQL compilers, it still remains largely unclear what contributes to an…
Descriptors: Computer Science Education, Novices, Information Systems, Programming Languages
Anna Y. Q. Huang; Cheng-Yan Lin; Sheng-Yi Su; Stephen J. H. Yang – British Journal of Educational Technology, 2025
Programming education often imposes a high cognitive burden on novice programmers, requiring them to master syntax, logic, and problem-solving while simultaneously managing debugging tasks. Prior knowledge is a critical factor influencing programming learning performance. A lack of foundational knowledge limits students' self-regulated learning…
Descriptors: Artificial Intelligence, Technology Uses in Education, Coding, Programming

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