Andrew Luxton-Reilly --- Research

research-article

Play Your Cards Right: Using Quantitative Card-Sort Data to Examine Students' Pattern-Like Concepts

James Finnie-Ansley
The University of Auckland, Auckland, New Zealand
,
Paul Denny
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand

February 2022pp 857-863 https://doi.org/10.1145/3478431.3499343

In order to transfer problem solving knowledge effectively across tasks, students must be able to identify when two problems can be solved in similar ways. As instructors, it is helpful to know how well students can identify such similarities. ...

research-article

Why are 3D Transformations in Computer Graphics Difficult? An Analysis of a Decade of Exam Questions

Thomas Suselo
School of Computer Science, The University of Auckland, New Zealand
,
Burkhard Claus W�nsche
School of Computer Science, The University of Auckland, New Zealand
,
Andrew Luxton-Reilly
School of Computer Science, The University of Auckland, New Zealand

February 2022pp 181-190 https://doi.org/10.1145/3511861.3511881

Three-dimensional (3D) transformations are a fundamental concept in Computer Graphics and are used for modelling, view transformations, animation, and efficient rendering. Understanding 3D transformations can be difficult, since they typically involve ...

research-article

Risks in Student Projects

Diana Kirk
The University of Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand
,
Ewan Tempero
The University of Auckland, New Zealand

February 2022pp 143-152 https://doi.org/10.1145/3511861.3511877

Anecdotally, tertiary educators in software related topics experience challenges during project-based group assessments. To address the range of issues experienced, some educators have introduced aspects of project management (PM) into their course. ...

research-article

Teaching Code Quality in High School Programming Courses - Understanding Teachers’ Needs

Diana Kirk
The University of Auckland, New Zealand
,
Tyne Crow
The University of Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand
,
Ewan Tempero
The University of Auckland, New Zealand

February 2022pp 36-45 https://doi.org/10.1145/3511861.3511866

The introduction of computer programming into schools has meant that many teachers who are not trained in Computer Science are expected to become familiar with computing concepts and techniques. For senior high school programming students studying text-...

research-article

The Robots Are Coming: Exploring the Implications of OpenAI Codex on Introductory Programming

James Finnie-Ansley
The University of Auckland, New Zealand
,
Paul Denny
The University of Auckland, New Zealand
,
Brett A. Becker
University College Dublin, Ireland
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand
,
James Prather
Abilene Christian University, United States

February 2022pp 10-19 https://doi.org/10.1145/3511861.3511863

Recent advances in artificial intelligence have been driven by an exponential growth in digitised data. Natural language processing, in particular, has been transformed by machine learning models such as OpenAI�s GPT-3 which generates human-like text ...

research-article

What do they note? An exploratory investigation into the characteristics of CS students’ notes

Paramvir Singh
University of Auckland, New Zealand
,
Ewan Tempero
University of Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Shuxiang Zhang
University of Auckland, New Zealand

November 2021pp 57-67 https://doi.org/10.1145/3507923.3507934

Motivation. Students� notes and learning journals could impact students� learning in Computer Science (CS) higher education. Objectives. We aim to identify and categorize attributes of notes taken by CS students and study their effect on course ...

research-article

Using an Assessment Tool to Create Sandboxes for Computer Graphics Teaching in an Online Environment

Burkhard Claus Wuensche
The University of Auckland, New Zealand
,
Kai-Cheung Leung
The University of Auckland, New Zealand
,
Davis Dimalen
The University of Auckland, New Zealand
,
Wannes van der Mark
The University of Auckland, New Zealand
,
Thomas Suselo
Dept. Computer Science, University of Auckland, New Zealand
,
Marylyn Alex
Dept. Computer Science, University of Auckland, New Zealand
,
Alex Shaw
The University of Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand
,
Richard Lobb
University of Canterbury, New Zealand

November 2021pp 21-30 https://doi.org/10.1145/3507923.3507929

Computer graphics requires a diverse range of skills such as programming, mathematics, problem solving, and design. Many educators teach it in an hands-on manner, which poses challenges in distance education. In this research we investigate how ...

research-article

A Semblance of Similarity: Student Categorisation of Simple Algorithmic Problem Statements

James Finnie-Ansley
University of Auckland, New Zealand
,
Paul Denny
University of Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, New Zealand

August 2021pp 198-212 https://doi.org/10.1145/3446871.3469745

When a student reads a programming problem statement, something has to happen; that something could be abject confusion, the beginnings of a search for a solution, or a well-formed understanding of what the problem is asking and how to solve it. ...

research-article

Scientific Collaboration Network Analysis for Computing Education Conferences

James Zhang
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Paul Denny
The University of Auckland, Auckland, New Zealand
,
Jacqueline Whalley
Auckland University of Technology, Auckland, New Zealand

June 2021pp 582-588 https://doi.org/10.1145/3430665.3456385

The computing education community is growing, but there is little information about the geographic distribution of the community or collaboration between members. Our research investigates three computer science education conferences (SIGCSE Technical ...

research-article

Confirmation Bias and Other Flaws in Citing Pass Rate Studies

Simon
University of Newcastle, Newcastle, NSW, Australia
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Oluwatoyin Adelakun-Adeyemo
Bingham University, Karu, Nigeria

June 2021pp 575-581 https://doi.org/10.1145/3430665.3456357

There have been four principal studies on pass rates in introductory programming courses, in 2007, 2014, and two in 2019. These studies, the first two in particular, are extremely widely cited, but it appears that some of the citing papers misrepresent ...

research-article

Comparing Pre-tertiary Curricula to Investigate the Timing of Computing Exposure

Elliot Varoy
The University of Auckland, Auckland, New Zealand
,
Kerry Lee
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Nasser Giacaman
The University of Auckland, Auckland, New Zealand

June 2021pp 540-546 https://doi.org/10.1145/3430665.3456341

A comprehensive understanding of computing has become a necessary skill for students in an increasingly digital world. Consequently, many countries around the world have updated their national pre-tertiary curriculum to include the topic of computing. ...

research-article

Investigating Accuracy and Perceived Value of Feedback in Peer Code Review Using Gamification

Theresia Devi Indriasari
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Paul Denny
The University of Auckland, Auckland, New Zealand

June 2021pp 199-205 https://doi.org/10.1145/3430665.3456338

The practice of peer code review has been shown to deliver a variety of benefits to programming students. These include learning from producing and receiving feedback, and from being exposed to a range of problem-solving approaches and solutions. ...

research-article

Mind the Gap: Searching for Clarity in NCEA

Diana Kirk
University of Auckland, Auckland, New Zealand
,
Tyne Crow
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Ewan Tempero
University of Auckland, Auckland, New Zealand

June 2021pp 192-198 https://doi.org/10.1145/3430665.3456318

The introduction of programming into secondary schools in New Zealand (NZ) has meant that many teachers are preparing programming students at senior level for the New Zealand Certificate of Educational Achievement (NCEA). A recent study showed that many ...

research-article

Expanding Opportunities: Assessing and Addressing Geographic Diversity at the SIGCSE Technical Symposium

Brett A. Becker
University College Dublin, Dublin, Ireland
,
Amber Settle
DePaul University, Chicago, IL, USA
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Briana B. Morrison
University of Nebraska Omaha, Omaha, NE, USA
,
Cary Laxer
Rose-Hulman Institute of Technology, Terre Haute, IN, USA

March 2021pp 281-287 https://doi.org/10.1145/3408877.3432448

The ACM Special Interest Group on Computer Science Education (SIGCSE) is one of the oldest and largest SIGs, and the SIGCSE Technical Symposium is the oldest and largest of the four SIGCSE conferences. However, the vast majority of Symposium attendees ...

research-article

Exploring Personalization of Gamification in an Introductory Programming Course

Mitchell Rogers
University of Auckland, Auckland, New Zealand
,
Wendy Yao
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Juho Leinonen
University of Helsinki, Helsinki, Finland
,
Danielle Lottridge
University of Auckland, Auckland, New Zealand
,
Paul Denny
University of Auckland, Auckland, New Zealand

March 2021pp 1121-1127 https://doi.org/10.1145/3408877.3432402

Gamification has been used in introductory programming courses, for example, to increase engagement with study materials, reduce procrastination, and increase attendance to practice sessions. Indeed, with the rapidly growing adoption of digital tools in ...

research-article

Using Mobile Augmented Reality for Teaching 3D Transformations

Thomas Suselo
University of Auckland & Universitas Atma Jaya Yogyakarta, Auckland, New Zealand
,
Burkhard C. W�nsche
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand

March 2021pp 872-878 https://doi.org/10.1145/3408877.3432401

Learning computer graphics requires a diverse range of skills, such as mathematics, programming, problem-solving and 3D reasoning skills. One fundamental area students struggle with is three-dimensional (3D) transformations, partially due to a lack of ...

research-article

Novice Reflections on Debugging

Jacqueline Whalley
Auckland University of Technology, Auckland, New Zealand
,
Amber Settle
DePaul University, Chicag0, IL, USA
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand

March 2021pp 73-79 https://doi.org/10.1145/3408877.3432374

Despite decades of literature calling for research on teaching debugging, we still lack clear guidelines on how to teach debugging processes effectively. This is a significant problem as debugging is an activity that is a key component of software ...

research-article

Improving Student Peer Code Review Using Gamification

Theresia Devi Indriasari
Universitas Atma Jaya Yogyakarta Indonesia and The University of Auckland New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand
,
Paul Denny
The University of Auckland, New Zealand

February 2021pp 80-87 https://doi.org/10.1145/3441636.3442308

Peer code review has been shown to have several benefits for students, including the development of both technical skills and soft skills. However, a lack of motivation has been identified as one of the barriers to successful peer code review in ...

research-article

Lecture Recordings, Viewing Habits, and Performance in an Introductory Programming Course

Valerie Picardo
The University of Auckland, New Zealand
,
Paul Denny
The University of Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand

February 2021pp 73-79 https://doi.org/10.1145/3441636.3442307

Lecture recordings are a common and useful resource for students due to the flexibility they provide. Recent rapid shifts to online modes of teaching have made recorded lectures especially valuable as many students rely on them to access course content. ...

research-article

The Impact of Multiple Choice Question Design on Predictions of Performance

Casey Wong
The University of Auckland, New Zealand
,
Paul Denny
The University of Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand
,
Jacqueline Whalley
Auckland University of Technology, New Zealand

February 2021pp 66-72 https://doi.org/10.1145/3441636.3442306

Multiple choice questions (MCQs) are a popular question format in introductory programming courses as they are a convenient means to provide scalable assessments. However, with typically only four or five answer options and a single correct answer, ...

research-article

Automated Classification of Computing Education Questions using Bloom’s Taxonomy

James Zhang
The University of Auckland, New Zealand
,
Casey Wong
The University of Auckland, New Zealand
,
Nasser Giacaman
The University of Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand

February 2021pp 58-65 https://doi.org/10.1145/3441636.3442305

Bloom�s taxonomy is a well-known and widely used method of classifying assessment tasks. However, the application of Bloom�s taxonomy in computing education is often difficult and the classification often suffers from poor inter-rater reliability. ...

research-article

Analysis of a Process for Introductory Debugging

Jacqueline Whalley
Auckland University of Technology, New Zealand
,
Amber Settle
DePaul University, US
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand

February 2021pp 11-20 https://doi.org/10.1145/3441636.3442300

Debugging code is a complex task that requires knowledge about the mechanics of a programming language, the purpose of a given program, and an understanding of how the program achieves the purpose intended. It is generally accepted that prior ...

short-paper

Digging into Computer Science Students’ Learning Journals

Paramvir Singh
University of Auckland, New Zealand
,
Ewan Tempero
University of Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Shuxiang Zhang
University of Auckland, New Zealand

November 2020pp 1-6 https://doi.org/10.1145/3428029.3428048

Motivation. Learning journals have the potential of providing important pointers to improving students� learning in Computer Science (CS) higher education. Objectives. We aim to identify, define and categorize attributes of CS students� notes, and ...

research-article

High School Teachers’ Understanding of Code Style

Diana Kirk
The University of Auckland, New Zealand
,
Ewan Tempero
The University of Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand
,
Tyne Crow
The University of Auckland, New Zealand

November 2020pp 1-10 https://doi.org/10.1145/3428029.3428047

The introduction of computer programming into schools has meant that many teachers are expected to become familiar with computing concepts and techniques. For senior high school programming students, one important concept is code style. Research ...

research-article

Teacher perceptions of feedback in high school programming education: a thematic analysis

Tyne Crow
The University of Auckland Auckland, New Zealand
,
Diana Kirk
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Ewan Tempero
The University of Auckland, Auckland, New Zealand

October 2020pp 1-6 https://doi.org/10.1145/3421590.3421595

Fundamental principles of programming are being added to many school curricula world-wide. In New Zealand, digital technologies progress outcomes and assessment standards have recently been added to the national school curriculum. Among other things, ...

research-article

A Review of Peer Code Review in Higher Education

Theresia Devi Indriasari
School of Computer Science, The University of Auckland, New Zealand and Department of Informatics, Universitas Atma Jaya Yogyakarta, Indonesia
,
Andrew Luxton-Reilly
School of Computer Science, The University of Auckland, New Zealand
,
Paul Denny
School of Computer Science, The University of Auckland, New Zealand

September 2020pp 1-25 https://doi.org/10.1145/3403935

Peer review is the standard process within academia for maintaining publication quality, but it is also widely employed in other settings, such as education and industry, for improving work quality and for generating actionable feedback to content ...

research-article

Computing Education Research Landscape through an Analysis of Keywords

Zacharoula Papamitsiou
Norwegian University of Science and Technology, Trondheim, Norway
,
Michail Giannakos
Norwegian University of Science and Technology, Trondheim, Norway
,
- Simon
University of Newcastle, Ourimbah, Australia
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand

August 2020pp 102-112 https://doi.org/10.1145/3372782.3406276

Authors of academic papers are generally required to nominate several keywords that characterize the paper, but are rarely offered guidance on how to select those keywords. We analyzed the keywords in the past 15 years of selected computing education ...

panel

Improving Global Participation in the SIGCSE Technical Symposium: Panel

Amber Settle
DePaul University, Chicago, IL, USA
,
Brett A. Becker
University College Dublin, Dublin, Ireland
,
Rodrigo Duran
Aalto University, Espoo, Finland
,
Viraj Kumar
Indian Institute of Science, Bangalore, India
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand

February 2020pp 483-484 https://doi.org/10.1145/3328778.3366979

SIGCSE is a global organization with members from well over one hundred countries, but attendance at SIGCSE conferences is not always reflective of membership as a whole. Attendance at the SIGCSE Technical Symposium is overwhelmingly from the United ...

research-article

A Case Study of a Cybersecurity Programme: Curriculum Design, Resource Management, and Reflections

Muhammad Rizwan Asghar
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand

February 2020pp 16-22 https://doi.org/10.1145/3328778.3366918

Cybersecurity is an area of growing international importance. In response to global shortages of Cybersecurity skills, many universities have introduced degree programmes in Cybersecurity. These programmes aim to prepare students to become Cybersecurity ...

research-article

A Review of Research on Parsons Problems

Yuemeng Du
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Paul Denny
University of Auckland, Auckland, New Zealand

February 2020pp 195-202 https://doi.org/10.1145/3373165.3373187

Parsons problems are a type of programming exercise where students rearrange jumbled code blocks of a solution program back into its original form. It is usually implemented as a complement or alternative to traditional programming exercises like code-...

research-article

On Assuring Learning About Code Quality

Diana Kirk
University of Auckland, Auckland, New Zealand
,
Tyne Crow
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Ewan Tempero
University of Auckland, Auckland, New Zealand

February 2020pp 86-94 https://doi.org/10.1145/3373165.3373175

Most of the lifetime cost of a software product is incurred after it is first delivered, i.e. during the maintenance phase. It is generally acknowledged that the quality of the code significantly impacts maintenance costs. This suggests that "code ...

research-article

A Miss is as Good as a Mile: Off-By-One Errors and Arrays in an Introductory Programming Course

Liam Rigby
The University of Auckland, New Zealand
,
Paul Denny
The University of Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand

February 2020pp 31-38 https://doi.org/10.1145/3373165.3373169

Loops and arrays are fundamental CS1 concepts, but ones that can be problematic for novice programmers. In this research, we investigate off-by-one errors -- logic errors where loops perform one too few or one too many iterations -- in code using an ...

research-article

Pass Rates in Introductory Programming and in other STEM Disciplines

Simon
University of Newcastle, Newcastle, Australia
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Vangel V. Ajanovski
Ss Cyril and Methodius University, Skopje, Macedonia
,
Eric Fouh
University of Pennsylvania, Philadelphia, PA, USA
,
Christabel Gonsalvez
Monash University, Melbourne, Australia
,
Juho Leinonen
University of Helsinki, Helsinki, Finland
,
Jack Parkinson
University of Glasgow, Glasgow, Scotland Uk
,
Matthew Poole
University of Portsmouth, Portsmouth, England UK
,
Neena Thota
University of Massachusetts Amherst, Amherst, MA, USA

December 2019pp 53-71 https://doi.org/10.1145/3344429.3372502

Vast numbers of publications in computing education begin with the premise that programming is hard to learn and hard to teach. Many papers note that failure rates in computing courses, and particularly in introductory programming courses, are higher ...

research-article

Fifteen Years of Introductory Programming in Schools: A Global Overview of K-12 Initiatives

Claudia Szabo
University of Adelaide, Australia
,
Judy Sheard
Monash University, Australia
,
Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Simon
University of Newcastle, Australia
,
Brett A. Becker
University College Dublin, Ireland
,
Linda Ott
Michigan Technological University, United States of America

November 2019pp 1-9 https://doi.org/10.1145/3364510.3364513

Computing education and outreach in the K--12 school sector have shown significant growth over recent decades, resulting in a large body of literature focused on the teaching and learning of computing. Despite this extensive literature, we are not aware ...

research-article

Report on the First ACM Global Computing Education Conference (CompEd)

August 2019pp 4-6 https://doi.org/10.1145/3355504.3355507

SIGCSE successfully held the first ACM Global Computing Education Conference (CompEd) May 17-19, 2019, in Chengdu, China. Details are available at the conference web site, https://www.acmcomped.org/. At the intersection of computing and the learning ...

abstract

Pass Rates in STEM Disciplines Including Computing

Simon
University of Newcastle, Newcastle, Australia
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Vangel Ajanovski
Ss Cyril and Methodius University, Skopje, Macedonia
,
Eric Fouh
University of Pennsylvania, Philadelphia, PA, USA
,
Chris Gonsalvez
Monash University, Melbourne, Australia
,
Juho Leinonen
University of Helsinki, Helsinki, Finland
,
Jack Parkinson
University of Glasgow, Glasgow, United Kingdom
,
Matthew Poole
University of Portsmouth, Portsmouth, United Kingdom
,
Neena Thota
University of Massachusetts Amherst, Amherst, MA, USA

July 2019pp 267-268 https://doi.org/10.1145/3304221.3325532

Vast numbers of publications in computing education begin with the premise that programming is hard to learn and hard to teach. Many papers note that failure rates in computing courses, and particularly in introductory programming courses, are higher ...

research-article

Technologies and Tools to Support Teaching and Learning Computer Graphics: A Literature Review

Thomas Suselo
University of Auckland, Auckland, New Zealand
,
Burkhard C. W�nsche
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand

January 2019pp 96-105 https://doi.org/10.1145/3286960.3286972

Teaching computer graphics using traditional methods such as textbooks, whiteboards, presentation slides, websites, and so forth, can be challenging. There are two reasons for this: computer graphics combines a variety of skills, such as programming, ...

research-article

Towards a Framework for Teaching Debugging

Chen Li
University of Auckland, New Zealand
,
Emily Chan
University of Auckland, New Zealand
,
Paul Denny
University of Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Ewan Tempero
University of Auckland, New Zealand

January 2019pp 79-86 https://doi.org/10.1145/3286960.3286970

Debugging is an important component of software development, yet most novice programmers are not explicitly taught to apply systematic strategies or processes for debugging. In this paper we adapt a framework developed for teaching troubleshooting to ...

research-article

Resources and Support for the Implementation of Digital Technologies in New Zealand Schools

Tyne Crow
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Burkhard C. W�nsche
University of Auckland, Auckland, New Zealand
,
Paul Denny
University of Auckland, Auckland, New Zealand

January 2019pp 69-78 https://doi.org/10.1145/3286960.3286969

In 2017, the curriculum areas of Digital Technologies and Hangarau Matihiko were added to the New Zealand school curricula covering content related to the fundamental principles of computer science and developing digital technologies. This poses the ...

research-article

Mastery Learning in Computer Science Education

James Garner
University of Auckland, New Zealand
,
Paul Denny
University of Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, New Zealand

January 2019pp 37-46 https://doi.org/10.1145/3286960.3286965

Mastery learning is a pedagogical approach in which students must demonstrate mastery of the currently assessed unit of material before being permitted to progress to the next unit. Recent work has suggested that mastery learning may provide a solution ...

research-article

Objects Count so Count Objects!

Ewan Tempero
University of Auckland, Auckland, New Zealand
,
Paul Denny
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Paul Ralph
University of Auckland, Auckland, New Zealand

August 2018pp 187-195 https://doi.org/10.1145/3230977.3230985

One means to determine whether a student understands the fundamentals of good object-oriented design is to assess designs the student has created. However, providing reliable assessment of designs efficiently is difficult due to the many viable designs ...

research-article

Introductory programming: a systematic literature review

Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Simon
University of Newcastle, Australia
,
Ibrahim Albluwi
Princeton University, USA
,
Brett A. Becker
University College Dublin, Ireland
,
Michail Giannakos
NTNU, Norway
,
Amruth N. Kumar
Ramapo College of New Jersey, USA
,
Linda Ott
Michigan Technological University, USA
,
James Paterson
Glasgow Caledonian University, UK
,
Michael James Scott
Falmouth University, UK
,
Judy Sheard
Monash University, Australia
,
Claudia Szabo
University of Adelaide, Australia

July 2018pp 55-106 https://doi.org/10.1145/3293881.3295779

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been ...

abstract

A review of introductory programming research 2003–2017

Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Simon
University of Newcastle, Australia
,
Ibrahim Albluwi
Princeton University, USA
,
Brett A. Becker
University College Dublin, Ireland
,
Michail Giannakos
NTNU, Norway
,
Amruth N. Kumar
Ramapo College of New Jersey, USA
,
Linda Ott
Michigan Technological University, USA
,
James Paterson
Glasgow Caledonian University, UK
,
Michael James Scott
Falmouth University, UK
,
Judy Sheard
Monash University, Australia
,
Claudia Szabo
University of Adelaide, Australia

July 2018pp 342-343 https://doi.org/10.1145/3197091.3205841

A broad review of research on the teaching and learning of programming was conducted by Robins et al. in 2003. Since this work there have been several reviews of research concerned with the teaching and learning of programming, in particular ...

research-article

Improving complex task performance using a sequence of simple practice tasks

Paul Denny
University of Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Michelle Craig
University of Toronto, Canada
,
Andrew Petersen
University of Toronto, Canada

July 2018pp 4-9 https://doi.org/10.1145/3197091.3197141

Online coding tools are an increasingly common feature of programming courses, providing students with rapid feedback and flexible practice opportunities and providing instructors with useful analytics. However, little research has explored the ...

research-article

Automatic assessment of OpenGL computer graphics assignments

Burkhard C. W�nsche
University of Auckland, New Zealand
,
Zhen Chen
University of Auckland, New Zealand
,
Lindsay Shaw
University of Auckland, New Zealand
,
Thomas Suselo
University of Auckland, New Zealand
,
Kai-Cheung Leung
University of Auckland, New Zealand
,
Davis Dimalen
University of Auckland, New Zealand
,
Wannes van der Mark
University of Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Richard Lobb
University of Canterbury, New Zealand

July 2018pp 81-86 https://doi.org/10.1145/3197091.3197112

Teaching and learning computer graphics is often considered challenging due to it requiring a diverse range of skills such as mathematics, programming, problem solving, and art and design. Assignments are a popular tool to support learning and to assess ...

research-article

Ladebug: an online tool to help novice programmers improve their debugging skills

Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Emma McMillan
University of Auckland, New Zealand
,
Elizabeth Stevenson
University of Auckland, New Zealand
,
Ewan Tempero
University of Auckland, New Zealand
,
Paul Denny
University of Auckland, New Zealand

July 2018pp 159-164 https://doi.org/10.1145/3197091.3197098

Debugging software is challenging, particularly for novices. Despite the importance of debugging, most novice programmers are not formally taught any debugging skills. This paper describes an online tool, Ladebug, that is designed to scaffold the ...

abstract

ThinkInk - An Intelligent Sketch Tool for Learning Data Structures

Md Athar Imtiaz
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Beryl Plimmer
University of Auckland, Auckland, New Zealand

April 2018pp 1-6 https://doi.org/10.1145/3170427.3188441

ThinkInk is an intelligent sketch-based tutoring tool for learning data structures. Our initial evaluation with 45 students shows that they find the tool engaging, fun and a good learning experience. This paper focuses on the interaction design and ...

research-article

Teaching Cyber Security Using Competitive Software Obfuscation and Reverse Engineering Activities

Muhammad Rizwan Asghar
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand

February 2018pp 179-184 https://doi.org/10.1145/3159450.3159489

Teaching cyber security techniques can be challenging due to the complexity associated with building secure systems. The major issue is these systems could easily be broken if proper protection techniques are not employed. This requires students to ...

research-article

Unencapsulated Collection: A Teachable Design Smell

Giuseppe De Ruvo
University of Auckland, Auckland, New Zealand
,
Ewan Tempero
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Nasser Giacaman
University of Auckland, Auckland, New Zealand

February 2018pp 332-337 https://doi.org/10.1145/3159450.3159469

Design smells are design structures that indicate poor design quality. Many identified smells are difficult to teach as they require a degree of experience and judgement that novices, by definition, do not have. We have identified a design smell, which ...

research-article

Developing Assessments to Determine Mastery of Programming Fundamentals

Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Brett A. Becker
University College Dublin, Dublin, Ireland
,
Yingjun Cao
University of California, San Diego, San Diego, USA
,
Roger McDermott
Robert Gordon University, Aberdeen, Scotland Uk
,
Claudio Mirolo
University of Udine, Udine, Italy
,
Andreas M�hling
Kiel University, Kiel, Germany
,
Andrew Petersen
University of Toronto Mississauga, Mississauga, Canada
,
Kate Sanders
Rhode Island College, Providence, USA
,
Simon
University of Newcastle, Ourimbah, Australia
,
Jacqueline Whalley
Auckland University of Technology, Auckland, New Zealand

January 2018pp 47-69 https://doi.org/10.1145/3174781.3174784

Current learning outcomes for introductory programming courses are relatively general, specifying tasks such as designing, implementing, testing and debugging programs that use some fundamental programming constructs. These outcomes impact what we teach,...

research-article

Understanding semantic style by analysing student code

Giuseppe De Ruvo
The University of Auckland, Auckland, New Zealand
,
Ewan Tempero
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Gerard B. Rowe
The University of Auckland, Auckland, New Zealand
,
Nasser Giacaman
The University of Auckland, Auckland, New Zealand

January 2018pp 73-82 https://doi.org/10.1145/3160489.3160500

Good coding style is recognised by the software engineering profession as being important, and this is reflected in the standard computing curricula. Feedback on some aspects of coding style is now commonly provided by IDEs and by tools such as ...

research-article

Comparing sequential and parallel code review techniques for formative feedback

Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Arthur Lewis
University of Auckland, Auckland, New Zealand
,
Beryl Plimmer
University of Auckland, Auckland, New Zealand

January 2018pp 45-52 https://doi.org/10.1145/3160489.3160498

The practice of Peer Review is widespread across a range of academic disciplines. We report on a study that compared two different approaches of peer reviewing program code --- reviewing a sequence of solutions to the same problem (sequential code ...

research-article

Common logic errors made by novice programmers

Andrew Ettles
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Paul Denny
University of Auckland, Auckland, New Zealand

January 2018pp 83-89 https://doi.org/10.1145/3160489.3160493

Errors in the logic of a program (sometimes referred to as semantic errors) can be very frustrating for novice programmers to locate and resolve. Developing a better understanding of the kinds of logic error that are most common and problematic for ...

research-article

Intelligent tutoring systems for programming education: a systematic review

Tyne Crow
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Burkhard Wuensche
University of Auckland, Auckland, New Zealand

January 2018pp 53-62 https://doi.org/10.1145/3160489.3160492

A variety of intelligent tutoring systems have been created for the purpose of teaching computer programming. Most published literature focuses on systems that have been developed to teach programming within tertiary courses. A majority of systems have ...

abstract

Developing Assessments to Determine Mastery of Programming Fundamentals

Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Brett A. Becker
University College, Dublin, Dublin, Ireland
,
Yingjun Cao
University of California, San Diego, San Diego, CA, USA
,
Roger McDermott
Robert Gordon University, Aberdeen, Scotland Uk
,
Claudio Mirolo
University of Udine, Udine, Italy
,
Andreas M�hling
Kiel University, Kiel, Germany
,
Andrew Petersen
University of Toronto, Mississauga, Mississauga, Canada
,
Kate Sanders
Rhode Island College, Providence, RI, USA
,
Simon
University of Newcastle, Newcastle, Australia
,
Jacqueline Whalley
Auckland University of Technology, Auckland, New Zealand

June 2017pp 388-388 https://doi.org/10.1145/3059009.3081327

Current CS1 learning outcomes are relatively general, specifying tasks such as designing, implementing, testing and debugging programs that use some fundamental programming constructs. These outcomes impact what we teach, our expectations, and our ...

research-article

A survey of intelligent digital ink tools use in STEM education

Md Athar Imtiaz
University of Auckland, New Zealand
,
Rachel Blagojevic
Massey University, Palmerston North, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Beryl Plimmer
University of Auckland, New Zealand

January 2017pp 1-8 https://doi.org/10.1145/3014812.3014825

Digital ink affords numerous opportunities to broaden the use of computer supported learning in science, technology, engineering and mathematics (STEM) education. This review of the recent literature on digital ink tools demonstrates that they offer ...

research-article

The Compound Nature of Novice Programming Assessments

Andrew Luxton-Reilly
Dept. of Computer Science, University of Auckland, New Zealand
,
Andrew Petersen
Dept. of Mathematical and Computational Sciences, University of Toronto, Mississauga

January 2017pp 26-35 https://doi.org/10.1145/3013499.3013500

Failure rates in introductory programming courses are notoriously high, and researchers have noted that students struggle with the assessments that we typically use to evaluate programming ability. Current assessment practices in introductory courses ...

short-paper

Creating 360° educational video: a case study

Sam Kavanagh
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Burkhard W�ensche
University of Auckland, Auckland, New Zealand
,
Beryl Plimmer
University of Auckland, Auckland, New Zealand

November 2016pp 34-39 https://doi.org/10.1145/3010915.3011001

The application of virtual reality (VR) to education has been documented for over half a century. During this time studies investigating its use have demonstrated positive findings ranging from increased time on task, to enjoyment, motivation and ...

research-article

Expansion cursor: a zoom lens that can be voluntarily activated by the user at every individual click

Alexander R Payne
University of Auckland, New Zealand
,
Beryl Plimmer
University of Auckland, New Zealand
,
Andrew McDaid
University of Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, New Zealand
,
T Claire Davies
Queen's University, Kingston

November 2016pp 81-90 https://doi.org/10.1145/3010915.3010942

Both situational handicaps and motor impairments can make small targets difficult to acquire accurately when using a mouse. The expansion cursor was designed to make accurate movements easier to perform. For every click of the mouse, users can choose ...

research-article

Learning to Program is Easy

Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand

July 2016pp 284-289 https://doi.org/10.1145/2899415.2899432

The orthodox view that "programming is difficult to learn" leads to uncritical teaching practices and poor student outcomes. It may also impact negatively on diversity and equity within the Computer Science discipline. But learning to program is easy ---...

research-article

Gender Equity in Computing: International Faculty Perceptions and Current Practices

Margaret Hamilton
RMIT University, Melbourne, Australia
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Naomi Augar
RMIT University, Melbourne, Australia
,
Vanea Chiprianov
University of Pau & Pays, Adour, Mont de Marsan, France
,
Eveling Castro Gutierrez
Cat�lica Santa Maria University, Arequipa, Per�
,
Elizabeth Vidal Duarte
La Salle University, Arequipa, Per�
,
Helen H. Hu
Westminster College, Salt Lake City, USA
,
Shoba Ittyipe
Mount Royal University, Calgary, Canada
,
Janice L. Pearce
Berea College, Berea, KY, USA
,
Michael Oudshoorn
Northwest Missouri State University, Maryville, USA
,
Emma Wong
Carmel Institute, California, USA

July 2016pp 81-102 https://doi.org/10.1145/3024906.3024911

In many countries serious effort has been put into developing and running programs that encourage girls to enjoy learning programming. At school level, many girls have done very well in these experiences, but despite their confidence and enthusiasm for ...

research-article

Surface air hockey: a step towards smart tangibles

Kartik Andalam
University of Auckland, Auckland, New Zealand
,
Kirushi Arunthavasothy
University of Auckland, Auckland, New Zealand
,
Raoul D'Cunha
University of Auckland, Auckland, New Zealand
,
Shreya Shah
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Beryl Plimmer
University of Auckland, Auckland, New Zealand

February 2016pp 1-4 https://doi.org/10.1145/2843043.2843370

Tangibles provide a way to bridge the gap between on-screen content and the real world. However most communication between the tangibles and the virtual world is unidirectional from the tangible to the virtual world. We propose the concept of Smart ...

research-article

Rubrics used in peer assessment

Sam Kavanagh
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand

February 2016pp 1-6 https://doi.org/10.1145/2843043.2843347

The widespread usage of both peer assessment and rubrics has greatly increased in recent years. This trend has been attributed to both the rising popularity of web-based peer assessment tools, as well as widespread acceptance of a range of attributed ...

research-article

Is computing for social good the solution to closing the gender gap in computer science?

Nazish Zaman Khan
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand

February 2016pp 1-5 https://doi.org/10.1145/2843043.2843069

Computers are ubiquitous in modern western society, yet few people in the general public have a good understanding of what Computer Science is, and what Computer Scientists do. The typical view of Computer Science is of a male-oriented discipline that ...

research-article

What is in our datasets?: describing a structure of datasets

Marshima Mohd Rosli
The University of Auckland, Auckland, New Zealand
,
Ewan Tempero
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand

February 2016pp 1-10 https://doi.org/10.1145/2843043.2843059

In order to facilitate research based on datasets in empirical software engineering, the meaning of data must be able to be interpreted correctly. Datasets contain measurements that are associated with metrics and entities. In some datasets, it is not ...

research-article

Enhancing syntax error messages appears ineffectual

Paul Denny
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Dave Carpenter
The University of Auckland, Auckland, New Zealand

June 2014pp 273-278 https://doi.org/10.1145/2591708.2591748

Debugging is an important skill for novice programmers to acquire. Error messages help novices to locate and correct errors, but compiler messages are frequently inadequate. We have developed a system that provides enhanced error messages, including ...

research-article

Design eye: an interactive learning environment based on the solo taxonomy

Safurah Abdul Jalil
University of Auckland, Auckland, New Zealand
,
Beryl Plimmer
University of Auckland, Auckland, New Zealand
,
Ian Warren
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand

July 2013pp 22-27 https://doi.org/10.1145/2462476.2462509

We describe the design of a web-based interactive learning environment that guides students' learning of visual aesthetics. With aesthetics, the whole is greater than the sum of its parts. However, initially we take an element-by-element approach that ...

research-article

On the differences between correct student solutions

Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Paul Denny
The University of Auckland, Auckland, New Zealand
,
Diana Kirk
The University of Auckland, Auckland, New Zealand
,
Ewan Tempero
The University of Auckland, Auckland, New Zealand
,
Se-Young Yu
The University of Auckland, Auckland, New Zealand

July 2013pp 177-182 https://doi.org/10.1145/2462476.2462505

We know that students solve problems in different ways, but we know little about the kinds of variation, or the degree of variation between these student generated solutions. In this paper, we propose a taxonomy that classifies the variation between ...

research-article

All syntax errors are not equal

Paul Denny
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Ewan Tempero
The University of Auckland, Auckland, New Zealand

July 2012pp 75-80 https://doi.org/10.1145/2325296.2325318

Identifying and correcting syntax errors is a challenge all novice programmers confront. As educators, the more we understand about the nature of these errors and how students respond to them, the more effective our teaching can be. It is well known ...

research-article

Activities, affordances and attitude: how student-generated questions assist learning

Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Paul Denny
The University of Auckland, Auckland, New Zealand
,
Beryl Plimmer
The University of Auckland, Auckland, New Zealand
,
Robert Sheehan
The University of Auckland, Auckland, New Zealand

July 2012pp 4-9 https://doi.org/10.1145/2325296.2325302

Recent research has focused on tools that support the creation, review and sharing of student-generated content for peer learning. However, we know little about the student perspective of such activities. In this paper, we identify what students believe ...

research-article

The impact of question generation activities on performance

Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Daniel Bertinshaw
The University of Auckland, Auckland, New Zealand
,
Paul Denny
The University of Auckland, Auckland, New Zealand
,
Beryl Plimmer
The University of Auckland, Auckland, New Zealand
,
Robert Sheehan
The University of Auckland, Auckland, New Zealand

February 2012pp 391-396 https://doi.org/10.1145/2157136.2157250

Recent interest in student-centric pedagogies have resulted in the development of numerous tools that support student generated questions. Previous evaluations of such tools have reported strong correlations between student participation and exam ...

research-article

Understanding the syntax barrier for novices

Paul Denny
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Ewan Tempero
The University of Auckland, Auckland, New Zealand
,
Jacob Hendrickx
The University of Auckland, Auckland, New Zealand

June 2011pp 208-212 https://doi.org/10.1145/1999747.1999807

Mastering syntax is one of the earliest challenges facing the novice programmer. Problem solving and algorithms are the focus of many first year programming classes, leaving students to learn syntax on their own while they practice writing code. In this ...

research-article

Supporting student-generated free-response questions

Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Paul Denny
The University of Auckland, Auckland, New Zealand
,
Beryl Plimmer
The University of Auckland, Auckland, New Zealand
,
Daniel Bertinshaw
The University of Auckland, Auckland, New Zealand

June 2011pp 153-157 https://doi.org/10.1145/1999747.1999792

Although a number of existing systems support student-generated multiple choice questions, such questions tend to focus on lower-order cognitive skills. Free response questions are frequently used to evaluate higher-order thinking, but supporting ...

research-article

Tools for "contributing student learning"

John Hamer
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Helen C. Purchase
University of Glasgow, Glasgow, Scotland
,
Judithe Sheard
Monash Unversity, Caulfield East, Melbourne, Australia

June 2011pp 78-91 https://doi.org/10.1145/1963533.1963553

Activities that require students to collaborate, share solutions, review each others' work, or create materials explicitly for the use of other students have been shown to be beneficial not only to students' learning of the material, but to their ...

research-article

CodeWrite: supporting student-driven practice of java

Paul Denny
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Ewan Tempero
The University of Auckland, Auckland, New Zealand
,
Jacob Hendrickx
The University of Auckland, Auckland, New Zealand

March 2011pp 471-476 https://doi.org/10.1145/1953163.1953299

Drill and practice exercises enable students to master skills needed for more sophisticated programming. A barrier to providing such activities is the effort required to set up the programming environment. Testing is an important component to writing ...

research-article

StudySieve: a tool that supports constructive evaluation for free-response questions

Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Beryl Plimmer
The University of Auckland, Auckland, New Zealand
,
Robert Sheehan
The University of Auckland, Auckland, New Zealand

July 2010pp 65-68 https://doi.org/10.1145/1832838.1832849

StudySieve is an online tool in which students create and share assessment questions with their peers. The submitted questions can be answered, and all answers are visible to the entire community. Both the questions and answers are evaluated by students ...

review-article

Tools for "contributing student learning"

John Hamer
University of Auckland, Auckland, New Zealand
,
Helen C. Purchase
University of Glasgow, Glasgow, Scotland
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Judithe Sheard
Monash Unversity, Caulfield East, Melbourne, Australia

June 2010pp 1-14 https://doi.org/10.1145/1971681.1971683

Activities that require students to collaborate, share solutions, review each others' work, or create materials explicitly for the use of other students have been shown to be beneficial not only to students' learning of the material, but to their ...

research-article

Self-predicted and actual performance in an introductory programming course

Paul Denny
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
John Hamer
The University of Auckland, Auckland, New Zealand
,
Dana B. Dahlstrom
University of California, San Diego, La Jolla, CA, USA
,
Helen C. Purchase
University of Glasgow, Glasgow, Scotland Uk

June 2010pp 118-122 https://doi.org/10.1145/1822090.1822124

Students in a large introductory programming course were asked twice to predict their scores on the final exam: once at the beginning of a six-week module, and once at the end. In between, students in only one of the two lecture streams recorded ...

research-article

Quality of peer assessment in CS1

John Hamer
The University of Auckland, Auckland, New Zealand
,
Helen C. Purchase
University of Glasgow, Glasgow, Scotland Uk
,
Paul Denny
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand

August 2009pp 27-36 https://doi.org/10.1145/1584322.1584327

While popularity of peer assessment in Computer Science has increased in recent years, the validity of peer assessed marks remain a significant concern to instructors and source of anxiety to students. We report here on a large-scale study (1,500 ...

research-article

Coverage of course topics in a student generated MCQ repository

Paul Denny
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
John Hamer
The University of Auckland, Auckland, New Zealand
,
Helen Purchase
University of Glasgow, Glasgow, United Kingdom

July 2009pp 11-15 https://doi.org/10.1145/1562877.1562888

A recent approach to engaging students in deep learning involves an online tool, PeerWise, through which students contribute multiple-choice questions to a shared question bank. Earlier work demonstrated a strong correlation between the use of PeerWise ...

research-article

A simple framework for interactive games in CS1

Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Paul Denny
The University of Auckland, Auckland, New Zealand

March 2009pp 216-220 https://doi.org/10.1145/1508865.1508947

Computer games are widely used in programming assignments to motivate students. Traditionally, these have been text-based games such as hangman, but as Java has become widespread, the use of graphics and graphical games has increased correspondingly. We ...

research-article

Contributing student pedagogy

John Hamer
University of Auckland, New Zealand
,
Quintin Cutts
University of Glasgow, Scotland
,
Jana Jackova
�ilinsk� Univerzita, Slovakia
,
Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Robert McCartney
University of Connecticut
,
Helen Purchase
University of Glasgow, Scotland
,
Charles Riedesel
University of Nebraska Lincoln
,
Mara Saeli
Eindhoven School of Education, Holland
,
Kate Sanders
Rhode Island College
,
Judithe Sheard
Monash University, Australia

November 2008pp 194-212 https://doi.org/10.1145/1473195.1473242

A Contributing Student Pedagogy (CSP) is a pedagogy that encourages students to contribute to the learning of others and to value the contributions of others. CSP in formal education is anticipatory of learning processes found in industry and research, ...

research-article

PeerWise

Paul Denny
University of Auckland, Auckland, New Zealand
,
John Hamer
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
Helen Purchase
University of Glasgow, Glasgow, United Kingdom

November 2008pp 109-112 https://doi.org/10.1145/1595356.1595378

PeerWise is a web-based system that allows multiple-choice question banks to be built solely from student input. The system provides a number of intrinsic reward structures that encourage students to contribute high-quality questions in the complete ...

research-article

Evaluating a new exam question: Parsons problems

Paul Denny
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Beth Simon
University of California, San Diego, CA, USA

September 2008pp 113-124 https://doi.org/10.1145/1404520.1404532

Common exam practice centres around two question types: code tracing (reading) and code writing. It is commonly believed that code tracing is easier than code writing, but it seems obvious that different skills are needed for each. These problems also ...

research-article

PeerWise: students sharing their multiple choice questions

Paul Denny
The University of Auckland, Auckland, New Zealand
,
John Hamer
The University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, Auckland, New Zealand
,
Helen Purchase
University of Glasgow, Glasgow, United Kngdm

September 2008pp 51-58 https://doi.org/10.1145/1404520.1404526

PeerWise is a system in which students create multiple choice questions and answer those created by their peers. In this paper, we report on some quantitative results which suggest that students who use PeerWise actively perform better in final ...

research-article

Student use of the PeerWise system

Paul Denny
University of Auckland, Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, Auckland, New Zealand
,
John Hamer
University of Auckland, Auckland, New Zealand

June 2008pp 73-77 https://doi.org/10.1145/1384271.1384293

PeerWise is a web-based system that supports the creation of student-generated test banks of multiple choice questions. Students contribute question stems and answers, provide explanations, answer questions contributed by other students, rate questions ...

chapter

Research perspectives on the objects-early debate

Raymond Lister
University of Technology, Sydney, Australia
,
Anders Berglund
Uppsala University, Sweden
,
Tony Clear
Auckland University of Technology, New Zealand
,
Joe Bergin
Pace University
,
Kathy Garvin-Doxas
University of Colorado
,
Brian Hanks
Fort Lewis College
,
Lew Hitchner
California Polytechnic State Univ.
,
Andrew Luxton-Reilly
University of Auckland, New Zealand
,
Kate Sanders
Rhode Island College
,
Carsten Schulte
Freie Universitaet, Berlin, Germany
,
Jacqueline L. Whalley
Auckland University of Technology, New Zealand

June 2006pp 146-165 https://doi.org/10.1145/1189215.1189183

In March 2004, SIGCSE members contributed to a mailing list discussion on the question of whether programming should be taught objects first or imperative first. We analyse that discussion, exploring how the CS community debates the issue and whether ...

chapter

A replicated experiment of pair-programming in a 2nd-year software development and design computer science course

Emilia Mendes
The University of Auckland, New Zealand
,
Lubna Al-Fakhri
The University of Auckland, New Zealand
,
Andrew Luxton-Reilly
The University of Auckland, New Zealand

June 2006pp 108-112 https://doi.org/10.1145/1140124.1140155

This paper presents the results of a replicated pair programming experiment conducted at the University of Auckland (NZ) during the first semester of 2005. It involved 190 second year Computer Science students attending a software design and ...

chapter

Investigating pair-programming in a 2^nd-year software development and design computer science course

Emilia Mendes
University of Auckland, New Zealand
,
Lubna Basil Al-Fakhri
University of Auckland, New Zealand
,
Andrew Luxton-Reilly
University of Auckland, New Zealand

June 2005pp 296-300 https://doi.org/10.1145/1067445.1067526

This paper presents the results of a pair programming experiment conducted at the University of Auckland (NZ) during the first semester of 2004. It involved 300 second year Computer Science students attending a software design and construction course. ...