Zobrazeno 1 - 10
of 52
pro vyhledávání: '"Veronica Cateté"'
Autor:
Lauren Alvarez, Isabella Gransbury, Veronica Cateté, Tiffany Barnes, Ákos Ledéczi, Shuchi Grover
Publikováno v:
Proceedings of the AAAI Conference on Artificial Intelligence. 36:12698-12705
Historically, female students have shown low interest in the field of computer science. Previous computer science curricula have failed to address the lack of female-centered computer science activities, such as socially relevant and real-life applic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d5b26392d75267bf39d661e752f96ef7
https://doi.org/10.1609/aaai.v36i11.21546
https://doi.org/10.1609/aaai.v36i11.21546
Autor:
Ally Limke, Nicholas Lytle, Maggie Lin, Sana Mahmoud, Marnie Hill, Veronica Cateté, Tiffany Barnes
Publikováno v:
Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9d0eadcf71f552d518e325551bcfc43c
https://doi.org/10.1145/3544549.3585775
https://doi.org/10.1145/3544549.3585775
Autor:
Ally Limke, Alexandra Milliken, Veronica Cateté, Isabella Gransbury, Amy Isvik, Thomas Price, Chris Martens, Tiffany Barnes
Publikováno v:
Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::573d6d5b7d65491793a98a1e355ad0a1
https://doi.org/10.1145/3502718.3524749
https://doi.org/10.1145/3502718.3524749
Publikováno v:
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0a6064b337238cc8334f6da2265d4975
https://doi.org/10.1145/3478432.3499159
https://doi.org/10.1145/3478432.3499159
Autor:
Veronica Cateté, Lauren Alvarez, Shuchi Grover, Isabella Gransbury, Brian Broll, Madeline Drayton, Audrey Coats, April Collins, Ákos Lédeczi, Tiffany Barnes
Publikováno v:
Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0878e84a52f21c5ce9af2515a50fd675
https://doi.org/10.1145/3478432.3499146
https://doi.org/10.1145/3478432.3499146
Publikováno v:
Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8460fd575be1fe66040211aca8728481
https://doi.org/10.1145/3545947.3576333
https://doi.org/10.1145/3545947.3576333
Autor:
Corey Brady, Brian Broll, Gordon Stein, Devin Jean, Shuchi Grover, Veronica Cateté, Tiffany Barnes, Ákos Lédeczi
Publikováno v:
Journal of Computer Languages. 73:101156
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7a8e891b0059e493286ddc8a3e2fd3be
https://doi.org/10.1016/j.cola.2022.101156
https://doi.org/10.1016/j.cola.2022.101156
Autor:
Preya Shabrina, Tiffany Barnes, Samiha Marwan, Alex Milliken, Ian Menezes, Thomas W. Price, Veronica Cateté
Publikováno v:
Koli Calling
Providing students with adaptive feedback on their progress on programming problems has been shown to motivate students and improve their performance, but little is known about how such feedback might impact student self-regulated learning during pro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2f6a3f1e3a2d91b03c684c190747db5a
https://doi.org/10.1145/3488042.3488064
https://doi.org/10.1145/3488042.3488064
Autor:
Brian Broll, Tiffany Barnes, Gordon Stein, Devin Jean, Akos Ledeczi, Shuchi Grover, Corey Brady, Veronica Cateté
Publikováno v:
VL/HCC
Many block-based programming environments have proven to be effective at engaging novices in learning programming. However, most restrict access to the outside world, limiting learners to commands and computing resources built in to the environment.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3bceccb3673524a1a62c316ab2fac702
https://doi.org/10.1109/vl/hcc51201.2021.9576399
https://doi.org/10.1109/vl/hcc51201.2021.9576399
Autor:
Veronica Cateté, Alexandra Milliken, Tiffany Barnes, Isabella Gransbury, Hannah Chipman, Ally Limke, Yihuan Dong
Publikováno v:
ICER
This article examines the grading process and profiles of secondary computer science teachers as they assess block-based student programming submissions. Through an iterative design process, we have created a new tool, Gradesnap, which streamlines ho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::84a84fb38666c3b54149d1571371586b
https://doi.org/10.1145/3446871.3469762
https://doi.org/10.1145/3446871.3469762