default search action
Google
Google Scholar
Semantic Scholar
Internet Archive Scholar
CiteSeerX
ORCID18th CSEDU 2026: Benidorm, Spain - Volume 3
- Edmundo Tovar, Tania Di Mascio, Christoph Meinel:
Proceedings of the 18th International Conference on Computer Supported Education, CSEDU 2026, Benidorm, Spain, May 18-20, 2026, Volume 3. SCITEPRESS 2026, ISBN 978-989-758-833-4
Learning/Teaching Methodologies and Assessment
- Bogdan Iudean, Radu Dan Gaceanu, Andrei Sarmasan:
Storytelling for Clarity: Reducing Cognitive Load in Concurrency Education Assignments. 1937-1947 - Cristina Chuva Costa, António José Mendes, Anabela Gomes:
Education 5.0 in Perspective: Lessons from the Pandemic on Digital and Human Competence Development in Engineering Students. 1948-1959 - Cyryl Leszczynski, Mikolaj Maik
, Stanislaw Kumor, Jeremi Ranosz, Jakub Scieszka, Dawid Slusarski, Natalia Marszal, Nikodem Kaczmarek:
Analyzing Novice Programming Behavior in Educational Game Environment: A Custom Language Study with Semantic Adaptation. 1960-1971 - Paulina Gacek, Bartosz Gdowski, Konrad Szymanski, Wojciech Zmuda:
Comparative Analysis of Non-Commercial Plagiarism Detectors for Computer Science Education. 1972-1982 - Matheus Friedhein Flores, Aline Padilha de Fraga, José Palazzo M. de Oliveira, Alencar Machado, Vinícius Maran:
PescIA: A Chatbot Applied to Specialized Courses in the Fishing Field. 1983-1993 - Alixandre F. Santana, Simone C. dos Santos, Mehmet Külcü:
Enterprise Architecture Teaching at European Universities: An Integrative Overview from Diverse Perspectives. 1994-2005 - Tiago Tadeu Madrigar, Rodrigo Calvo, Linnyer Beatrys Ruiz Aylon:
Manna Methodology and Manna Analytics 4D: Evidence and Formative Intervention with KDTs in Quantum Computing for Education 5.0. 2006-2016 - Linyang Xie:
Beyond Agreement Metrics: An IRT-Informed Psychometric Analysis of LLM-Based Automated Essay Scoring. 2017-2027 - Marina Lepp, Rene Kütt:
Enabling Process Transparency in Programming Education through IDE Activity Logging. 2028-2038 - Alfonso Piscitelli, Mattia De Rosa, Vittorio Fuccella, Gennaro Costagliola:
LLM-Based Rubric Grading for Programming Assignments: An Empirical Study. 2039-2050 - Ilir Jusufi:
TFXplorer: A Visual Analytics Tool for Institutional Review of Thesis Feedback. 2053-2060 - Audrey Sebbag, Jean-Christophe Sakdavong:
Avatars and Learning: A Deeper Look into the Impact on Learner Performance and Cognitive Load. 2061-2068 - Roque Antônio de Moura, Marcus Vinicius Souza Dias, Cristie Diego Pimenta, Blaha Gregory Correia dos Santos Goussain, Messias Borges Silva:
Teaching Statistics to Non-Mathematics Specialists through Design of Experiments: An Experiential Vehicle Assembly Approach. CSEDU (3) 2026: 2069-2076 - Corinna Hörmann, Marina Unterweger, Sara Hinterplattner, Eva Schmidthaler, Barbara Sabitzer:
Early Encounters with Computer Science: Evaluating an Activity-Based Learning Format. 2077-2084 - Yannic Jäckel, Daniel Schiffner, Jan Schneider:
The Mighty Pen and the Mindless Keyboard: Do Slow Transcribers Read More Carefully than Speedy Fingers? 2085-2095 - Anabela Gomes, Tânia Garbin, Carlos Alberto Dainese, Calana Chan, Philip Lei, Chan-Tong Lam, Ana Rosa Borges, Fernanda Brito Correia, António José Mendes:
Motivation in Programming Education: A Comparative Analysis between Students from Portugal and Macao. 2096-2104 - Mélina Verger, Céline Laval, Xavier Morel:
Using a Large Language Model During Exams: A Mixed-Method Analysis of Usage and Effects on Performance and Answer Quality among Engineering Students. 2105-2115 - Dennis Menze, Niels Seidel, Slavisa Radovic:
Dynamic Assessment of Reading Comprehension: Comparing the Impact of Concept Mapping and Multiple-Choice Tasks on Learning and Retention. 2116-2128 - Patrizia Sailer:
From Frustration to Collaboration: Evaluating Pair Programming in Non-Technical Web Development Education. 2129-2138 - Gabriela Corbari dos Santos, Laura Martins Da Costa Coura Marinho, Filipe César Pereira, Raquel O. Prates, Virgínia F. Mota, Vinícius Carvalho Pereira, Silvio Luiz Bragatto Boss, Reinaldo Silva Fortes, Silvia Amélia Bim, Natasha M. Costa Valentim, Saul E. Delabrida:
Designing eXtended Reality Games for Print Books: Perceptions, Ideas, and Experiences. 2139-2146 - Estêvão Damasceno Santos, Sandro Ronaldo Bezerra Oliveira:
An Approach to Teaching Software Requirements Using Active Methodologies: A Qualitative Evaluation of an Experiment. 2147-2154 - Vitor de Souza Castro, Sandro Ronaldo Bezerra Oliveira:
A Qualitative Evaluation Using Happyindex and 3L Retrospective through the Application of Active Methodologies in Teaching Systems Analysis and Design. 2155-2164 - Nilton Vieira Silva, Marcelo Leonardo Leôncio da Silva, Tiago Medeiros Guedes, Cleyton M. O. Rodrigues:
Exploring the Influence of Learning Styles in Personalized Assessment: An Exploratory Study. 2165-2172 - Ilenia Fronza, Shiva Saket Parida, Madalina G. Ciobanu, Gennaro Iaccarino:
A Qualitative User Evaluation of an Educational Card Creation Platform. 2173-2180 - André L. B. Ribeiro, Simone C. S. Lima, Esdras L. Bispo Jr., Nathanael N. da Silva, Davi José Mendes Maia:
Impacts of Problem-Based Learning Methodology on Motivation and Engagement of Software Programming Students in Heterogeneous Groups. 2181-2188 - Madeleine Valat, Alexis Lebis, Anthony Fleury:
Comparing Serious Game Models: An Approach Which Uses Reference Taxonomies as Pivot. 2189-2196 - Moritz Nachtigall, Erik Baumann, Alke Martens, Lutz Hellmig:
Enhanced Study Cube: A Learning Environment. 2197-2204 - Zahrah Abbas M. Alabbas, Richard Gordon Davison, Gary Ushaw:
Exploring the Impact of Serious Games in Programming Education: A Systematic Mapping Study. 2205-2213 - Nisseb Bergaoui, Sonia Ayachi Ghannouchi:
An Agile and Adaptive Mobile Application for Enhancing Learning Processes in Higher Education. 2214-2221 - Ghazal Barari, Jorge Ortega-Moody, Kouroush Jenab:
Beyond the Physical Lab: Scalable Mixed-Reality Laboratories for Equitable and Authentic Engineering Education. 2222-2230 - Melanie Baur:
A Flexible Teaching Concept Based on Self-Regulated Learning for an Introductory Programming Course. 2231-2238 - Chad Mello, James I. Maher:
FairLLM: A Pedagogical Framework for Teaching Agentic Large Language Model Systems in an Undergraduate Artificial Intelligence Course. 2239-2246 - Constance Jumbo, Roman Obermaisser:
Governance-Aligned Architectures for Knowledge-Graph-Grounded Automated Question Generation. 2247-2254 - Kyungeun Park, Juno Chang, Taesuk Kihl:
Exploring Sustainability Education through Post-Apocalyptic Games: A BERTopic-Based Comparative Case Study of Metro 2033 and Rage. 2255-2262 - Dai Sakuma, Keitaro Tokutake, Masao Murota:
Modelling Instructional-Design Cognition: A Pilot Probabilistic Study. 2263-2270 - Alice Barana, Giulia Boetti, Marina Marchisio Conte, Adamaria Perrotta:
Enhancing Individual Learning through Inclusive Computational Practices: A Case Study in Financial Mathematics Labs. 2271-2279 - Ioan-Daniel Pop, Camelia Serban:
Students' Mental Models of Memory Allocation and Dynamic Data Structures in C++: An AI-Assisted Qualitative Analysis. 2280-2287 - Charanya Ramakrishnan, Natalie Spence, Abhinava Barthakur, Vitomir Kovanovic, Alissa Beath, Josephine Paparo, Kerrie Tomkins, Nardine Basta, Matthew Robson:
PRISM: A Framework for Determining Individual Contributions in Group Assessments. 2288-2295 - Guglielmo Abbruzzese, Graziano Battisti, Samuel Finocchio, Luca Forlizzi, Giovanna Melideo:
An Instructional Model to Enhance Programming Education through Near-Peer Teaching and Algorithmic Problem Solving. 2296-2303 - Nicolas Nascimento, Afonso Sales, Rafael Chanin:
Incorporating Role Rotation in Scrum's Sprint Retrospective in Software Engineering Education. 2304-2312 - Miki Zehetner, Christian Huemer:
From Paper to Platform: Mapping Paper-Based Computer Science Examinations to a Digital Testing Infrastructure. 2313-2322 - Fabiana Martins de Oliveira, Julia Stateri, Victor Gabriel Marques:
Educational Games for Road Safety Training in the Chemical Industry: A Project-Based Learning Experience. 2323-2330 - João Costa, Romualdo Costa de Azevedo, Bruno Gadelha, Alberto Castro:
Using Good Practices to Apply Peer Review in Moodle for Software Engineering Education. 2331-2338 - Luca-Stefan Pîrvu, Bogdan-Alexandru Maciuca, Andrei-Ciprian Râbu, Adrian Marius Dumitran:
Block-Based Pathfinding: A Minecraft System for Visualizing Graph Algorithms. 2339-2346 - Shengcai Liao:
From Triangles to Squares: A Unified Visual Path to Summation, Induction, and Proof in Teaching Discrete Mathematics. 2347-2355 - João Emilio Antonio Villa, André Luiz Mendes Miranda, Bhruno Roan Leifheit, Renato De Souza Garcia, Ricardo Ferreira Vilela, Gilleanes T. A. Guedes, Ana Carolina Oran, Marcela Pessoa, Renato Balanciere, Pedro Henrique Dias Valle, Williamson Silva:
Thinking Outside the Box: Students' Perspectives on User-Centered Chatbot Design through Design Thinking. 2356-2363 - Simone C. dos Santos, Ricardo Santana, Daniel Schineider:
A Correlational Study on Team Diversity and Group Performance in PBL Computing Education. 2364-2371 - Deniz Rasoulijambori, Alessandro Verri, Viviana Mascardi:
No Degree for GPT: A Collective Assessment Experiment at Genoa CS Department. 2372-2382 - Simone C. dos Santos, Pedro A. A. Falcão, Davi Maia, Alixandre F. Santana:
Soft Skills Assessment in PBL-Based Computing Education: An Experience Report in Entrepreneurship Teaching. 2383-2393 - Robert Häusler, Laura Bussewitz, Klaus Turowski:
Road to Implementation: How to Combine Single Independent ERP-Based Games Flexibly. 2394-2401
Social Context and Learning Environments
- Laura Diana Cernau, Simona Motogna, Laura Diosan:
Assessing the Educational Benefits of Student-Developed Software for Citizen Science. 2407-2418 - Simon Lecuyer-Chardevel, Christian Hoffmann, Isabelle Girault:
Designing Computer-Assisted Tools to Support Shared Planning Strategies in Different Collaborative Learning Contexts: Lessons Learned from a Usability Assessment. 2419-2430 - Samuel Rodrigues, Tiago do Carmo Nogueira, Deller J. Ferreira, Gabriel Costa:
Application and Evaluation of Serious Games for Student Performance Analysis in Inclusive Education. 2433-2439 - Jean-Christophe Sakdavong, Angélique Coyco, Elodie Garros, Pascaline Joseph, Sophie Tellier:
Agent Persona and Motivational Discourse: A Two-Step Process to Enhance Self-Efficacy and Learning in Virtual Environments. 2440-2449 - Jonatan Curi, Alfredo Farro, Rosa Félix:
A Web-Based Machine Learning System for Early Detection of ADHD Symptoms in Peruvian High School Students. 2450-2457 - Nadia Hocine, Kaouther Soltani:
Adaptive Feedback to Support Collaborative Learning: Comparative Evidence from Human-Human and Human-AI Interaction. 2458-2465 - Bruno S. Koga, Rafael de Andrade Pereira, Simone Nasser Matos, Maira B. Sanmartin, Maria I. S. Nascimento, Isabel Cristina Torrens, Helyane Bronoski Borges:
Creation of a Serious Game for Teaching and Learning for People with Visual Impairments. 2466-2473 - Nicolas Roecklin, Nour El Mawas:
Serious Games and Visually Impaired Audiences: A Systematic Literature Review. 2474-2481 - Michael Jemetz, Renate Motschnig:
A Design Thinking Approach to a Socio-Technical Framework Supporting Pre-Service Teachers' Development of Digital Competences: The dig!self-Prototype. 2482-2492 - Tara-Marie Endries, Emily Penk, Ulrike Lucke:
The Structural Risks of Fragmentation in Digital Education: Cross-Institutional Cooperation and Interoperability in Germany. 2493-2502 - Madjid Sadallah, Benoît Encelle:
The Technical Capability Fallacy: A Case for Pedagogy-Centered Design in Assistive STEM Education. 2503-2510
manage site settings
To protect your privacy, all features that rely on external API calls from your browser are turned off by default. You need to opt-in for them to become active. All settings here will be stored as cookies with your web browser. For more information see our F.A.Q.
last updated on 2026-08-22 01:34 CEST by the dblp team
all metadata released as open data under CC0 1.0 license
see also: Terms of Use | Privacy Policy | Imprint
dblp was originally created in 1993 at:
since 2018, dblp has been operated, funded, and maintained by:
Schloss Dagstuhl - Leibniz Center for Informatics is a member of the Leibniz Association and is funded by the federal government of Germany and the states of Germany, especially Saarland and Rhineland‑Palatinate.
