Programming pedagogy—a psychological overview
ACM SIGCSE Bulletin
Constructivism in computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Does it help to have some programming experience before beginning a computing degree program?
Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Factors affecting performance in first-year computing
ACM SIGCSE Bulletin
Working group reports from ITiCSE on Innovation and technology in computer science education
Programming: factors that influence success
Proceedings of the 36th SIGCSE technical symposium on Computer science education
A study of the difficulties of novice programmers
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
An analysis of patterns of debugging among novice computer science students
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Roles of variables and programming skills improvement
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Methods and tools for exploring novice compilation behaviour
Proceedings of the second international workshop on Computing education research
Proceedings of the 14th European conference on Cognitive ergonomics: invent! explore!
Mental models, consistency and programming aptitude
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
Another look at the behaviors of novice programmers
Proceedings of the 40th ACM technical symposium on Computer science education
Affective and behavioral predictors of novice programmer achievement
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Coarse-grained detection of student frustration in an introductory programming course
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
Experiencing programming assignments in CS1: the emotional toll
Proceedings of the Sixth international workshop on Computing education research
How do students solve parsons programming problems?: an analysis of interaction traces
Proceedings of the ninth annual international conference on International computing education research
Towards improving programming habits to create better computer science course outcomes
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
Recording and analyzing in-browser programming sessions
Proceedings of the 13th Koli Calling International Conference on Computing Education Research
On repairing structural problems in semi-structured data
Proceedings of the VLDB Endowment
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In this study, we attempted to quantify indicators of novice programmer progress in the task of writing programs, and we evaluated the use of these indicators for identifying academically at-risk students. Over the course of nine weeks, students completed five different graded programming exercises in a computer lab. Using an instrumented version of BlueJ, an integrated development environment for Java, we collected novice compilations and explored the errors novices encountered, the locations of these errors, and the frequency with which novices compiled their programs. We identified which frequently encountered errors and which compilation behaviors were characteristic of at-risk students. Based on these findings, we developed linear regression models that allowed prediction of students' scores on a midterm exam. However, the models derived could not accurately predict the at-risk students. Although our goal of identifying at-risk students was not attained, we have gained insights regarding the compilation behavior of our students, which may help us identify students who are in need of intervention.