International Journal of Man-Machine Studies
Categories of programming knowledge and their application
International Journal of Man-Machine Studies - What programmers know
The case for case studies of programming problems
Communications of the ACM
Centralized mindset: a student problem with object-oriented programming
SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
SIGCSE '90 Proceedings of the twenty-first SIGCSE technical symposium on Computer science education
Interacting factors that predict success and failure in a CS1 course
Working group reports from ITiCSE on Innovation and technology in computer science education
Mental models and programming aptitude
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Suggestions for graduated exposure to programming concepts using fading worked examples
Proceedings of the third international workshop on Computing education research
Communications of the ACM - Scratch Programming for All
Scratch-Ed: an online community for scratch educators
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 2
CS majors' self-efficacy perceptions in CS1: results in light of social cognitive theory
Proceedings of the seventh international workshop on Computing education research
Teaching cyber-physical systems to computer scientists via modeling and verification
Proceeding of the 44th ACM technical symposium on Computer science education
Learnersourcing subgoal labeling to support learning from how-to videos
CHI '13 Extended Abstracts on Human Factors in Computing Systems
Comparing and contrasting different algorithms leads to increased student learning
Proceedings of the ninth annual international ACM conference on International computing education research
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Mental models are mental representations of how an action changes a problem state. Creating a mental model early in the learning process is a strong predictor of success in computer science classes. One major problem in computer science education, however, is that novices have difficulty creating mental models perhaps because of the cognitive overload caused by traditional teaching methods. The present study employed subgoal-labeled instructional materials to promote the creation of mental models when teaching novices to program in Android App Inventor. Utilizing this and other well-established educational tools, such as scaffolding, to reduce cognitive load in computer science education improved the performance of participants on novel tasks when learning to develop mobile applications.