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Educational Data Mining and Learning Analytics in Programming: Literature Review and Case Studies.

, , , , , , , , , , , , , , , и . ITiCSE-WGR, стр. 41-63. ACM, (2015)

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Essi Suikkanen

Heinrich Essig

Enno Essig

Hans-Günther Essing

Hans-Günther Essing

 

Другие публикации лиц с тем же именем

Are visualization tools used in programming education?: by whom, how, why, and why not?, и . Koli Calling, стр. 35-40. ACM, (2014)Educational Data Mining and Learning Analytics in Programming, , , , , , , , , и 6 other автор(ы). Proceedings of the 2015 ITiCSE on Working Group Reports, стр. 41-63. ACM, (июля 2015)Students' long-term engagement with the visualization tool VIP., и . Koli Calling, стр. 33-38. ACM, (2011)To UML or not to UML?: Empirical Study on the Approachability of Software Architecture Diagrams., , , и . ASWEC (2), стр. 101-105. ACM, (2015)Behind the curtain: students' use of VIP after class., и . ICER, стр. 87-96. ACM, (2010)Visualizations as a Basis for Agile Software Process Improvement., , , и . APSEC (1), стр. 495-502. IEEE Computer Society, (2013)978-1-4799-2143-0.On the role of gamification and localization in an open online learning environment: javala experiences., , , и . Koli Calling, стр. 50-59. ACM, (2015)Educational Data Mining and Learning Analytics in Programming: Literature Review and Case Studies, , , , , , , , , и 6 other автор(ы). Proceedings of the 2015 ITiCSE on Working Group Reports, стр. 41--63. New York, NY, USA, ACM, (2015)The reasons might be different: why students and teachers do not use visualization tools., , и . Koli Calling, стр. 1-10. ACM, (2012)