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Significant predictors of learning from student interactions with online learning objects.

, and . FIE, page 203-209. IEEE, (2013)

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Changes in student goal orientation across the semester in undergraduate computer science courses., , , , and . FIE, page 1-7. IEEE Computer Society, (2014)Case-based learning mechanisms to deliver learning materials., , , and . ICMLA, page 423-428. IEEE Computer Society, (2004)Integrating computational and creative thinking to improve learning and performance in CS1., , , , , and . SIGCSE, page 475-480. ACM, (2014)Investigating the Impact of Group Size on Non-Programming Exercises in CS Education Courses., , and . SIGCSE, page 22-28. ACM, (2019)iLOG: A Framework for Automatic Annotation of Learning Objects with Empirical Usage Metadata., , , and . Int. J. Artif. Intell. Educ., 21 (3): 215-236 (2012)Evaluating the use of learning objects in CS1., , , , , and . SIGCSE, page 57-62. ACM, (2011)Cluster-Based Boosting., and . IEEE Trans. Knowl. Data Eng., 27 (6): 1491-1504 (2015)Analyzing Student Motivation and Self-Efficacy in Using an Intelligent Tutoring System., and . ICCE, volume 133 of Frontiers in Artificial Intelligence and Applications, page 896-899. IOS Press, (2005)Improving learning of computational thinking using computational creativity exercises in a college CSI computer science course for engineers., , , , , and . FIE, page 1-7. IEEE Computer Society, (2014)Lessons Learned from Comprehensive Deployments of Multiagent CSCL Applications I-MINDS and ClassroomWiki., , , , and . IEEE Trans. Learn. Technol., 4 (1): 47-58 (2011)