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Integrating computational and creative thinking to improve learning and performance in CS1.

, , , , , and . SIGCSE, page 475-480. ACM, (2014)

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Modeling chunking effects on learning and performance using the Computational-Unified Learning Model (C-ULM): A multiagent cognitive process model., , and . ICCI*CC, page 77-85. IEEE Computer Society, (2016)Relationship Between Implicit Intelligence Beliefs and Maladaptive Self-Regulation of Learning., , , and . ACM Trans. Comput. Educ., 23 (3): 32:1-32:23 (September 2023)Helping Engineering Students Learn in Introductory Computer Science (CS1) Using Computational Creativity Exercises (CCEs)., , , and . IEEE Trans. Educ., 61 (3): 195-203 (2018)Future-Oriented Motivation and Retention in Computer Science., , , and . SIGCSE, page 350-355. ACM, (2018)Investigating Differences in Wiki-based Collaborative Activities between Student Engagement Profiles in CS1., , and . SIGCSE, page 36-41. ACM, (2016)Improving Students' Learning and Achievement in CS Classrooms through Computational Creativity Exercises that Integrate Computational and Creative Thinking., , , , and . SIGCSE, page 543-548. ACM, (2017)Integrating computational and creative thinking to improve learning and performance in CS1., , , , , and . SIGCSE, page 475-480. ACM, (2014)Understanding human learning using a multi-agent simulation of the unified learning model., , and . ICCI*CC, page 143-152. IEEE Computer Society, (2013)Learning through computational creativity., , , , and . Commun. ACM, 58 (8): 33-35 (2015)Renaissance computing: an initiative for promoting student participation in computing., , , , , , , , and . SIGCSE, page 59-63. ACM, (2009)