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A model for gamifying programming education: University-level programming course quantified.

, , , and . MIPRO, page 689-694. IEEE, (2018)

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Programming Misconceptions in an Introductory Level Programming Course Exam., , , , and . ITiCSE, page 308-313. ACM, (2016)Long Term Effects on Technology Enhanced Learning: The Use of Weekly Digital Lessons in Mathematics., , , and . Informatics Educ., 19 (1): 51-75 (2020)Redesigning an Object-Oriented Programming Course., , , and . TOCE, 16 (4): 18:1-18:21 (2016)Computer-assisted learning in primary school mathematics using ViLLE education tool., , , , , and . Koli Calling, page 39-46. ACM, (2012)Designing and creating a framework for learning analytics in Finland., , , and . MIPRO, page 695-700. IEEE, (2018)Ethical Considerations in Learning Analytics: Ideas and Discussion., , and . Tethics, volume 2505 of CEUR Workshop Proceedings, page 61-63. CEUR-WS.org, (2019)Teaching future teachers to code - Programming and computational thinking for teacher students., , and . MIPRO, page 677-682. IEEE, (2018)Automatic assessment and immediate feedback in first grade mathematics., , , , , and . Koli Calling, page 15-23. ACM, (2014)A model for gamifying programming education: University-level programming course quantified., , , and . MIPRO, page 689-694. IEEE, (2018)Teachers' Perceptions of Digital Learning Path in Mathematics, Languages and Programming., , , and . MIPRO, page 643-648. IEEE, (2019)