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Personifying programming tool feedback improves novice programmers' learning

Michael J. Lee, Andrew J. Ko
<span title="">2011</span> <i title="ACM Press"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/rnk7eavmsbew5htspvobmra2ee" style="color: black;">Proceedings of the seventh international workshop on Computing education research - ICER &#39;11</a> </i> &nbsp;
Many novice programmers view programming tools as allknowing, infallible authorities about what is right and wrong about code.  ...  These finding suggest that how programming tool feedback is portrayed to learners can have a significant impact on motivation to program and learning success.  ...  DISCUSSION Our findings demonstrate that more personified programming tool feedback can increase novice programmers' motivation to program.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/2016911.2016934">doi:10.1145/2016911.2016934</a> <a target="_blank" rel="external noopener" href="https://dblp.org/rec/conf/icer/LeeK11.html">dblp:conf/icer/LeeK11</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/52ocg763ijfpthrnt3uwk72q2q">fatcat:52ocg763ijfpthrnt3uwk72q2q</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20120124182054/http://faculty.washington.edu/ajko/papers/Lee2011Gidget.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/8e/e8/8ee8b08fe288e1a0c67b7852d4cc0e83ce122068.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/2016911.2016934"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> acm.org </button> </a>

On Novices' Interaction with Compiler Error Messages

James Prather, Raymond Pettit, Kayla Holcomb McMurry, Alani Peters, John Homer, Nevan Simone, Maxine Cohen
<span title="">2017</span> <i title="ACM Press"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/rnk7eavmsbew5htspvobmra2ee" style="color: black;">Proceedings of the 2017 ACM Conference on International Computing Education Research - ICER &#39;17</a> </i> &nbsp;
The difficulty in understanding compiler error messages can be a major impediment to novice student learning.  ...  To alleviate this issue, multiple researchers have run experiments enhancing compiler error messages in automated assessment tools for programming assignments.  ...  We would also like to thank the reviewers for their careful and thorough feedback.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/3105726.3106169">doi:10.1145/3105726.3106169</a> <a target="_blank" rel="external noopener" href="https://dblp.org/rec/conf/icer/PratherPMPHSC17.html">dblp:conf/icer/PratherPMPHSC17</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/c5v2ifc74zgejen5q7gv7zr3z4">fatcat:c5v2ifc74zgejen5q7gv7zr3z4</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200319234921/https://digitalcommons.acu.edu/cgi/viewcontent.cgi?article=1003&amp;context=info_tech_computing" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/18/ee/18eeb8a8396bbc49bc9e004b479dfee3a0c2ad75.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/3105726.3106169"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> acm.org </button> </a>

Lowering the barriers to programming

Caitlin Kelleher, Randy Pausch
<span title="2005-06-01">2005</span> <i title="Association for Computing Machinery (ACM)"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/eiea26iqqjcatatlgxdpzt637y" style="color: black;">ACM Computing Surveys</a> </i> &nbsp;
The systems are organized by their primary goal, either to teach programming or to use programming to empower their users, and then by the authors' approach to making learning to program easier for novice  ...  This paper presents a taxonomy of languages and environments designed to make programming more accessible to novice programmers of all ages.  ...  to novice programmers.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/1089733.1089734">doi:10.1145/1089733.1089734</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/2rmbqulfdrerdaxhwbwjjo2hwi">fatcat:2rmbqulfdrerdaxhwbwjjo2hwi</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20150920190801/http://reports-archive.adm.cs.cmu.edu/anon/2003/CMU-CS-03-137.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/59/ee/59ee28c25d1074aca92d41d6bee235f36e08dd8d.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/1089733.1089734"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> acm.org </button> </a>

Metafor

Hugo Liu, Henry Lieberman
<span title="">2005</span> <i title="ACM Press"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/4exuzbjcyndbhlpuc2jxxmdszq" style="color: black;">Proceedings of the 10th international conference on Intelligent user interfaces - IUI &#39;05</a> </i> &nbsp;
We present a program editor, Metafor, that dynamically converts a user's stories into program code, and in a user study, participants found it useful as a brainstorming tool.  ...  Simple descriptions of program objects and their behavior are converted to scaffolding (underspecified) code fragments, that can be used as feedback for the designer, and which can later be elaborated.  ...  Cultivating Intuition and Facilitating Brainstorming This tool may help novice programmers to more rapidly develop intuitions about programming because the immediate feedback provided by the system allows  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/1040830.1040908">doi:10.1145/1040830.1040908</a> <a target="_blank" rel="external noopener" href="https://dblp.org/rec/conf/iui/LiuL05.html">dblp:conf/iui/LiuL05</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/5mtr6cxolnfuxja75eexqhqqxy">fatcat:5mtr6cxolnfuxja75eexqhqqxy</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170812214520/http://alumni.media.mit.edu/~hugo/publications/drafts/IUI2005-metafor.4.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/fe/7d/fe7d66323bac93351955d5aa3f3237a45815f0a9.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/1040830.1040908"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> acm.org </button> </a>

In-game assessments increase novice programmers' engagement and level completion speed

Michael J. Lee, Andrew J. Ko, Irwin Kwan
<span title="">2013</span> <i title="ACM Press"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/rnk7eavmsbew5htspvobmra2ee" style="color: black;">Proceedings of the ninth annual international ACM conference on International computing education research - ICER &#39;13</a> </i> &nbsp;
To test this, we designed a game called Gidget, in which players help a robot find and fix defects in programs that follow a mastery learning paradigm.  ...  These findings suggest that including assessments in a discretionary computing education game may be a key design strategy for improving informal learning of computing concepts.  ...  These design decisions were based on our prior study that found personified feedback affected learners' engagement in a game [22] , and studies in classroom settings that show immediate feedback for exam  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/2493394.2493410">doi:10.1145/2493394.2493410</a> <a target="_blank" rel="external noopener" href="https://dblp.org/rec/conf/icer/LeeKK13.html">dblp:conf/icer/LeeKK13</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/prfwoxr3uneebjtuiim6l7fcse">fatcat:prfwoxr3uneebjtuiim6l7fcse</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170830012055/http://www.pixel42.com/cv/publications/Lee2013_GidgetAssessments.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/28/15/2815c60785e8cde66497d81ddd2b6843dfe7aee5.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/2493394.2493410"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> acm.org </button> </a>

Fostering Program Comprehension in Novice Programmers - Learning Activities and Learning Trajectories

Cruz Izu, Carsten Schulte, Ashish Aggarwal, Quintin Cutts, Rodrigo Duran, Mirela Gutica, Birte Heinemann, Eileen Kraemer, Violetta Lonati, Claudio Mirolo, Renske Weeda
<span title="2019-07-15">2019</span> <i title="ACM"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/is7dqxt4svgqxkkuzl2iw6vkvq" style="color: black;">Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education</a> </i> &nbsp;
Personifying programming tool feedback improves novice programmerslearning.  ...  Ladebug: An online tool to help novice programmers improve their debugging skills.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/3344429.3372501">doi:10.1145/3344429.3372501</a> <a target="_blank" rel="external noopener" href="https://dblp.org/rec/conf/iticse/IzuSACDGHKLMW19a.html">dblp:conf/iticse/IzuSACDGHKLMW19a</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/ylcbps6pynbrfhlxtt6z3qmlza">fatcat:ylcbps6pynbrfhlxtt6z3qmlza</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20201105155656/https://aaltodoc.aalto.fi/bitstream/handle/123456789/44858/isbn9789526039442.pdf;jsessionid=958F33DD98FFBE09A9CC582FC3D6734C?sequence=1" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/0e/92/0e92eda4ea1077a34713b0b43de4df7d45c424c4.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/3344429.3372501"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> acm.org </button> </a>

No Silver Bullet: Software Engineering Reloaded

Steven Fraser, Dennis Mancl
<span title="">2008</span> <i title="Institute of Electrical and Electronics Engineers (IEEE)"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/jhl2cbsylzbvrkralsnalz2dci" style="color: black;">IEEE Software</a> </i> &nbsp;
Most programmers don't produce quality software, and they're always looking for better tools and quick fixes.  ...  David Parnas thought that anything that requires some learning time is really a "lead bullet." A silver bullet is something that any novice can use effectively with minimal training.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1109/ms.2008.14">doi:10.1109/ms.2008.14</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/lnvkgpqae5cvfb7o74ty672amu">fatcat:lnvkgpqae5cvfb7o74ty672amu</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20161223041605/http://faculty.salisbury.edu/~xswang/Research/Papers/SERelated/IEEESoftware/mso2008010091.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/50/48/50485f8f653e88d9ced8abae609405810dffa86a.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1109/ms.2008.14"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> ieee.com </button> </a>

Evaluation of a Frame-based Programming Editor

Thomas W. Price, Neil C.C. Brown, Dragan Lipovac, Tiffany Barnes, Michael Kölling
<span title="">2016</span> <i title="ACM Press"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/rnk7eavmsbew5htspvobmra2ee" style="color: black;">Proceedings of the 2016 ACM Conference on International Computing Education Research - ICER &#39;16</a> </i> &nbsp;
Frame-based editing is a novel way to edit programs, which claims to combine the benefits of textual and block-based programming.  ...  We compare two groups of middle school students who worked on a short programming activity in Greenfoot, one using the original Java editor, and one using the Stride editor.  ...  Lee and Ko [21] found that personifying compiler feedback using a robot agent improved novices' completion of levels in a programming game, suggesting that some improvement of error messages is possible  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/2960310.2960319">doi:10.1145/2960310.2960319</a> <a target="_blank" rel="external noopener" href="https://dblp.org/rec/conf/icer/PriceBLBK16.html">dblp:conf/icer/PriceBLBK16</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/rwhtwkfm6jh7fmu37vb6jkdejq">fatcat:rwhtwkfm6jh7fmu37vb6jkdejq</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20180719100607/https://kar.kent.ac.uk/56259/1/icer027-priceA.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/f6/04/f604ee6020342fc90aa28f8e50db0009ff78fc05.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/2960310.2960319"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> acm.org </button> </a>

A lightweight framework for cross-application user monitoring

K.D. Fenstermacher, M. Ginsburg
<span title="">2002</span> <i title="Institute of Electrical and Electronics Engineers (IEEE)"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/dsrvu6bllzai7oj3hktnc5yf4q" style="color: black;">Computer</a> </i> &nbsp;
The authors present a new framework that monitors higher-level events to learn how people access, create and modify information rather than how they use applications.  ...  In addition to incorporating more productivity tools into the monitoring framework, we plan to perform server-based pattern analysis on clientactivity logs to provide feedback to clients as they interact  ...  Although the framework is lightweight and simple for programmers to adapt to their needs, monitoring user events nevertheless requires some programming skill.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1109/2.989930">doi:10.1109/2.989930</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/jtirwfv6hjafph6bfyexjsbxx4">fatcat:jtirwfv6hjafph6bfyexjsbxx4</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20040509172005/http://eller.arizona.edu:80/~kurtf/writing/IEEE-Computer-March-2002.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/a9/ba/a9baf2a7357880af7a6f65047094f738155a84af.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1109/2.989930"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> ieee.com </button> </a>

Human-Computer Interaction: A Review of the Research on its Affective and Social Aspects

Colette Deaudelin, Marc Dussault, Monique Brodeur
<span title="2003-02-15">2003</span> <i title="University of Alberta Libraries"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/oansxss3xzfkvdqy3oaixzfkia" style="color: black;">Canadian Journal of Learning and Technology</a> </i> &nbsp;
The advent of computers in schools should prompt educational researchers to scrutinize the affective and social aspects of student-computer interactions since they play an important role in learning.  ...  Besides games, they first learn on their own by reading and talking with people (e.g., word processing, graphics, programming).  ...  According to Lynch's (1990) study, high school students are more inclined to personify the computer when the interface is userfriendlier.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.21432/t2v315">doi:10.21432/t2v315</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/z6xbngcrizcb7ftfhooxvnnrmi">fatcat:z6xbngcrizcb7ftfhooxvnnrmi</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20190101225834/https://files.eric.ed.gov/fulltext/EJ1073744.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/f6/69/f6695dfd69f20368277eba70aa15f1d56ea58c6d.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.21432/t2v315"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

From a Firm-Based to a Community-Based Model of Knowledge Creation: The Case of the Linux Kernel Development

Gwendolyn K. Lee, Robert E. Cole
<span title="">2003</span> <i title="Institute for Operations Research and the Management Sciences (INFORMS)"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/vj4hqed3c5gjbp2jght7hx3eey" style="color: black;">Organization science (Providence, R.I.)</a> </i> &nbsp;
Our model suggests that the product development process can be effectively organized as an evolutionary process of learning driven by criticism and error correction.  ...  We conclude by offering some theoretical implications of our community-based model of knowledge creation for the literature of organizational learning, community life, and the uses of knowledge in society  ...  First, the learning process uses the cultural artifacts as an educational tool.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1287/orsc.14.6.633.24866">doi:10.1287/orsc.14.6.633.24866</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/vjtejmh4lraajoz2kioirtyjha">fatcat:vjtejmh4lraajoz2kioirtyjha</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170808234156/http://www.stillhq.com/pdfdb/000501/data.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/be/67/be67b9dc4ae9205babbd62b0fdf3d32755f2e1f8.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1287/orsc.14.6.633.24866"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> Publisher / doi.org </button> </a>

From Gender Biases to Gender-Inclusive Design

Mihaela Vorvoreanu, Lingyi Zhang, Yun-Han Huang, Claudia Hilderbrand, Zoe Steine-Hanson, Margaret Burnett
<span title="">2019</span> <i title="ACM Press"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/4obeqfuqs5gzbos5ah64a7m57a" style="color: black;">Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems - CHI &#39;19</a> </i> &nbsp;
The results showed that using the method in this way did improve the software's inclusiveness: women succeeded more often in the new version than in the original; men's success rates improved too; and  ...  But although some researchers have found ways to improve gender participation in specific software projects, general methods focus mainly on detecting gender biases-not fixing them.  ...  An example of the pluralism approach is Gidget, a debugging game for novice programmers.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/3290605.3300283">doi:10.1145/3290605.3300283</a> <a target="_blank" rel="external noopener" href="https://dblp.org/rec/conf/chi/VorvoreanuZHHSB19.html">dblp:conf/chi/VorvoreanuZHHSB19</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/4kfmgtonp5c3jndk5ybso2yitu">fatcat:4kfmgtonp5c3jndk5ybso2yitu</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200709155017/https://www.microsoft.com/en-us/research/uploads/prod/2019/02/GenderMag_cameraReady.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/f1/98/f198f9c0af5ffc21398eab4e345a049433cfdb8d.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1145/3290605.3300283"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> acm.org </button> </a>

An Executable Model for Virtual Campus Environments [chapter]

G. Paquette, F. Magnan
<span title="">2008</span> <i title="Springer Berlin Heidelberg"> Handbook on Information Technologies for Education and Training </i> &nbsp;
Each actor is personified by different persons or digitized agents playing a variety of roles and relying on a variety of resources, documents, communication, and production tools.  ...  It is the TELOS "Program".  ... 
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Challenges for Work-Based Learning in Vocational Education and Training in the Nordic Countries [chapter]

Christian Helms Jørgensen
<span title="">2015</span> <i title="SensePublishers"> Working and Learning in Times of Uncertainty </i> &nbsp;
Scope 'Research on the Education and Learning of Adults' aims at providing an in-depth insight on the diversity of current research on adult education in diverse teaching/learning contexts in both geographical  ...  The content of the series reflects the wide range of research activities undertaken by ESREA's members and networks such as: access, learning careers and identities; active citizenship; the professional  ...  employability; -measures to widen access to lifelong learning through implementing transparency tools (EQF, ECVET, European Quality Assurance in Vocational Education and Training); -measures to improve  ... 
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<a target="_blank" rel="noopener" href="https://web.archive.org/web/20190426182516/https://rucforsk.ruc.dk/ws/files/56556189/working_and_learning_in_times_of_uncertainty_1_.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/2e/e7/2ee7f6445eb1ece9b220829796a46b8a21fa796c.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/978-94-6300-244-8_12"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> Publisher / doi.org </button> </a>

A theoretical model of differential social attributions toward computing technology: when the metaphor becomes the model

GEORGE M. MARAKAS, RICHARD D. JOHNSON, JONATHAN W. PALMER
<span title="">2000</span> <i title="Elsevier BV"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/tca4bwyqjjf6jnn3h5efcnlsfy" style="color: black;">International Journal of Human-Computer Studies</a> </i> &nbsp;
Both anecdotal and empirical sources have reported numerous scenarios in which computers have played a noticeably social role, thus being positioned more as a social actor than as a machine or &&neutral tool  ...  This neutral tool has as one of its mandates improvement of the productive and generative capabilities of humanity's endeavors.  ...  The pattern of LLH would result in a target (or in this case, tool) attribution (&&I am aware that the social characteristics embedded in the computer were done so by a programmer and its socialness is  ... 
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