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We study programming process data from two introductory programming courses. Between the course contexts, the programming languages differ, the teaching approaches differ, and the spoken languages differ. In both courses, students' keystroke data -timestamps and the pressed keys -are recorded as students work on programming assignments. We study how the keystroke data differs between the contexts, and whether research on predicting course outcomes using keystroke latencies generalizes to otherdoi:10.1145/3328778.3366863 dblp:conf/sigcse/EdwardsLH20 fatcat:wjb2cuv6urg7bfotk5bzhpzvli