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Intelligent tutoring systems for programming education: a systematic review

, , and . Proceedings of the 20th Australasian Computing Education Conference, page 53-62. ACM, (January 2018)
DOI: 10.1145/3160489.3160492

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Resources and Support for the Implementation of Digital Technologies in New Zealand Schools., , , and . ACE, page 69-78. ACM, (2019)Intelligent tutoring systems for programming education: a systematic review., , and . ACE, page 53-62. ACM, (2018)Teaching Code Quality in High School Programming Courses - Understanding Teachers' Needs., , , and . ACE, page 36-45. ACM, (2022)On Assuring Learning About Code Quality., , , and . ACE, page 86-94. ACM, (2020)Teacher perceptions of feedback in high school programming education: a thematic analysis., , , and . WiPSCE, page 7:1-7:6. ACM, (2020)A Mobile Game World for Māori Language Learning., and . mLearn, volume 560 of Communications in Computer and Information Science, page 84-98. Springer, (2015)Knowledge Sequencing in Online Courses for Introductory Programming., , and . LaTiCE, page 112-113. IEEE, (2018)Mind the Gap: Searching for Clarity in NCEA., , , and . ITiCSE (1), page 192-198. ACM, (2021)Evaluation of the Implementation of a Timer in Gamified Programming Exercises., , , , and . LaTiCE, page 36-41. IEEE, (2018)Innovative Learning Opportunities with Virtual Reality Game Development., , and . CONF-IRM, page 31. (2019)