Our working group aims to better understand teamwork in undergraduate computing education through a systematic literature review and focus groups with instructors. Based on the strategies suggested and needs identified, we will also co-design instructional resources with the community to cultivate the skills, values, and virtues pertinent to teamwork. Through planned research and collaboration, we seek to inform and establish practical materials that can enhance teaming pedagogy and prepare graduates for the evolution of technology and the workforce.

eam-based capstone projects are vital in preparing computer science students for real-world challenges by fostering teamwork, communication, and industry-relevant technical skills. However, their assessment presents challenges, such as aligning academic criteria with other stakeholders' expectations, evaluating individual contributions within teams, fairly addressing the diverse skills required, and determining the appropriate level of external partners' involvement in the evaluation process. Moreover, the high stakes of these projects necessitate transparent and equitable assessment methods that all stakeholders perceive as fair. Our working group (WG) aims to address the challenges of assessing capstone projects by examining the perspectives of instructors, students, and other stakeholders to ensure fair and effective evaluation. Building on insights from our previous WG and a comprehensive review of the literature, we will employ a mixed-methods approach to explore the issues faced by various stakeholders in assessing capstone projects and to capture both common challenges experienced (quantitative), and delve into nuanced individual experiences (qualitative). By conducting this research in a multi-national, multi-institutional context, we aim to capture a diverse range of global perspectives while accounting for the variation in capstone courses. Our goal is to provide actionable recommendations that enhance assessment practices, improve learning outcomes, and foster effective team collaboration in team-based capstone courses, ultimately preparing students for real-world challenges.

Many novice programmers struggle to write code from scratch and get frustrated when their code does not work. Parsons problems can reduce the difficulty of a coding problem by providing mixed-up blocks that the learner assembles in the correct order. Parsons problems can also include distractor blocks that are not needed in a correct solution, but which may help students learn to recognize and fix errors. Evidence indicates that students find Parsons problems engaging, easier than writing code from scratch, useful for learning patterns, and typically faster to solve than writing code from scratch with equivalent learning gains. This working group leverages the work of the 2022 ITiCSE working group which published an extensive literature review of Parsons problems and designed and piloted several studies based on the gaps identified by the literature review. The 2023 working group is revising, conducting, and creating new studies. We will analyze the data from these multi-institutional and multi-national studies and publish the results as well as recommendations for future working groups.

This panel convenes four educators, each from different institutions and each with experience managing group projects. Their expertise spans topics including: peer assessment and peer evaluation; entrepreneurship; transdisciplinarity; internationalisation; inclusivity; social values; educational technology and tools; feedback and feed-forward; peer rating; free-riders; as well as blended learning; and post-pandemic online discourse. They reflect on the delight of seeing students collaborate to deliver meaningful projects as well as the challenges posed by disengaged students. They also explore a common theme of discordance inherent to teamwork and systems to support student communities.

It is challenging to retain computing students through their first stage of undergraduate education. Attrition is high, with many transferring courses or dropping out. This poster explores preliminary findings from an action research project improving continuation in first-stage undergraduate computing. Five years of data from Falmouth University's Games Academy in the UK suggest improvement in first-stage retention from 66.6% in 2017-18 to 91.2% in 2021-22. Findings support prior work on pair programming, media computation, and peer instruction. However, they also highlight the benefits of collaborative learning facilitated by faculty and informed by learning analytics. Peer reviews and pre-submission clinics, student advisor follow-ups, and retrieval via synoptic assessment also contributed to the improvement.

Esports has generated an industry of increasing economic and cultural importance. In recent years, universities and other higher education institutions have responded to its growth by establishing undergraduate courses to satisfy the needs of innovators operating in the area. However, there is not yet consensus on what an esports curriculum should include. Despite being a technology-driven sector with ethical and professional dimensions that intersect computing, current ACM and IEEE curricula do not mention esports. Furthermore, existing courses tend to provide teaching and training on a wide variety of topics aside from those traditionally in computer science. These include: live events management; psychological research; sports science; marketing; public relations; video (livestream) production; and community management; in addition to coaching. This working group seeks to examine the requirements for developing esports studies at universities with a focus on understanding career prospects in esports and on the challenges presented by its disciplinary complexity. The group will identify key learning outcomes and assess how they align with industry needs, paving the way for a framework to support the design of esports curricula in higher education.

A broad review of research on the teaching and learning of programming was conducted by Robins et al. in 2003. Since this work there have been several reviews of research concerned with the teaching and learning of programming, in particular introductory programming. However, these reviews have focused on highly specific aspects, such as student misconceptions, teaching approaches, program comprehension, potentially seminal papers, research methods applied, automated feedback for exercises, competency-enhancing games, and program visualisation. While these aspects encompass a wide range of issues, they do not cover the full scope of research into novice programming. Some notable areas that have not been reviewed are assessment, academic integrity, and novice student attitudes to programming. There does not appear to have been a comprehensive review of research into introductory programming since that of Robins et al. It is therefore timely to conduct and present such a review in order to gain an understanding of the research focuses, to highlight advances in knowledge since 2003, and to indicate possible future directions for research. The working group will conduct a systematic literature review based on the guidelines proposed by Kitchenham et al. This research project is well suited to an ITiCSE working group as the synthesis and discussion of the literature will benefit from input from a variety of researchers drawn from different backgrounds and countries.

The renewed emphasis on computing at schools in the UK sheds light on challenges with programming pedagogy; for example, poor recruitment and retention. This poster introduces the physical programming education installation at the Institute of Imagination: the iOi-Sphere. It then outlines future research into a supporting development environment and curriculum for ages 5-16.

Educators have long used digital games as platforms for teaching. Games tend to have several qualities that aren't typically found in homework: they often situate problems within a compelling alternate reality that unfolds through intriguing narrative, they often draw more upon a player's intrinsic motivations than extrinsic ones, they can facilitate deliberate low intensity practice, and they often emphasize a spirit of play instead of work.

Students often use lecture recordings to learn and revise. This approach, however, demands time to locate and review relevant topics. The automatic reduction and indexing of lecture recordings, then, could focus students' attention on the most relevant content. This article investigates whether lecture recording reduction leads to improved learning outcomes on an undergraduate computer networking module. Students participated in a randomised trial which compared lightly edited full lecture recordings to those that had been significantly reduced in duration and indexed. A pre-test conducted after the initial lecture series was followed up with a post-test after several weeks of using the recordings. The results show a statistically significant difference between the groups in terms of perceived effort. However, only the students with little prior knowledge showed a statistically significant difference in learning outcome in favour of the reduced lecture recordings. Moderating factors, such as prior knowledge, warrant further research to help elicit guidelines to inform the design and deployment of future lecture video reduction approaches.

The interplay between system, context, and human factors is important in perception of multimedia quality. However, studies on human factors are very limited in comparison to those for system and context factors. This article presents an attempt to explore the influence of personality and cultural traits on perception of multimedia quality. As a first step, a database consisting of 144 video sequences from 12 short movie excerpts has been assembled and rated by 114 participants from a cross-cultural population, thereby providing a useful ground-truth for this (as well as future) study. As a second step, three statistical models are compared: (i) a baseline model to only consider system factors; (ii) an extended model to include personality and culture; and (iii) an optimistic model in which each participant is modeled. As a third step, predictive models based on content, affect, system, and human factors are trained to generalize the statistical findings. As shown by statistical analysis, personality and cultural traits represent 9.3% of the variance attributable to human factors, and human factors overall predict an equal or higher proportion of variance compared to system factors. Moreover, the quality-enjoyment correlation varies across the excerpts. Predictive models trained by including human factors demonstrate about 3% and 9% improvement over models trained solely based on system factors for predicting perceived quality and enjoyment. As evidenced by this, human factors indeed are important in perceptual multimedia quality, but the results suggest further investigation of moderation effects and a broader range of human factors is necessary.

Affect is evoked through an intricate relationship between the characteristics of stimuli, individuals, and systems of perception. While affect is widely researched, few studies consider the combination of multimedia system characteristics and human factors together. As such, this paper explores the influence of personality (Five-Factor Model) and cultural traits (Hofstede Model) on the intensity of multimedia-evoked positive and negative affects (emotions). A set of 144 video sequences (from 12 short movie clips) were evaluated by 114 participants from a cross-cultural population, producing 1232 ratings. On this data, three multilevel regression models are compared: a baseline model that only considers system factors; an extended model that includes personality and culture; and an optimistic model in which each participant is modelled. An analysis shows that personal and cultural traits represent 5.6% of the variance in positive affect and 13.6% of the variance in negative affect. In addition, the affect-enjoyment correlation varied across the clips. This suggests that personality and culture play a key role in predicting the intensity of negative affect and whether or not it is enjoyed, but a more sophisticated set of predictors is needed to model positive affect with the same efficacy.

It is of paramount importance that formative feedback is meaningful in order to drive student learning. Achieving this, however, relies upon a clear and constructively aligned model of quality being applied consistently across submissions. This poster presentation raises concerns about the inter-rater reliability of code reviews conducted by teaching assistants in the absence of such a model. Five teaching assistants each reviewed 12 purposely selected programs submitted by introductory programming students. An analysis of their reliability revealed that while teaching assistants were self-consistent, they each assessed code quality in different ways. This suggests a need for standard models of program quality, alongside supporting rubrics and other tools, to be used during code reviews to improve the reliability of formative feedback.

Perception of multimedia quality is shaped by a rich interplay between system, context and human factors. While system and context factors are widely researched, few studies consider human factors as sources of systematic variance. This paper presents an analysis on the influence of personality and cultural traits on the perception of multimedia quality. A set of 144 video sequences (from 12 short movie excerpts) were rated by 114 participants from a cross-cultural population, producing 1232 ratings. On this data, three models are compared: a baseline model that only considers system factors; an extended model that includes personality and culture as human factors; and an optimistic model in which each participant is modelled as a random effect. An analysis shows that personality and cultural traits represent 9.3\% of the variance attributable to human factors while human factors overall predict an equal or higher proportion of variance compared to system factors. In addition, the quality-enjoyment correlation varied across the excerpts. This suggests that human factors play an important role in perceptual multimedia quality, but further research to explore moderation effects and a broader range of human factors is warranted.

Games are a popular form of entertainment. However, many computer games present unnecessary barriers to players with sensory, motor and cognitive impairments. In order to overcome such pitfalls, an awareness of their impact and a willingness to apply inclusive design practice is often necessary. The Global Game Jam offers a potential avenue to promote inclusive design practices to students of game development. As such, this paper evaluates the impact of an initiative to promote inclusive design practices during the 2014 Global Game Jam. An attitude questionnaire was distributed to both participants and non-participants at one event venue. The results indicate that, having enrolled in the initiative, students' attitudes improved. Furthermore, all attendees reported they were likely to pursue further learning opportunities and consider accessibility issues in their future games. This suggests that the Global Game Jam, and other similar events, present an attractive avenue to promote inclusive design practice within the context of digital game development. However, further analysis of submitted games, additional qualitative inquiry and a large-scale trial are needed to determine impact on practice and to form recommendations for future events.

Games can be used to support learning in several domains, including the secure use of computers. However, emphasizing different types of knowledge in a game design can lead to different outcomes. This study explores two game designs that aim to enhance students' ability to identify phishing hyperlinks. One design focuses on procedural knowledge: developing students' tacit ability to recognize phishing hyperlinks through systematic practice. The other design focuses on conceptual knowledge: helping students to explicitly reflect upon and identify the features of phishing hyperlinks. The results of a double-blind randomized trial with 66 participants suggests that using a game designed for conceptual knowledge leads to a greater increase in learners' ability to identify phishing hyperlinks. Hence, the use of strategies that develop conceptual knowledge can enhance the efficacy of anti-phishing educational games.

Educational research has shown that self-beliefs can have profound influences on learning behaviour and achievement. It follows, then, that beliefs about the nature of programming aptitude (e.g., students' mindset) and the way in which individuals perceive themselves as programmers (e.g., students' self-concept) could also have a salient impact on programming practice behaviour and the development of programming expertise. However, in order to test this hypothesis, a valid and reliable measurement instrument is needed. This paper draws upon the Control-Value Theory of Achievement Emotion to assemble such a measurement instrument. An evaluation of the proposed measurement instrument with three cohorts of undergraduate computing students (N=239) then demonstrates that reliability and construct validity are adequate, while the concurrent validity of the conceptual framework is satisfactory. This suggests that the measurement instrument is suitable for further research into students' self-beliefs within the introductory programming context. However, it is important to note that this work represents only a first step and further validation is required to establish whether the measurement instrument is valid across different contexts and populations.

Contemporary psychology has shown that self-theories can have a profound influence on affect and behavior. Entity-theorists, believing their traits are fixed, adopt maladaptive learning strategies in the face of difficulty. In contrast, incremental-theorists, believing their qualities can change, often adopt mastery-orientated strategies. However, can this concept be domain-specific? This poster presentation challenges the notion of a single dominant mindset. People can nurture a variety of beliefs about different traits, so in the minds of learners, programming aptitude may not be the same as intelligence. The results from a confirmatory factor analysis of 94 responses to an undergraduate programming experience survey indicate that beliefs towards aptitude are empirically distinct from those towards intelligence, suggesting that alternate self-traits should be considered when extending self-theories into specific domains.

There is a growing movement in the behavioral sciences towards exploring more situated, pragmatic and ontological accounts of human learning. Positive psychology shows that a reciprocal relationship may exist between self-concept and the development of expertise, while social psychology reveals that mindsets about the nature of personal traits can have profound impacts on practice behavior. Thus, nurturing psychological constructs through the learning environment may empower students, enabling them to learn more effectively. Educational multimedia is known to support learning in a range of contexts, but its role in facilitating such self-enrichment has seldom been explored. Consequently, it is not clear which designs can aid both self enhancement and skill development. This doctoral symposium paper proposes that an interplay between projective identity and procedural rhetoric, delivered in the form of a fantasy role-playing experience, could be one such practice. Early experiments in the area of introductory programming show promise, but raise questions about external validity, educationally relevant effect sizes and how multimedia elements within the tool could be utilized more effectively to enhance these effects.

It has been claimed that learning can be facilitated by a positive academic self-concept. Therefore, reinforcing this construct may benefit students and the application of 'projective identity' in educational multimedia could be a means of achieving this. To test this hypothesis, two versions of a debugging exercise were developed, with one incorporating elements of fantasy role-play. They were compared through a double-blind parallel-group randomised trial using a sample of 36 undergraduate computing students. Factor scores for academic self-concept in programming were imputed from responses to a 5-point Likert scale, validated through a confirmatory factor analysis of 91 responses. An ANCOVA revealed that students using the fantasy role-play learning activity developed a stronger self-concept than the control group, with respective gains of 2.4% and 1.1%. However, further work is required to determine if such modest gains are practically significant, can be further enhanced and maintained.