Despite data's pervasive role in modern society and the growing emphasis on K-12 data literacy, students struggle with core data transformations. SQL—curricular centerpiece despite known limitations— motivates our design of an educational relational programming language that natively streamlines visualization pipelines and thereby offers visual feedback on data transformations. Through this approach, we aim to foster more accurate mental models of how data transformations relate to visualizations, enabling learners to better make sense of data. We will evaluate this work using designbased research methods.

Assurance of Learning and Competency-Based Education are increasingly important in higher education, not only for accreditation or transfer of credit points. Learning Analytics is crucial for making educational goals measurable and actionable, which is beneficial for program managers, course instructors, and students. \nWhile universities typically have an established tool landscape where relevant data is managed, information is typically scattered across various systems with different responsibilities and often only limited capabilities for sharing data. This diversity, however, significantly hampers the ability to analyze data, both on the course and curriculum level.\nTo address these shortcomings and to provide program managers, course instructions, and students with valuable insights, we devised an initial concept for a Multi-Level Shared Learning Analytics Framework to provide consistent definition and measurement of learning objectives, as well as tailored information, visualization, and analysis for different stakeholders.\nIn this paper, we present the results of initial interviews with stakeholders, devising core features. In addition, we assess potential risks and concerns that may arise from the implementation of such a framework and data analytics system. As a result, we identified six essential features and six main risks to guide further requirements elicitation and development of our proposed framework.

Artificial Intelligence (AI) approaches have been incorporated into modern learning environments and software engineering (SE) courses and curricula for several years. However, with the significant rise in popularity of large language models (LLMs) in general, and OpenAI's LLM-powered chatbot ChatGPT in particular in the last year, educators are faced with rapidly changing classroom environments and disrupted teaching principles. Examples range from programming assignment solutions that are fully generated via ChatGPT, to various forms of cheating during exams. However, despite these negative aspects and emerging challenges, AI tools in general, and LLM applications in particular, can also provide significant opportunities in a wide variety of SE courses, supporting both students and educators in meaningful ways. In this early research paper, we present preliminary results of a systematic analysis of current trends in the area of AI, and how they can be integrated into university-level SE curricula, guidelines, and approaches to support both instructors and learners. We collected both teaching and research papers and analyzed their potential usage in SE education, using the ACM Computer Science Curriculum Guidelines CS2023. As an initial outcome, we discuss a series of opportunities for AI applications and further research areas.

The assessment of source code in university education is a central and important task for lecturers of programming courses. In doing so, educators are confronted with growing numbers of students having increasingly diverse prerequisites, a shortage of tutors, and highly dynamic learning objectives. To support lecturers in meeting these challenges, the use of automated programming assessment systems (APASs), facilitating formative assessments by providing timely, objective feedback, is a promising solution. Measuring the effectiveness and success of these platforms is crucial to understanding how such platforms should be designed, implemented, and used. However, research and practice lack a common understanding of aspects influencing the success of APASs. To address these issues, we have devised a success model for APASs based on established models from information systems as well as blended learning research and conducted an online survey with 414 students using the same APAS. In addition, we examined the role of mediators intervening between technology-, system- or self-related factors, respectively, and the users' satisfaction with APASs. Ultimately, our research has yielded a model of success comprising seven constructs influencing user satisfaction with an APAS.