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Joel Bucher

dblp:431/0434 · DBLP profile ↗
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1ranked-venue papers
1as first author
1since 2021 · last 2026
0009-0008-2671-1835ORCID · reported

Domains — the database's venue-derived domains; a paper can count in several

Human-computer interaction and ubiquitous computing · 1 · 1 first-author · 1 since 2021

Expertise — from the expertise taxonomy: the topics of the expert's papers under the CCF categories. A weight counts papers with recency: 1 for a paper about the topic, 0.3 when the topic is its context, halved every five years.

Interdisciplinary, comprehensive, and emerging computing
1 paper
Computing education · 100%
Human-computer interaction and pervasive computing
1 paper
Collaborative and social computing · 100%

Topics — the 2 heaviest of 2, each with the papers that count most for it

TopicWeightPapersLastEvidence papers
Computing education
collaborative learning
1.012026
Git Takes Two: Split-View Awareness for Collaborative Learning of Distributed Workflows in Git · CHI 2026
Collaborative and social computing
awareness
0.312026
Git Takes Two: Split-View Awareness for Collaborative Learning of Distributed Workflows in Git · CHI 2026

Methods — techniques the papers use, named apart from their topics

within-subjects study · 2.0
YearPublicationVenuePosition
2026 Git Takes Two: Split-View Awareness for Collaborative Learning of Distributed Workflows in Git
abstract
Git is widely used for collaborative software development, but it can be challenging for newcomers. While most learning tools focus on individual workflows, Git is inherently collaborative. We present GitAcademy, a browser-based learning platform that embeds a full Git environment with a split-view collaborative mode: learners work on their own local repositories connected to a shared remote repository, while simultaneously seeing their partner’s actions mirrored in real time. This design is not intended for everyday software development, but rather as a training simulator to build awareness of distributed states, coordination, and collaborative troubleshooting. In a within-subjects study with 13 pairs of learners, we found that the split-view interface enhanced social presence, supported peer teaching, and was consistently preferred over a single-view baseline, even though performance gains were mixed. We further discuss how split-view awareness can serve as a training-only scaffold for collaborative learning of Git and other distributed technical systems.
Joel Bucher, Lahari Goswami, Sverrir Thorgeirsson, April Yi Wang
CHI1