Eliane Wiese
Orcid: 0000-0002-6837-5007Affiliations:
- University of California, Berkeley, CA, USA
According to our database1,
Eliane Wiese
authored at least 31 papers
between 2011 and 2024.
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Bibliography
2024
Teaching Ethics in Computing: A Systematic Literature Review of ACM Computer Science Education Publications.
ACM Trans. Comput. Educ., March, 2024
Proceedings of the 2024 ACM Virtual Global Computing Education Conference V. 2, 2024
Growth in Knowledge of Programming Patterns: A Comparison Study of CS1 vs. CS2 Students.
Proceedings of the 55th ACM Technical Symposium on Computer Science Education, 2024
Toward Building Design Empathy for People with Disabilities Using Social Media Data: A New Approach for Novice Designers.
Proceedings of the Designing Interactive Systems Conference, 2024
2023
Proceedings of the 54th ACM Technical Symposium on Computer Science Education, Volume 1, 2023
Improving Assessment of Programming Pattern Knowledge through Code Editing and Revision.
Proceedings of the 45th IEEE/ACM International Conference on Software Engineering: Software Engineering Education and Training, 2023
Proceedings of the 2023 ACM Conference on International Computing Education Research, 2023
Building "Design Empathy" for People with Disabilities: an Unsolved Challenge in HCI Education.
Proceedings of the 5th Annual Symposium on HCI Education, 2023
Proceedings of the 5th Annual Symposium on HCI Education, 2023
2022
Proceedings of the SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education, 2022
Proceedings of the SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education, 2022
The Shortest Path to Ethics in AI: An Integrated Assignment Where Human Concerns Guide Technical Decisions.
Proceedings of the ICER 2022: ACM Conference on International Computing Education Research, Lugano and Virtual Event, Switzerland, August 7, 2022
2021
"It Must Include Rules": Middle School Students' Computational Thinking with Computer Models in Science.
ACM Trans. Comput. Hum. Interact., 2021
Proceedings of the 29th IEEE/ACM International Conference on Program Comprehension, 2021
2019
Proceedings of the 27th International Conference on Program Comprehension, 2019
Linking code readability, structure, and comprehension among novices: it's complicated.
Proceedings of the 41st International Conference on Software Engineering: Software Engineering Education and Training, 2019
2017
Designing Grounded Feedback: Criteria for Using Linked Representations to Support Learning of Abstract Symbols.
Int. J. Artif. Intell. Educ., 2017
Proceedings of the Fourth ACM Conference on Learning @ Scale, 2017
Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model.
Proceedings of the 39th Annual Meeting of the Cognitive Science Society, 2017
2016
Adding Physical Objects to an Interactive Game Improves Learning and Enjoyment: Evidence from EarthShake.
ACM Trans. Comput. Hum. Interact., 2016
Why Sense-Making through Magnitude May Be Harder for Fractions than for Whole Numbers.
Proceedings of the 38th Annual Meeting of the Cognitive Science Society, 2016
Proceedings of the 38th Annual Meeting of the Cognitive Science Society, 2016
2015
Proceedings of the 37th Annual Meeting of the Cognitive Science Society, 2015
Authoring Tutors with Complex Solutions: A Comparative Analysis of Example Tracing and SimStudent.
Proceedings of the Workshops at the 17th International Conference on Artificial Intelligence in Education, 2015
2014
Proceedings of the Intelligent Tutoring Systems - 12th International Conference, 2014
Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 2014
2013
Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013
Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013
Proceedings of the Artificial Intelligence in Education - 16th International Conference, 2013
2011
Eliciting Intelligent Novice Behaviors with Grounded Feedback in a Fraction Addition Tutor.
Proceedings of the Artificial Intelligence in Education - 15th International Conference, 2011