Original submissions are invited in all areas related to the conference theme and should have an explicit connection to computing education. Topics of interest include, but are not limited to:
- Computing education research: theoretical aspects, methodologies and results
- Educational technology, software, and tools
- Use of technology to support education in computing and related sciences, e.g., tools for visualisation or concretisation
- Teaching and assessment approaches, innovations and best practices
- Distance, online, blended learning, and informal learning
- Learning analytics and educational data mining
- Computing education in all educational levels, e.g., K12 context and teacher training
Research papers (up to 10 pages) present high-quality research, broadly categorised as empirical, theoretical or systems papers.
- Empirical research papers will include rigorous collection, analysis and interpretation of empirical data, and might discuss, for example, an educational intervention, use of educational technology, a research survey or a qualitative study of a learning situation. These papers are expected to apply a theoretical framework to support the interpretation of the results and to justify the choice of methodology and analysis approaches, at a level of detail that would permit the research to be replicated.
- Theoretical research papers focus on deriving a better understanding of the process of teaching/learning computing or of conducting research in computing education. These papers should have a strong discussion of relevant theoretical frameworks, for instance, from the educational, psychological, or sociological research literature, and should develop new insights into learning in the discipline. Theoretical papers will be evaluated mainly on the quality of theoretical discussion and the significance of the contribution.
- System papers will present systems or tools developed as a contribution to research or practice in computing education, or perhaps to practice in education more broadly. These papers should describe and present the system or tool, explain the theoretical basis behind it, why it was needed, how it was designed and developed, and present an evaluation of its effectiveness in the context of computing education. Good candidates are tools and systems that are based on previously published research and have already been adopted outside their original context.
Short papers (up to 5 pages) focus on dissemination and discussion of new ideas in computing education practice or research that merit wider awareness and discussion within the community. They can present preliminary results of new educational innovations, present and discuss novel educational technologies, report work-in-progress research (including promising systems or tools that have not yet been evaluated and/or adopted extensively), or raise issues of significance for the development of the discipline, such as long-term strategic needs for computing education and curricula. All short papers are expected to have an appropriate coverage of literature to support the ideas and arguments that they present. Because it lacks some elements of a research paper, a short paper is evaluated mainly by its anticipated impact on discussions during the conference and possible future contribution to the field of computing education.
Poster/demo papers (2-page abstract) are interactive presentations of emerging ideas for research, teaching practice, or tools. Submissions are evaluated based on their originality and possible future contribution to the field of computing education.