Volume
OASIcs, Volume 145
7th International Computer Programming Education Conference (ICPEC 2026)
-
Part of:
Series:
Open Access Series in Informatics (OASIcs)
Conference: International Computer Programming Education Conference (ICPEC)
Event
Editors
- Algoritmi Centre, University of Minho, Guimarães, Portugal
- EPMQ, CCG ZGDV Institute, Guimarães, Portugal
Publication Details
- published at: 2026-07-22
- Publisher: Schloss Dagstuhl – Leibniz-Zentrum für Informatik
- ISBN: 978-3-95977-443-7
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Document
Complete Volume
OASIcs, Volume 145, ICPEC 2026, Complete Volume
Abstract
OASIcs, Volume 145, ICPEC 2026, Complete Volume
Cite as
7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 1-224, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@Proceedings{portela_et_al:OASIcs.ICPEC.2026,
title = {{OASIcs, Volume 145, ICPEC 2026, Complete Volume}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {1--224},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026},
URN = {urn:nbn:de:0030-drops-273163},
doi = {10.4230/OASIcs.ICPEC.2026},
annote = {Keywords: OASIcs, Volume 145, ICPEC 2026, Complete Volume}
}
Document
Front Matter
Front Matter, Table of Contents, Preface, Conference Organization
Abstract
Front Matter, Table of Contents, Preface, Conference Organization
Cite as
7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 0:i-0:xiv, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{portela_et_al:OASIcs.ICPEC.2026.0,
author = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
title = {{Front Matter, Table of Contents, Preface, Conference Organization}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {0:i--0:xiv},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.0},
URN = {urn:nbn:de:0030-drops-273151},
doi = {10.4230/OASIcs.ICPEC.2026.0},
annote = {Keywords: Front Matter, Table of Contents, Preface, Conference Organization}
}
Document
Summative Assessment of Program Comprehension in CS1 with Questions About Learners' Code
Abstract
Questions about Learners' Code (QLCs) assess to what extent learners understand their own code through personalized questions that target previously written code. We conducted an experiment involving 18 students of an Introductory Programming (CS1) course taught in Java, comparing the scores of their midterm test based on code-writing questions with the scores of a multiple-choice test based on QLCs. The questions targeted student code submitted throughout the semester in an automated assessment system. Regression analysis shows a strong association between the scores of both tests, suggesting comparable discriminatory power. Participants generally reacted positively and recognised the benefits of this kind of assessment. Our results suggest that QLC tests may serve as a valid complement for CS1 summative assessment targeting program comprehension.
Cite as
Afonso B. Caniço and André L. Santos. Summative Assessment of Program Comprehension in CS1 with Questions About Learners' Code. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 1:1-1:15, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{b.canico_et_al:OASIcs.ICPEC.2026.1,
author = {B. Cani\c{c}o, Afonso and Santos, Andr\'{e} L.},
title = {{Summative Assessment of Program Comprehension in CS1 with Questions About Learners' Code}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {1:1--1:15},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.1},
URN = {urn:nbn:de:0030-drops-267389},
doi = {10.4230/OASIcs.ICPEC.2026.1},
annote = {Keywords: introductory programming, CS1, programming education, student assessment, program comprehension, questions about learners' code}
}
Document
Exploiting Generative AI to Scale up Intelligent Tutoring Systems
Abstract
The research described in this paper explores the integration of Generative Artificial Intelligence (GenAI) into Intelligent Tutoring Systems (ITS) with the aim of improving programming education. Specifically, it extends Agni, a web-based programming learning platform, by automating the construction of key ITS components that are traditionally built manually. The methodology leverages Large Language Models (LLMs) to extract programming concepts from educational materials, map their relationships via concept graphs and diagnose specific student knowledge gaps. Additionally, GenAI provides real-time, contextual feedback during programming exercises, mimicking the personalized support typically offered by a human tutor. The work evaluates whether GenAI can effectively replace or augment the manual creation of domain models while preserving the pedagogical benefits of ITS. The obtained results suggest the potential of combining AI with ITS to improve scalability and reduce manual workload.
Cite as
Miguel Ferreira and José Paulo Leal. Exploiting Generative AI to Scale up Intelligent Tutoring Systems. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 2:1-2:14, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{ferreira_et_al:OASIcs.ICPEC.2026.2,
author = {Ferreira, Miguel and Leal, Jos\'{e} Paulo},
title = {{Exploiting Generative AI to Scale up Intelligent Tutoring Systems}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {2:1--2:14},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.2},
URN = {urn:nbn:de:0030-drops-267390},
doi = {10.4230/OASIcs.ICPEC.2026.2},
annote = {Keywords: Intelligent Tutoring Systems, Large language Models}
}
Document
Short Paper
Codula, a Social Network Geared Towards Programming Education (Short Paper)
Abstract
Digital social networks have become an ubiquitous presence to almost everyone, to the point that they are frequently taken for granted whenever someone gets asked for their contact. Beyond that, it is without doubt that their capacity for stimulating participation in groups and exchange of ideas, while retaining attention for long periods of time is - for good, or for bad - highly efficient. If taken for a good cause, their features can become fierce allies to educators in their teaching efforts. Specially in the case of Computer Programming, a sharp, and difficult matter, social networks can be of great value, not only for their inherent technological link to Computer Programming, but also for their natural connection to students that dare to pursue the arduous path to become programmers. Codula is a social network that was designed and implemented with the purpose of paving and shortening this path, both for students, and educators alike. This paper presents both Codula’s design principles that guided its construction, and main features, that were carefully crafted to fulfil its purpose. While foundational concepts solidified design choices, such as the absence of different roles for users, and the stimulus of the sense of belonging via personal customisation, features were implemented to directly support Computer Programming Education, such as the specification of different post types, and functionalities that facilitate composing, sharing, and commenting source code. By converting opposing forces of a commonly found distraction, Codula aims to leverage the best aspects of social networks to support a better cause, in the hopes of stimulating a successful collective teaching-learning process.
Cite as
João Rodrigues, Alice Dutra Balbé, Alvaro Costa Neto, and Pedro Rangel Henriques. Codula, a Social Network Geared Towards Programming Education (Short Paper). In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 3:1-3:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{rodrigues_et_al:OASIcs.ICPEC.2026.3,
author = {Rodrigues, Jo\~{a}o and Balb\'{e}, Alice Dutra and Costa Neto, Alvaro and Henriques, Pedro Rangel},
title = {{Codula, a Social Network Geared Towards Programming Education}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {3:1--3:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.3},
URN = {urn:nbn:de:0030-drops-267403},
doi = {10.4230/OASIcs.ICPEC.2026.3},
annote = {Keywords: Programming Education, Computer Programming, Social Network, Engagement}
}
Document
Short Paper
Ogma: An Intelligent Platform for Anticipating Academic Failure and Recommending Recovery Measures (Short Paper)
Abstract
The growth of class sizes, the increasing complexity of course content, and the multiplicity of digital platforms make it progressively harder for instructors to identify, in a timely manner, students who are at risk of academic failure. This short paper presents the concept of Ogma, a learning analytics application with artificial intelligence components designed to anticipate signs of academic decline and suggest personalized recovery measures. The proposal combines heterogeneous data - student-produced work, grade records, forum messages, and logs from other educational applications - to build a dynamic risk profile. Based on this profile, the system provides instructors with a dashboard containing graded alerts, explanations of risk factors, and pedagogical recommendations generated by a pipeline that combines machine learning, retrieval-augmented generation, and large language models. The paper presents the motivation for the problem, synthesizes related work, and describes the design of a reference architecture for Ogma.
Cite as
Ricardo Queirós. Ogma: An Intelligent Platform for Anticipating Academic Failure and Recommending Recovery Measures (Short Paper). In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 4:1-4:6, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{queiros:OASIcs.ICPEC.2026.4,
author = {Queir\'{o}s, Ricardo},
title = {{Ogma: An Intelligent Platform for Anticipating Academic Failure and Recommending Recovery Measures}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {4:1--4:6},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.4},
URN = {urn:nbn:de:0030-drops-267414},
doi = {10.4230/OASIcs.ICPEC.2026.4},
annote = {Keywords: Generative AI, Educational chatbot, Pedagogical agent, Gamification, Moodle, Retrieval-augmented generation, Self-regulated learning}
}
Document
Introducing Programming Concepts Through Montessori Materials
Abstract
Programming is a skill already taught in many schools today. However, for historical reasons, it has not yet been included in the Montessori method. To close this gap, we developed learning materials for Montessori schools and present them in this article.
We show the design of a new learning material for introducing programming concepts in Montessori elementary level (6-12 years). The material is a concrete physical learning material and is supported by a modular lesson structure, which also takes the principles of Computational Thinking in account. Finally we discuss its suitability for Montessori education based on expert feedback. The article shows interesting examples of how programming can be taught in Montessori elementary level.
Cite as
Steffi Rudel and Marlene Engels. Introducing Programming Concepts Through Montessori Materials. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 5:1-5:14, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{rudel_et_al:OASIcs.ICPEC.2026.5,
author = {Rudel, Steffi and Engels, Marlene},
title = {{Introducing Programming Concepts Through Montessori Materials}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {5:1--5:14},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.5},
URN = {urn:nbn:de:0030-drops-267424},
doi = {10.4230/OASIcs.ICPEC.2026.5},
annote = {Keywords: Montessori Method, Programming, Montessori Material, Computational Thinking}
}
Document
Algorithm X: Competitive Programming as a Teaching Methodology for Algorithms and Data Structures in High School
Abstract
Contextualization: Teaching algorithms and data structures in technical high schools presents challenges related to abstraction, problem solving, and the persistence of non-student-centered teaching models. In this context, Competitive Programming and Competition-Based Learning emerge as promising pedagogical alternatives. Objectives: This study aims to analyze the educational impacts of the teaching project "Algorithm X" on students’ learning of algorithms and data structures, as well as their motivation, autonomy, academic engagement, and perceptions regarding Competitive Programming in Technical High School. Materials and methods: The study is based on the experience of a teaching project developed with students from the Technical Course in Informatics Integrated with High School at Cascavel, Paraná, Brazil. The project was organized through weekly meetings structured around dialogic expository classes, problem solving, coding dojo, debates, simulated contests, and digital support resources. The data were obtained through an evaluative questionnaire by 37 students, and discursive responses were analyzed. Results and discussions: The results indicated a favorable evaluation of the project and recognition of its contribution to strengthening algorithmic thinking, developing problem-solving skills, motivating the study of programming, improving performance in programming-related subjects, and fostering learning autonomy. The project was understood as a space for learning and development that extended beyond the immediate context of competitions. Considerations: Competitive programming may constitute a viable pedagogical strategy for teaching algorithms in technical high schools when supported by structured didactic mediation, progressive practice, and digital resources. This approach consolidates technical skills and competencies and contributes to students' academic and professional development. Student participation in the project was not limited to the context of competitions but also involved a complementary formative process.
Cite as
Odair Moreira de Souza, Clodis Boscarioli, and Letícia Mara Peres. Algorithm X: Competitive Programming as a Teaching Methodology for Algorithms and Data Structures in High School. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 6:1-6:16, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{souza_et_al:OASIcs.ICPEC.2026.6,
author = {Souza, Odair Moreira de and Boscarioli, Clodis and Peres, Let{\'\i}cia Mara},
title = {{Algorithm X: Competitive Programming as a Teaching Methodology for Algorithms and Data Structures in High School}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {6:1--6:16},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.6},
URN = {urn:nbn:de:0030-drops-267434},
doi = {10.4230/OASIcs.ICPEC.2026.6},
annote = {Keywords: Competition-Based Learning, Algorithmic Thinking, Competitive Programming, Olympiad in Informatics, Algorithm Education in High School}
}
Document
Gamification in Programming Education: A Zelda-Inspired RPG Approach for Reinforcing Foundational Programming Skills
Abstract
The acquisition of programming skills is a notoriously difficult process characterized by high cognitive load, complex abstraction requirements, and significant dropout rates in higher education. Traditional pedagogical approaches often struggle to bridge the gap between seemingly abstract language syntax and the strategic problem-solving required in software engineering. This paper presents a comprehensive gamified solution: a 2D top-down Role-Playing Game (RPG) inspired by classical adventure games such as The Legend of Zelda [Nintendo, 1986], specifically designed to reinforce existing knowledge. We detail the integration of a secure, Docker-based automated code judge within a narrative-driven environment. Key features include a virtual economy, a social "company" system for collaboration, and a curriculum focused on the C programming language to deepen low-level understanding. The paper evaluates the technical robustness of the prototype and proposes an empirical framework to validate the hypothesis that this immersive approach significantly enhances learning productivity, persistence, and student motivation.
Cite as
Max Fritsche and Alexander Paar. Gamification in Programming Education: A Zelda-Inspired RPG Approach for Reinforcing Foundational Programming Skills. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 7:1-7:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{fritsche_et_al:OASIcs.ICPEC.2026.7,
author = {Fritsche, Max and Paar, Alexander},
title = {{Gamification in Programming Education: A Zelda-Inspired RPG Approach for Reinforcing Foundational Programming Skills}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {7:1--7:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.7},
URN = {urn:nbn:de:0030-drops-267446},
doi = {10.4230/OASIcs.ICPEC.2026.7},
annote = {Keywords: Gamification, C Programming, Role-Playing Games, Automated Grading, Docker}
}
Document
Short Paper
Learning, Not Just Coding: Scaffolded AI Assistance for Programming Education (Short Paper)
Abstract
AI coding assistants such as GitHub Copilot and ChatGPT are highly effective at generating and correcting code, but their optimization for productivity raises challenges in educational contexts, where immediate solutions can bypass the reasoning processes necessary for learning. This paper presents VibeLearner, a Visual Studio Code extension that constrains AI assistance through a Role-Task-Requirements-Instructions (RTRI) prompting framework. The system supports three interaction modes, Socratic, Hinted, and Show-and-Tell, that regulate how assistance is delivered to promote guided reasoning, reflection, and incremental problem solving. A synthetic, scenario-based comparison with an unconstrained AI assistant illustrates how interaction-level constraints influence the structure and pedagogical character of responses. This work contributes a design framework for embedding scaffolded AI behavior into development environments and highlights the role of interaction design in aligning AI assistance with learning-oriented objectives.
Cite as
Necmi Kaan Sapoglu and Abdallah Mohamed. Learning, Not Just Coding: Scaffolded AI Assistance for Programming Education (Short Paper). In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 8:1-8:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{sapoglu_et_al:OASIcs.ICPEC.2026.8,
author = {Sapoglu, Necmi Kaan and Mohamed, Abdallah},
title = {{Learning, Not Just Coding: Scaffolded AI Assistance for Programming Education}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {8:1--8:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.8},
URN = {urn:nbn:de:0030-drops-267454},
doi = {10.4230/OASIcs.ICPEC.2026.8},
annote = {Keywords: computing education, AI-assisted programming, pedagogical scaffolding, intelligent tutoring systems, programming misconceptions, IDE-based learning tools}
}
Document
From Repositories to Practice: LLM-Based Personalization in Programming Education
Abstract
Many programming education systems personalize practice mainly from test results, progress indicators, or explicitly selected user parameters. This paper instead uses students' existing source-code repositories as evidence for personalized programming practice. It presents the design and implementation of a web application that connects to a university version control system, analyzes student-selected repositories, and generates programming challenges targeted at weaknesses identified in the submitted source code. The prototype analyzes the current state of the selected repositories using LLM-based assessment of code-quality indicators such as readability, modularity, duplication, input handling, edge-case handling, and algorithmic complexity. Students can also generate parameterized tests, submit solutions to programming challenges, and receive an automated score with textual feedback. The system stores student activity, test history, challenge history, achieved scores, and generated feedback as an operational student profile shown to students and teachers. The prototype was evaluated with 11 students at the Technical University of Košice. The evaluation demonstrates technical feasibility, usability, and functional operation of the prototype, but it does not measure learning gains, retention, or improvement in programming performance.
Cite as
Marek Horváth, Michaela Ďurkovičová, Lenka Bubeňková, and Emília Pietriková. From Repositories to Practice: LLM-Based Personalization in Programming Education. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 9:1-9:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{horvath_et_al:OASIcs.ICPEC.2026.9,
author = {Horv\'{a}th, Marek and \v{D}urkovi\v{c}ov\'{a}, Michaela and Bube\v{n}kov\'{a}, Lenka and Pietrikov\'{a}, Em{\'\i}lia},
title = {{From Repositories to Practice: LLM-Based Personalization in Programming Education}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {9:1--9:13},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.9},
URN = {urn:nbn:de:0030-drops-267460},
doi = {10.4230/OASIcs.ICPEC.2026.9},
annote = {Keywords: Programming Education, Personalized Programming Practice, Student Profiles, Formative Assessment, Automated Feedback, Learning Analytics, Software Engineering Education}
}
Document
Bridging Game Development and Virtual Reality Education Through Blender-Based Tutorials
Abstract
The integration of 3D modeling tools into STEM education can provide opportunities for creative digital production, technical skill development, and hands-on interaction with course content. This study reports an educational evaluation of Blender-based tutorials implemented in two university courses: Game Development (GD) and Systems of Virtual Reality (SVR). Over four semesters, 420 anonymous questionnaire responses were collected from GD and SVR course offerings with a total enrollment of 532 students. The GD course enrolled 428 students and yielded 342 questionnaire responses, while the SVR course enrolled 104 students and yielded 78 questionnaire responses. This corresponds to questionnaire coverage of 79.9% in GD, 75.0% in SVR, and 78.9% overall. Because valid response counts differed across questionnaire items, the results are reported using item-level valid response counts and interpreted descriptively. Across valid questionnaire responses, many respondents, especially in SVR, reported moderate-to-high confidence in using Blender after the tutorials and self-reported understanding of core modeling concepts. Some GD teams even applied self-created or modified Blender assets in game jam submissions, where Blender use was not required. These findings suggest that Blender-based tutorials can be meaningfully integrated into GD and SVR courses as an introductory tool for 3D modeling workflows. The study provides descriptive evidence of student reception and course-level application, but does not establish causal effects on modeling competence or learning outcomes.
Cite as
Lenka Bubeňková, Ľubomír Urbančík, Emília Pietriková, and Marek Horváth. Bridging Game Development and Virtual Reality Education Through Blender-Based Tutorials. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 10:1-10:16, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{bubenkova_et_al:OASIcs.ICPEC.2026.10,
author = {Bube\v{n}kov\'{a}, Lenka and Urban\v{c}{\'\i}k, \v{L}ubom{\'\i}r and Pietrikov\'{a}, Em{\'\i}lia and Horv\'{a}th, Marek},
title = {{Bridging Game Development and Virtual Reality Education Through Blender-Based Tutorials}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {10:1--10:16},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.10},
URN = {urn:nbn:de:0030-drops-267479},
doi = {10.4230/OASIcs.ICPEC.2026.10},
annote = {Keywords: Blender, game development, virtual reality, Unity, education}
}
Document
Inverted Grading in Project-Based Learning: A Learning Path Approach for Sustainable Performance Evaluation
Abstract
Higher education assessment is traditionally based on cumulative grading models, where students progressively build their final classification over time. However, such approaches often promote risk-averse behaviour and limit continuous improvement.
This paper proposes an inverted grading strategy integrated with learning paths within the TechTeach paradigm. In this model, students are evaluated according to the maximum expected grade of their selected path and assessed on their ability to maintain or recover their performance throughout the course. The strategy combines group and individual evaluation, enabling effective differentiation of student contributions in project-based learning environments.
The approach was validated through a case study conducted in a Web Programming course with 153 students. The results show a dynamic evolution, with an average decrease from 16.31 at the first control point to 15.34 at the second, followed by a recovery to 16.05 in the final evaluation. The overall variation (-0.26, or -1.6%) indicates that outcomes remain close to initial performance despite intermediate fluctuations. Additionally, 62% of students experienced a decrease in grade, 28% improved their performance, and 10% maintained stable results, confirming the model’s ability to capture performance dynamics and support recovery.
Student feedback further reinforces the approach’s applicability, with more than 80% of responses indicating acceptance of the model.
Overall, the results suggest that inverted grading offers a robust alternative to traditional cumulative models, promoting sustainable performance, accountability, and continuous engagement in higher education.
Cite as
Filipe Portela. Inverted Grading in Project-Based Learning: A Learning Path Approach for Sustainable Performance Evaluation. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 11:1-11:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{portela:OASIcs.ICPEC.2026.11,
author = {Portela, Filipe},
title = {{Inverted Grading in Project-Based Learning: A Learning Path Approach for Sustainable Performance Evaluation}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {11:1--11:12},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.11},
URN = {urn:nbn:de:0030-drops-267484},
doi = {10.4230/OASIcs.ICPEC.2026.11},
annote = {Keywords: TechTeach, Information Systems, Higher Education, Evaluation Systems, Learning Paths}
}
Document
Digital Educational Resources in Programming Education: A Systematic Review of Resource Types and Teaching Challenges
Abstract
Teaching programming requires the use of different digital educational resources to support the understanding of abstract concepts and the development of problem-solving skills. However, these resources are often dispersed across multiple platforms, which makes their selection, evaluation, and reuse by teachers more difficult. This article presents a Systematic Literature Review on the use of digital educational resources in programming education, focusing on the types of resources employed, as well as their sources and reported difficulties. The review was conducted based on a structured protocol, including the definition of search strings, the selection of databases, and the application of inclusion and exclusion criteria. After the quality assessment was applied, 27 primary studies composed the final analysis set. The results reveal a predominance of practice-oriented resources, such as programming exercises and interactive environments, along with the use of multimedia materials and reusable content. Despite this diversity, significant challenges persist, particularly those related to resource selection, pedagogical integration, material quality, and teachers' workload. These findings highlight the need for more structured approaches to support teachers in the effective use and organization of digital educational resources in programming education.
Cite as
Ana Paula Silva Paulina Bezerra, Gabryella Rocha Rodrigues, and Ceres Germanna Braga Morais. Digital Educational Resources in Programming Education: A Systematic Review of Resource Types and Teaching Challenges. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 12:1-12:15, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{bezerra_et_al:OASIcs.ICPEC.2026.12,
author = {Bezerra, Ana Paula Silva Paulina and Rodrigues, Gabryella Rocha and Morais, Ceres Germanna Braga},
title = {{Digital Educational Resources in Programming Education: A Systematic Review of Resource Types and Teaching Challenges}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {12:1--12:15},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.12},
URN = {urn:nbn:de:0030-drops-267494},
doi = {10.4230/OASIcs.ICPEC.2026.12},
annote = {Keywords: Digital Educational Resources, Programming Education, Resource Types, Teaching Challenges, Resource Selection}
}
Document
Short Paper
The SOB Monitor: Supporting Competency-Based Assessment with Gamification (Short Paper)
Abstract
The SOB Monitor is a web-based platform that supports competency-based assessment through Student Observable Behaviours (SOBs). SOBs are defined as measurable units aligned with learning outcomes and are assessed at Threshold, Typical, and Excellent levels. The assessment strategy involves continuous assessment with multiple resubmission opportunities, allowing for real-time monitoring of student progress. It is adopted on several undergraduate Computer Science modules, including first-year Programming, Systems and Architecture, Foundations of Computing, and Design and Development of Applications.
In this paper, we describe assessment with SOBs, the new architecture of the SOB Monitor platform, its implementation and how it supports competency-based assessment in Computer Science undergraduate modules. Gamification elements including leaderboard and rankings have been introduced to enhance student motivation, engagement and self-regulated learning within pass/fail modules.
Cite as
David Dorvekinger, Michael Heeney, and Kelly Androutsopoulos. The SOB Monitor: Supporting Competency-Based Assessment with Gamification (Short Paper). In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 13:1-13:9, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{dorvekinger_et_al:OASIcs.ICPEC.2026.13,
author = {Dorvekinger, David and Heeney, Michael and Androutsopoulos, Kelly},
title = {{The SOB Monitor: Supporting Competency-Based Assessment with Gamification}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {13:1--13:9},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.13},
URN = {urn:nbn:de:0030-drops-267507},
doi = {10.4230/OASIcs.ICPEC.2026.13},
annote = {Keywords: Competency-based education, interactive learning environments, assessment, higher education, computer science education, gamification}
}
Document
5W2H as a Flexible Analytical Framework for Investigating Programming Teaching and Learning Across Different Methodological Designs
Abstract
Teaching and learning programming in Higher Education is a complex process involving cognitive, pedagogical, contextual, and metacognitive dimensions. Traditional analyses focused only on final learning outcomes, such as code correctness, performance, or pass/fail rates, may not fully capture how students construct knowledge, face difficulties, mobilize strategies, and interact with different learning contexts. This article discusses the use of the 5W2H framework as a flexible analytical tool in two doctoral studies on programming teaching and learning. The first study used 5W2H to organize and triangulate data from a mixed-methods single case study on the teaching and learning of programming in a Higher Education course. The second study articulated 5W2H with the spiral model and Bloom’s revised taxonomy to analyze a qualitative multiple case study focused on students' algorithm construction process. Through a comparative analysis, the article shows that 5W2H can operate at different analytical scales: as a broad structure for mapping subjects, contexts, methodologies, difficulties, and learning factors, and as a process-oriented framework for interpreting students' actions during algorithmic problem solving. The findings suggest that 5W2H supports the organization, categorization, triangulation, and interpretation of complex educational data. Therefore, the framework offers a useful methodological lens for research in programming education, helping researchers understand the relationships between subjects, contexts, strategies, difficulties, and cognitive processes involved in teaching and learning programming.
Cite as
Gabryella Rodrigues, Ceres Morais, and António Osório. 5W2H as a Flexible Analytical Framework for Investigating Programming Teaching and Learning Across Different Methodological Designs. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 14:1-14:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{rodrigues_et_al:OASIcs.ICPEC.2026.14,
author = {Rodrigues, Gabryella and Morais, Ceres and Os\'{o}rio, Ant\'{o}nio},
title = {{5W2H as a Flexible Analytical Framework for Investigating Programming Teaching and Learning Across Different Methodological Designs}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {14:1--14:13},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.14},
URN = {urn:nbn:de:0030-drops-267516},
doi = {10.4230/OASIcs.ICPEC.2026.14},
annote = {Keywords: 5W2H, programming education, programming learning, analytical framework, Higher Education}
}
Document
Architecture and Design Study with Analytical Validation of a Mixed Reality Software System for Pilot Training with Real-Time Visual Scene Substitution
Abstract
This paper presents the design and architectural formalization of a mixed reality (MR) system for pilot training that supports selective, region-level visual scene substitution. The proposed approach enables context-aware replacement of semantically meaningful regions within the pilot’s egocentric view - such as cockpit displays and external windows - while preserving direct physical interaction with real cockpit controls and the pilot’s hands.
The core contribution is a modular real-time architecture that integrates semantic perception, structured scene representation, and GPU-accelerated mask-based compositing into a unified dataflow pipeline. The system is designed with explicit latency-aware modelling to support analytical evaluation of performance under strict real-time constraints (targeting below 20-30 ms).
A functional prototype was implemented and evaluated under different hardware configurations. Experimental results demonstrate that the GPU-accelerated version running on an NVIDIA RTX 3060 achieves an average end-to-end latency of 26.3 ms (approximately 38 fps) with improved temporal stability. These results confirm the practical feasibility of the proposed architecture under controlled conditions.
Adopting a design-science perspective, this work combines analytical modelling, architectural design, and preliminary prototype validation. The study addresses the need for stronger technical grounding in XR-based aviation training research prior to large-scale human-subject evaluation. The presented approach provides a reproducible foundation for the development of hybrid training systems that combine the sensorimotor fidelity of physical cockpits with the instructional flexibility of real-time visual substitution.
Cite as
Serhii D. Prykhodchenko, Oksana Yu. Prykhodchenko, Andrii A. Martynenko, Dmytro Babets, Marcin Paszkuta, Dariusz Myszor, Przemysław Skurowski, and Krzysztof Cyran. Architecture and Design Study with Analytical Validation of a Mixed Reality Software System for Pilot Training with Real-Time Visual Scene Substitution. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 15:1-15:11, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{prykhodchenko_et_al:OASIcs.ICPEC.2026.15,
author = {Prykhodchenko, Serhii D. and Prykhodchenko, Oksana Yu. and Martynenko, Andrii A. and Babets, Dmytro and Paszkuta, Marcin and Myszor, Dariusz and Skurowski, Przemys{\l}aw and Cyran, Krzysztof},
title = {{Architecture and Design Study with Analytical Validation of a Mixed Reality Software System for Pilot Training with Real-Time Visual Scene Substitution}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {15:1--15:11},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.15},
URN = {urn:nbn:de:0030-drops-267529},
doi = {10.4230/OASIcs.ICPEC.2026.15},
annote = {Keywords: Mixed Reality, Pilot Training, Visual Scene Substitution, Region-level Compositing, Real-time Architecture}
}
Document
Short Paper
Catching What the Borrow Checker Can't: Towards Serious Game-Based Security Training for Rust Developers (Short Paper)
Abstract
Cybersecurity incidents cause significant financial damage to organizations, making secure software development a critical industry priority. Although Rust offers strong memory safety guarantees, developers can still introduce security vulnerabilities through improper coding practices. In this paper, we present the preliminary design of a serious game for secure Rust coding training in an industrial setting. We investigate real-world Rust vulnerabilities, map (five of) them to CWEs, and propose challenge scenarios alongside a structured evaluation protocol for validation by industry security experts. Our design incorporates defense-oriented coding tasks, a three-level AI-powered hint system, and automated backend evaluation, grounded in established pedagogical principles such as situated learning and cognitive load management. This work provides a foundation for future implementation and empirical evaluation of learning outcomes with professional software developers.
Cite as
Frederico d'Abreu, Tiago Espinha Gasiba, Sathwik Amburi, and Maria Pinto-Albuquerque. Catching What the Borrow Checker Can't: Towards Serious Game-Based Security Training for Rust Developers (Short Paper). In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 16:1-16:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{dabreu_et_al:OASIcs.ICPEC.2026.16,
author = {d'Abreu, Frederico and Espinha Gasiba, Tiago and Amburi, Sathwik and Pinto-Albuquerque, Maria},
title = {{Catching What the Borrow Checker Can't: Towards Serious Game-Based Security Training for Rust Developers}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {16:1--16:8},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.16},
URN = {urn:nbn:de:0030-drops-267535},
doi = {10.4230/OASIcs.ICPEC.2026.16},
annote = {Keywords: Rust, Secure Coding Training, Secure Software Development, Serious Games, Gamification, Industry}
}
Document
Bridging Generative AI and Gamification in Moodle: Design and Evaluation of GamiBot
Abstract
While Learning Management Systems (LMS) like Moodle are ubiquitous in higher education, they often lack dynamic, personalized academic support. We present GamiBot, an intelligent pedagogical agent natively integrated into Moodle to bridge this gap. GamiBot combines Large Language Model (LLM) assistance, Retrieval-Augmented Generation (RAG) grounded in course materials, adaptive quizzes, and a structured gamification backend. To evaluate its effectiveness, we conducted a two-week pilot study across two higher education institutions. Results from telemetry (773 interactions) and student surveys demonstrated high system usability (74.6% positive sentiment) and strong chatbot performance (69.4%). Students heavily favored active self-regulation, dedicating 53% of interactions to generating adaptive quizzes rather than passive content summaries. Conversely, gamification elements received mixed feedback (31.7%), underscoring the need for technical refinement and high customizability. Ultimately, GamiBot suggests that integrating generative AI directly into existing LMS workflows can provide reliable, context-aware formative support that aligns with self-regulated learning strategies.
Cite as
José Carlos Paiva, Ricardo Queirós, Raquel Simões de Almeida, Teresa Terroso, and Mário Pinto. Bridging Generative AI and Gamification in Moodle: Design and Evaluation of GamiBot. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 17:1-17:14, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)
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@InProceedings{paiva_et_al:OASIcs.ICPEC.2026.17,
author = {Paiva, Jos\'{e} Carlos and Queir\'{o}s, Ricardo and de Almeida, Raquel Sim\~{o}es and Terroso, Teresa and Pinto, M\'{a}rio},
title = {{Bridging Generative AI and Gamification in Moodle: Design and Evaluation of GamiBot}},
booktitle = {7th International Computer Programming Education Conference (ICPEC 2026)},
pages = {17:1--17:14},
series = {Open Access Series in Informatics (OASIcs)},
ISBN = {978-3-95977-443-7},
ISSN = {2190-6807},
year = {2026},
volume = {145},
editor = {Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
publisher = {Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
address = {Dagstuhl, Germany},
URL = {https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.17},
URN = {urn:nbn:de:0030-drops-267545},
doi = {10.4230/OASIcs.ICPEC.2026.17},
annote = {Keywords: Generative AI, Educational chatbot, Pedagogical agent, Gamification, Moodle, Retrieval-augmented generation, Self-regulated learning}
}