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From Visualization to Adaptive Learning in Algorithms and Data Structures

Hadas CHASSIDIM; Noam BAR; Irina RABAEV

Informatics in Education, Vol. 25 No. 3 · 2026 · Inggris · DOAJ Scopus

Computer science students are required to master data structures and algorithms, yet learning these topics often presents significant cognitive challenges. This study investigates whether a bundled package of adaptive personalization is associated with learning outcomes, perceived workload, and…

The Long and Winding Road from the Intended to the Attained, from the Ideal to its Realization: Evaluating K-12 Computer Science Curricula

Mor FRIEBROON-YESHARIM; Michal ARMONI

Informatics in Education, Vol. 25 No. 3 · 2026 · Inggris · DOAJ Scopus

K-12 computer science (CS) education has gained momentum globally, leading to diverse curricula. Evaluating the extent to which such curricula achieve their goals is essential yet highly complex. This paper presents a framework for evaluating K-12 CS curricula, adopting a processive perspective in…

Students’ Computational Thinking Skills and Intentions to Continue Their Studies in the IT Field

Riin SAADJÄRV; Piret LUIK; Tauno PALTS

Informatics in Education, Vol. 25 No. 3 · 2026 · Inggris · DOAJ Scopus

The development of students’ computational thinking (CT) skills is a crucial aspect in today’s world. We used 12 Bebras-based items mapped to combinations of four CT components (abstraction, algorithmic thinking, pattern recognition, decomposition) among 848 Estonian lower-secondary students…

Why and what do students want to learn about AI? Investigating motivations and learning interests among undergraduates across disciplines

Kamilla TENÓRIO; Emma LESSMANN; Esra LEWIN dkk.

Informatics in Education, Vol. 25 No. 3 · 2026 · Inggris · DOAJ Scopus

Artificial Intelligence (AI) systems are now widely applied across different domains. As AI systems increasingly shape professional and academic domains, there is a growing need to pre-pare future professionals to work with these technologies responsibly and effectively. Accordingly, an increasing…

Understanding AI Mechanisms Supports Disciplinary Reasoning and Ethical Judgment in K–12 AI Literacy Education

Henriikka VARTIAINEN; Juho Kahila; Nicolas Pope dkk.

Informatics in Education, Vol. 25 No. 3 · 2026 · Inggris · DOAJ Scopus

While the urgency of AI literacy has been broadly acknowledged, little empirical research has examined how AI education supports the internalization of AI concepts. Whereas much AI education research reports short-term learning gains, this study investigates how students use AI concepts to mediate…

Pedagogical Noise in GenAI-Supported Algorithmisation: Scaffolding and Substitution in Upper-Secondary Informatics

Martin Žáček

Informatics in Education, Vol. 25 No. 3 · 2026 · Inggris · DOAJ Scopus

Generative artificial intelligence (GenAI) is increasingly used in school informatics, yet technically correct assistance can still interfere with the reasoning through which learners develop algorithmic competence. This conceptual paper focuses on upper-secondary algorithmisation, defined here as…

Decision Visibility and Product Thinking in Software Engineering Education: A Conceptual Model of Quality-Oriented Reasoning

Tamara ZIVKOVIC

Informatics in Education, Vol. 25 No. 3 · 2026 · Inggris · DOAJ Scopus

Persistent software quality problems continue to occur despite advances in software engineering methods, tools, and standards. This paper proposes a conceptual explanation suggesting that such problems may partly reflect how software engineers are educated to reason about qualityrelevant decisions…

Task Design and Intervention Model for Integrating Computational Thinking into Primary Mathematics

Marika PARVIAINEN

Informatics in Education, Pp 1-24 (2026) · 2026 · Inggris · DOAJ Scopus

The integration of computational thinking (CT) into mathematics education has attracted increasing attention; however, there is limited methodological clarity about how CT can be systematically embedded in primary mathematics instruction. In particular, empirical research linking CT to multi-step…

Can Teacher AI Literacy Reach Those Who Need It Most? Professional Learning, Realised Access, and Cumulative Advantage in TALIS 2024

F. Javier MURILLO; Angel C. HERRERO

Informatics in Education, Pp 1-24 (2026) · 2026 · Inggris · DOAJ Scopus

This study addresses an implementation problem for informatics education: whether teachers’ reported participation in AI-related professional learning, interpreted as realised access to one professional learning condition for teacher AI literacy, is associated with declared need or instead follows…

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The Pedagogical Role of Source Code Comments in Programming Education: A Qualitative Systematic Review with Layered Evidence

Gonçalo SARMENTO; Manuel J. C. S. REIS

Informatics in Education, Pp 1-37 (2026) · 2026 · Inggris · DOAJ Scopus

Source code comments are usually treated in software engineering as documentation artifacts that support readability, maintainability, and long-term comprehension. In programming education, however, comments may also function as pedagogical scaffolds by helping learners externalize reasoning…

Assessing Graphical Loop Invariant Based Programming Performance in a CS1 Course

Géraldine BRIEVEN; Benoit DONNET

Informatics in Education, Pp 1-38 (2026) · 2026 · Inggris · DOAJ Scopus

We investigate the pedagogical impact of Graphical Loop Invariant Based Programming (GLIBP) in an introductory programming course. This approach encourages students to visually model the objects and variables handled in the loop, before implementing it. To evaluate the efficiency of this GLI model…

A Cognitive-Load-Informed Decomposition of Debugging Subskills With Targeted Exercises

Gabriele POZZAN; Andreas BOLLIN; Tullio VARDANEGA

Informatics in Education, Pp 1-31 (2026) · 2026 · Inggris · DOAJ Scopus

Debugging is integral to programming. It comes into play as soon as novices make their first mistakes in creating programming artifacts. It is also consistently reported to be a skill that is difficult to learn as well as to teach effectively. Research in Informatics Education has often focused on…

Large Language Models for Educational Task Authoring: A Bebras Challenge Case Study

Leonard BUSUTTIL University of Malta, Malta

Informatics in Education, Vol. 25 No. 1 · 2026 · Inggris · DOAJ Scopus

This study explores the application of large language models (LLMs) to create computational thinking tasks for the Bebras International Challenge through a single-case study approach. Using exemplar-based prompting with seven authentic Bebras tasks from the 2024 cycle as contextual input, a task…

Embodied Learning of Graphs: A Psychodramatic Approach in Primary School

João Marcelo BOROVINA JOSKO; Sérgio FERREIRA DO AMARAL

Informatics in Education, Vol. 25 No. 1 · 2026 · Inggris · DOAJ Scopus

While graph theory plays a foundational role in informatics and computational thinking (CT), its instruction in elementary education remains underexplored, particularly through embodied or arts-based methods. This study examines a low-tech, psychodramabased pedagogical intervention designed to…

Three Programs, Three Years, and Four Concepts: Teachers’ Views on Indirection, References, Scope, and Parameter Passing in CSED

Pontus HAGLUND; Linda MANNILA; Filip STRÖMBÄCK dkk.

Informatics in Education, Vol. 25 No. 1 · 2026 · Inggris · DOAJ Scopus

Computer science (CS) students are expected to grasp numerous CS concepts during their CS education. Researchers have previously pointed to some concepts that are challenging for many students to conquer during their education. In this study, we investigate how CS students encounter indirection…

Measuring the Data Agency of Pre-Service Teachers: A Six-Factor Model

Teemu VALTONEN; Henriikka VARTIAINEN; Eliisa VÄHÄ dkk.

Informatics in Education, Vol. 25 No. 1 · 2026 · Inggris · DOAJ Scopus

This article examines pre-service teachers’ data agency, defined as the ability to act according to one’s own values and goals rather than being directed by algorithmic systems. Data agency involves understanding how computational systems, such as algorithms, data-driven profiling, and platform…

Computational Thinking Across Disciplines: A Taxonomy of Pedagogical Approaches as Reflected in Prospective Teachers’ Simulations of Computational Processes

Noa RAGONIS; Orit HAZZAN

Informatics in Education, Vol. 25 No. 1 · 2026 · Inggris · DOAJ Scopus

Computational thinking (CT) is widely recognized as a key 21st-century competence, yet its integration across disciplines remains unclear for many educators. This study explores how prospective teachers identify and express CT through scripts representing computational processes in school subjects…

The Hands-Up Problem and How to Deal With It: Secondary School Teachers’ Experiences of Debugging in the Classroom

Laurie GALE; Sue SENTANCE

Informatics in Education, Vol. 25 No. 1 · 2026 · Inggris · DOAJ Scopus

Debugging is a vital but challenging skill for beginner programmers to learn. It is also a difficult skill to teach. For secondary school teachers, who may lack time or programming experience, honing students’ understanding of debugging can be a daunting task. Despite this, little research has…

COMATH: Development and Validation of a Cross-National Assessment Instrument for Computational Thinking in Primary and Secondary Education

Valentina DAGIENĖ; Daranee LEHTONEN; Esa SATOMAA dkk.

Informatics in Education, Vol. 25 No. 1 · 2026 · Inggris · DOAJ Scopus

Computational Thinking (CT) is widely recognised as a transversal competence essential for learning, problem solving, and knowledge transfer across disciplines. However, its effective integration into school education remains strongly dependent on the availability of assessment instruments that are…