Información de la conferencia

ICER 2026: International Conference on Computing Education Research

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Día de Entrega:
2026-02-20
Fecha de Notificación:
2026-04-17
Fecha de Conferencia:
2026-08-11
Ubicación:
Uppsala, Sweden
Años:
22
CORE: b   QUALIS: b4   Vistas: 22533   Seguidores: 3   Asistentes: 2

Solicitud de Artículos

ICER 2026 (International Conference on Computing Education Research) is a CORE B / QUALIS B4 conference held in Uppsala, Sweden on 2026-08-11. The paper submission deadline is 2026-02-20. Acceptance notifications are sent on 2026-04-17.

Aims and Scope The 22nd annual ACM Conference on International Computing Education Research (ICER) aims to gather high-quality contributions to the Computing Education Research discipline. The “Research Papers” track invites submissions describing original research results related to any aspect of teaching and learning computing, from introductory through advanced material. Submissions are welcome from across the research methods used in Computing Education Research and related fields. Each contribution will be assessed based on: the appropriateness and soundness of its methods its relevance to teaching or learning computing, the depth of its contribution to the community’s understanding of the question at hand. Research areas of particular interest include: design-based research, learner-centered design, and evaluation of educational technology supporting computing knowledge or skills development, discipline based education research (DBER) about computing, computer science, and related disciplines, informal learning experiences related to programming and software development (all ages), ranging from after-school programs for children, to end-user development communities, to workplace training of computing professionals, learnability of programming languages and tools for learning programming and computing concepts, learning analytics and educational data mining in computing education contexts, learning sciences work in the computing content domain, measurement instrument development and validation (e.g., concept inventories, attitudes scales, etc) for use in computing disciplines, pedagogical environments fostering computational thinking, psychology of programming, rigorous replication of empirical work, relevant to computing education, to compare with or extend previous empirical research results, professional development for computing educators at all levels. Full submission instructions will be made available soon.
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Los Mejores Artículos

AñoLos Mejores Artículos
2025Needles in a Haystack: Student Struggles with Working on Large Code Bases
2024Instructional Transparency: Just to Be Clear, It's a Good Thing
2024Integrating Philosophy Teaching Perspectives to Foster Adolescents' Ethical Sensemaking of Computing Technologies
2024Overcoming Barriers in Scaling Computing Education Research Programming Tools: A Developer's Perspective
2024Understanding the Reasoning Behind Students' Self-Assessments of Ability in Introductory Computer Science Courses
2023Funds of Knowledge used by Adolescents of Color in Scaffolded Sensemaking around Algorithmic Fairness
2022Automatic Generation of Programming Exercises and Code Explanations Using Large Language Models
2022When Rhetorical Logic Meets Programming: Collective Argumentative Reasoning in Problem-Solving in Programming
2021Evaluating Proof Blocks Problems as Exam Questions
2021Identifying SQL Misconceptions of Novices: Findings from a Think-Aloud Study
2021Identity in K-12 Computer Education Research: A Systematic Literature Review
2021Re-Examining Inequalities in Computer Science Participation from a Bourdieusian Sociological Perspective
2020What Do We Think We Think We Are Doing?: Metacognition and Self-Regulation in Programming
2020Exploring Student Behavior Using the TIPP&SEE Learning Strategy
2019From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education
2019Spatial Encoding Strategy Theory: The Relationship between Spatial Skill and STEM Achievement
2019Computing Education Theories: What Are They and How Are They Used?
2018Investigating the Relationship Between Spatial Skills and Computer Science
2018On Use of Theory in Computing Education Research

Conferencias Relacionadas

CCFCOREQUALISAbreviaciónNombre CompletoEntregaNotificaciónConferencia
ba*a2PerComInternational Conference on Pervasive Computing and Communications2026-09-042026-12-182027-03-08
ab1NCAInternational Symposium on Network Computing and Applications2026-06-192026-09-112026-11-10
b4GreenComInternational Conference on Green Computing and Communications2026-06-152026-09-012026-11-30
bb4ICERInternational Conference on Computing Education Research2026-02-202026-04-172026-08-11
cb1CFInternational Conference on Computing Frontiers2026-01-262026-03-092026-05-19
baa2SoCGACM Symposium on Computational Geometry2024-11-262025-02-062025-06-23
b4ICCSEInternational Conference on Computer Science & Education2022-05-202022-06-012022-08-18
b2ACEAustralasian Computing Education Conference2015-09-142015-10-122016-02-02
b2CNSRCommunication Networks and Services Research2011-01-142011-02-142011-05-02
bb2ICCEInternational Conference on Computers in Education2014-11-30

Revistas Relacionadas

CCFNombre CompletoFactor de ImpactoEditorISSN
Computers & Education10.5Elsevier0360-1315
European Journal of Operational Research6.0Elsevier0377-2217
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Computers & Operations Research4.3Elsevier0305-0548
Big Data Research4.2Elsevier2214-5796
cACM Transactions on Computing Education3.8ACM1946-6226
Computational Mechanics3.8Springer0178-7675
Journal of Computational Neuroscience2.0Springer0929-5313
Mathematics of Operations Research1.9INFORMS0364-765X
ACM Transactions on Computation Theory0.800ACM1942-3454

AsistenteAño
Yunkai Xiao (180)2022
Jiang Lei (2)2020
Publicidad