| 2006 | A methodology for analyzing the temporal evolution of novice programs based on semantic components. Christopher D. Hundhausen, Jonathan Lee Brown, Sean Farley, Daniel Skarpas |
| 2006 | A role-based analysis model for the evaluation of novices' programming knowledge development. Pauli Byckling, Jorma Sajaniemi |
| 2006 | Affective effects of program visualization. Gil Ebel, Mordechai Ben-Ari |
| 2006 | An experiment on short-term effects of animated versus static visualization of operations on program perception. Seppo Nevalainen, Jorma Sajaniemi |
| 2006 | Commonsense computing: what students know before we teach (episode 1: sorting). Beth Simon, Tzu-Yi Chen, Gary Lewandowski, Robert McCartney, Kate Sanders |
| 2006 | Graphic designers who program as informal computer science learners. Brian Dorn, Mark Guzdial |
| 2006 | Imagineering inauthentic legitimate peripheral participation: an instructional design approach for motivating computing education. Mark Guzdial, Allison Elliott Tew |
| 2006 | Improving learning in CS1 via tablet-PC-based in-class assessment. Kimberle Koile, David Singer |
| 2006 | International Computing Education Research Workshop 2006, ICER '06, Canterbury, UK, September 9-10, 2006 Richard J. Anderson, Sally Fincher, Mark Guzdial |
| 2006 | Methods and tools for exploring novice compilation behaviour. Matthew C. Jadud |
| 2006 | Object oriented programming and program correctness: the students' perspective. Ioanna Stamouli, Meriel Huggard |
| 2006 | On models of and for teaching: toward theory-based computing education. J. Philip East |
| 2006 | What do teachers teach in introductory programming? Carsten Schulte, Jens Bennedsen |
| 2006 | Why students drop out CS1 course? Päivi Kinnunen, Lauri Malmi |