{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,6]],"date-time":"2025-11-06T20:14:34Z","timestamp":1762460074771,"version":"3.41.0"},"publisher-location":"New York, NY, USA","reference-count":43,"publisher":"ACM","license":[{"start":{"date-parts":[[2022,7,7]],"date-time":"2022-07-07T00:00:00Z","timestamp":1657152000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2022,7,7]]},"DOI":"10.1145\/3502718.3524808","type":"proceedings-article","created":{"date-parts":[[2022,7,7]],"date-time":"2022-07-07T10:28:30Z","timestamp":1657189710000},"page":"290-296","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":8,"title":["Adaptive Parsons Problems as Active Learning Activities During Lecture"],"prefix":"10.1145","author":[{"given":"Barbara","family":"Ericson","sequence":"first","affiliation":[{"name":"University of Michigan, Ann Arbor, MI, USA"}]},{"given":"Carl","family":"Haynes-Magyar","sequence":"additional","affiliation":[{"name":"University of Michigan, Ann Arbor, MI, USA"}]}],"member":"320","published-online":{"date-parts":[[2022,7,7]]},"reference":[{"key":"e_1_3_2_1_1_1","volume-title":"Design-based research: Putting a stake in the ground. The journal of the learning sciences 13, 1","author":"Barab Sasha","year":"2004","unstructured":"Sasha Barab and Kurt Squire . 2004. Design-based research: Putting a stake in the ground. The journal of the learning sciences 13, 1 ( 2004 ), 1--14. Sasha Barab and Kurt Squire. 2004. Design-based research: Putting a stake in the ground. The journal of the learning sciences 13, 1 (2004), 1--14."},{"key":"e_1_3_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1145\/2676723.2677282"},{"key":"e_1_3_2_1_3_1","doi-asserted-by":"publisher","DOI":"10.1145\/2382564.2382567"},{"key":"e_1_3_2_1_4_1","doi-asserted-by":"publisher","DOI":"10.1145\/1272848.1272879"},{"key":"e_1_3_2_1_5_1","doi-asserted-by":"publisher","DOI":"10.1145\/3324888"},{"key":"e_1_3_2_1_6_1","volume-title":"Berk and Adam Winsler","author":"Laura","year":"1995","unstructured":"Laura E. Berk and Adam Winsler . 1995 . Scaffolding Children's Learning: Vygotsky and Early Childhood Education. National Association for the Education of Young Children. Laura E. Berk and Adam Winsler. 1995. Scaffolding Children's Learning: Vygotsky and Early Childhood Education. National Association for the Education of Young Children."},{"key":"e_1_3_2_1_7_1","doi-asserted-by":"publisher","DOI":"10.1145\/3372262.3375396"},{"key":"e_1_3_2_1_8_1","volume-title":"Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in cognitive science 1, 1","author":"Chi Michelene TH","year":"2009","unstructured":"Michelene TH Chi . 2009 . Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in cognitive science 1, 1 (2009), 73--105. Michelene TH Chi. 2009. Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in cognitive science 1, 1 (2009), 73--105."},{"key":"e_1_3_2_1_9_1","volume-title":"The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational psychologist 49, 4","author":"Chi Michelene TH","year":"2014","unstructured":"Michelene TH Chi and RuthWylie. 2014. The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational psychologist 49, 4 ( 2014 ), 219--243. Michelene TH Chi and RuthWylie. 2014. The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational psychologist 49, 4 (2014), 219--243."},{"key":"e_1_3_2_1_10_1","unstructured":"Robert Coe. 2002. It's the effect size stupid: What effect size is and why it is important. (2002).  Robert Coe. 2002. It's the effect size stupid: What effect size is and why it is important. (2002)."},{"key":"e_1_3_2_1_11_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cedpsych.2008.02.003"},{"key":"e_1_3_2_1_12_1","doi-asserted-by":"publisher","DOI":"10.1145\/1404520.1404532"},{"key":"e_1_3_2_1_13_1","doi-asserted-by":"publisher","DOI":"10.1145\/3373165.3373187"},{"key":"e_1_3_2_1_14_1","doi-asserted-by":"publisher","DOI":"10.1080\/00461520902832368"},{"key":"e_1_3_2_1_15_1","doi-asserted-by":"publisher","DOI":"10.1145\/3364510.3364524"},{"key":"e_1_3_2_1_16_1","doi-asserted-by":"publisher","DOI":"10.1145\/3230977.3231000"},{"key":"e_1_3_2_1_17_1","doi-asserted-by":"publisher","DOI":"10.1145\/2787622.2787731"},{"key":"e_1_3_2_1_18_1","doi-asserted-by":"publisher","DOI":"10.1145\/3141880.3141895"},{"key":"e_1_3_2_1_19_1","first-page":"7","article-title":"Booming","volume":"59","author":"Fisher Lawrence M.","year":"2016","unstructured":"Lawrence M. Fisher . 2016 . Booming Enrollments. Commun. ACM 59 , 7 (June 2016), 17--18. https:\/\/doi.org\/10.1145\/2933418 10.1145\/2933418 Lawrence M. Fisher. 2016. Booming Enrollments. Commun. ACM 59, 7 (June 2016), 17--18. https:\/\/doi.org\/10.1145\/2933418","journal-title":"Enrollments. Commun. ACM"},{"key":"e_1_3_2_1_20_1","doi-asserted-by":"publisher","DOI":"10.1073\/pnas.1319030111"},{"key":"e_1_3_2_1_21_1","doi-asserted-by":"publisher","DOI":"10.1119\/1.18809"},{"key":"e_1_3_2_1_22_1","volume-title":"What is scaffolding. Teachers' voices 8","author":"Hammond Jennifer","year":"2005","unstructured":"Jennifer Hammond and Pauline Gibbons . 2005. What is scaffolding. Teachers' voices 8 ( 2005 ), 8--16. Jennifer Hammond and Pauline Gibbons. 2005. What is scaffolding. Teachers' voices 8 (2005), 8--16."},{"volume-title":"Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems","author":"Carl","key":"e_1_3_2_1_23_1","unstructured":"Carl C. Haynes and Barbara J. Ericson. 2021. Problem-Solving Efficiency and Cognitive Load for Adaptive Parsons Problems vs. Writing the Equivalent Code . In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems ( Yokohama, Japan) (CHI '21). Association for Computing Machinery, New York, NY, USA, Article 60, 15 pages. https:\/\/doi.org\/10.1145\/3411764.3445292 10.1145\/3411764.3445292 Carl C. Haynes and Barbara J. Ericson. 2021. Problem-Solving Efficiency and Cognitive Load for Adaptive Parsons Problems vs. Writing the Equivalent Code. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (Yokohama, Japan) (CHI '21). Association for Computing Machinery, New York, NY, USA, Article 60, 15 pages. https:\/\/doi.org\/10.1145\/3411764.3445292"},{"key":"e_1_3_2_1_24_1","doi-asserted-by":"publisher","DOI":"10.1145\/2361276.2361300"},{"key":"e_1_3_2_1_25_1","first-page":"119","article-title":"Two-dimensional parson's puzzles: The concept, tools, and first observations","volume":"10","author":"Ihantola Petri","year":"2011","unstructured":"Petri Ihantola and Ville Karavirta . 2011 . Two-dimensional parson's puzzles: The concept, tools, and first observations . Journal of Information Technology Education 10 , 2 (2011), 119 -- 132 . Petri Ihantola and Ville Karavirta. 2011. Two-dimensional parson's puzzles: The concept, tools, and first observations. Journal of Information Technology Education 10, 2 (2011), 119--132.","journal-title":"Journal of Information Technology Education"},{"key":"e_1_3_2_1_26_1","doi-asserted-by":"publisher","DOI":"10.1145\/2401796.2401798"},{"key":"e_1_3_2_1_27_1","doi-asserted-by":"publisher","DOI":"10.1145\/1839594.1839609"},{"volume-title":"Reaching students: What research says about effective instruction in undergraduate science and engineering","author":"Kober Nancy","key":"e_1_3_2_1_28_1","unstructured":"Nancy Kober . 2015. Reaching students: What research says about effective instruction in undergraduate science and engineering . National Academies Press . Nancy Kober. 2015. Reaching students: What research says about effective instruction in undergraduate science and engineering. National Academies Press."},{"key":"e_1_3_2_1_29_1","doi-asserted-by":"publisher","DOI":"10.1145\/2839509.2844617"},{"key":"e_1_3_2_1_30_1","doi-asserted-by":"crossref","unstructured":"Nadim Nachar et al. 2008. The Mann-Whitney U: A test for assessing whether two independent samples come from the same distribution. Tutorials in quantitative Methods for Psychology 4 1 (2008) 13--20.  Nadim Nachar et al. 2008. The Mann-Whitney U: A test for assessing whether two independent samples come from the same distribution. Tutorials in quantitative Methods for Psychology 4 1 (2008) 13--20.","DOI":"10.20982\/tqmp.04.1.p013"},{"key":"e_1_3_2_1_31_1","volume-title":"Tamara Van Gog, and John Sweller","author":"Paas Fred","year":"2010","unstructured":"Fred Paas , Tamara Van Gog, and John Sweller . 2010 . Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational psychology review 22, 2 (2010), 115--121. Fred Paas, Tamara Van Gog, and John Sweller. 2010. Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational psychology review 22, 2 (2010), 115--121."},{"key":"e_1_3_2_1_32_1","volume-title":"Proceedings of the 8th Australasian Conference on Computing Education-Volume 52","author":"Parsons Dale","year":"2006","unstructured":"Dale Parsons and Patricia Haden . 2006 . Parson's programming puzzles: a fun and effective learning tool for first programming courses . In Proceedings of the 8th Australasian Conference on Computing Education-Volume 52 . 157--163. Dale Parsons and Patricia Haden. 2006. Parson's programming puzzles: a fun and effective learning tool for first programming courses. In Proceedings of the 8th Australasian Conference on Computing Education-Volume 52. 157--163."},{"key":"e_1_3_2_1_33_1","doi-asserted-by":"publisher","DOI":"10.1145\/1953163.1953340"},{"key":"e_1_3_2_1_34_1","doi-asserted-by":"publisher","DOI":"10.1017\/9781108654555.013"},{"key":"e_1_3_2_1_35_1","volume-title":"A probability-based measure of effect size: Robustness to base rates and other factors. Psychological methods 13, 1","author":"Ruscio John","year":"2008","unstructured":"John Ruscio . 2008. A probability-based measure of effect size: Robustness to base rates and other factors. Psychological methods 13, 1 ( 2008 ), 19. John Ruscio. 2008. A probability-based measure of effect size: Robustness to base rates and other factors. Psychological methods 13, 1 (2008), 19."},{"key":"e_1_3_2_1_36_1","doi-asserted-by":"publisher","DOI":"10.5555\/325370.325387"},{"key":"e_1_3_2_1_37_1","unstructured":"John Sweller Paul L Ayres Slava Kalyuga and Paul Chandler. 2003. The expertise reversal effect. (2003).  John Sweller Paul L Ayres Slava Kalyuga and Paul Chandler. 2003. The expertise reversal effect. (2003)."},{"key":"e_1_3_2_1_38_1","volume-title":"Jeroen JG van Merri\u00ebnboer, and Fred Paas","author":"Sweller John","year":"2019","unstructured":"John Sweller , Jeroen JG van Merri\u00ebnboer, and Fred Paas . 2019 . Cognitive architecture and instructional design: 20 years later. Educational Psychology Review ( 2019), 1--32. John Sweller, Jeroen JG van Merri\u00ebnboer, and Fred Paas. 2019. Cognitive architecture and instructional design: 20 years later. Educational Psychology Review (2019), 1--32."},{"key":"e_1_3_2_1_39_1","doi-asserted-by":"publisher","DOI":"10.2190\/MJDX-9PP4-KFMT-09PM"},{"key":"e_1_3_2_1_40_1","volume-title":"Taking the load off a learner's mind: Instructional design for complex learning. Educational psychologist 38, 1","author":"Van Merri\u00ebnboer Jeroen JG","year":"2003","unstructured":"Jeroen JG Van Merri\u00ebnboer , Paul A Kirschner , and Liesbeth Kester . 2003. Taking the load off a learner's mind: Instructional design for complex learning. Educational psychologist 38, 1 ( 2003 ), 5--13. Jeroen JG Van Merri\u00ebnboer, Paul A Kirschner, and Liesbeth Kester. 2003. Taking the load off a learner's mind: Instructional design for complex learning. Educational psychologist 38, 1 (2003), 5--13."},{"key":"e_1_3_2_1_41_1","volume-title":"Cognitive load theory and complex learning: Recent developments and future directions. Educational psychology review 17, 2","author":"Van Merrienboer Jeroen JG","year":"2005","unstructured":"Jeroen JG Van Merrienboer and John Sweller . 2005. Cognitive load theory and complex learning: Recent developments and future directions. Educational psychology review 17, 2 ( 2005 ), 147--177. Jeroen JG Van Merrienboer and John Sweller. 2005. Cognitive load theory and complex learning: Recent developments and future directions. Educational psychology review 17, 2 (2005), 147--177."},{"key":"e_1_3_2_1_42_1","doi-asserted-by":"publisher","DOI":"10.1145\/2591708.2591749"},{"key":"e_1_3_2_1_43_1","doi-asserted-by":"publisher","DOI":"10.1145\/3291279.3339419"}],"event":{"name":"ITiCSE 2022: Innovation and Technology in Computer Science Education","sponsor":["SIGCSE ACM Special Interest Group on Computer Science Education"],"location":"Dublin Ireland","acronym":"ITiCSE 2022"},"container-title":["Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1"],"original-title":[],"link":[{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3502718.3524808","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3502718.3524808","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,6,17]],"date-time":"2025-06-17T18:09:47Z","timestamp":1750183787000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3502718.3524808"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,7,7]]},"references-count":43,"alternative-id":["10.1145\/3502718.3524808","10.1145\/3502718"],"URL":"https:\/\/doi.org\/10.1145\/3502718.3524808","relation":{},"subject":[],"published":{"date-parts":[[2022,7,7]]},"assertion":[{"value":"2022-07-07","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}