{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,31]],"date-time":"2026-03-31T04:35:19Z","timestamp":1774931719407,"version":"3.50.1"},"publisher-location":"New York, NY, USA","reference-count":90,"publisher":"ACM","content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2025,11,11]]},"DOI":"10.1145\/3769994.3770032","type":"proceedings-article","created":{"date-parts":[[2025,11,6]],"date-time":"2025-11-06T16:35:41Z","timestamp":1762446941000},"page":"1-10","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":1,"title":["Parsons problems and computing education learning theories"],"prefix":"10.1145","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2501-1155","authenticated-orcid":false,"given":"Claudia","family":"Szabo","sequence":"first","affiliation":[{"name":"The University of Adelaide, Adelaide, Australia"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4179-8149","authenticated-orcid":false,"given":"Judy","family":"Sheard","sequence":"additional","affiliation":[{"name":"Monash University, Melbourne, Australia"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1064-796X","authenticated-orcid":false,"given":"Lauri","family":"Malmi","sequence":"additional","affiliation":[{"name":"Aalto University, Espoo, Finland"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8650-4925","authenticated-orcid":false,"given":"Paivi","family":"Kinnunen","sequence":"additional","affiliation":[{"name":"University of Helsinki, Helsinki, Finland"}]}],"member":"320","published-online":{"date-parts":[[2025,11,10]]},"reference":[{"key":"e_1_3_3_2_2_2","doi-asserted-by":"publisher","DOI":"10.1145\/2493394.2493416"},{"key":"e_1_3_3_2_3_2","doi-asserted-by":"crossref","unstructured":"Abdullah Al-Sakkaf Mazni Omar and Mazida Ahmad. 2019. Social worked-examples technique to enhance student engagement in program visualization. Baghdad Science Journal 16 2 (2019) 0453.","DOI":"10.21123\/bsj.2019.16.2(SI).0453"},{"key":"e_1_3_3_2_4_2","volume-title":"Self-efficacy: The exercise of control","author":"Bandura Albert","year":"1997","unstructured":"Albert Bandura. 1997. Self-efficacy: The exercise of control. Macmillan."},{"key":"e_1_3_3_2_5_2","doi-asserted-by":"publisher","DOI":"10.1145\/2493394.2493404"},{"key":"e_1_3_3_2_6_2","volume-title":"International Conference on Computers in Education","author":"Bender Jeff","year":"2022","unstructured":"Jeff Bender, Alex Dziena, and Gail Kaiser. 2022. Learning computational thinking efficiently with block-based Parsons puzzles. In International Conference on Computers in Education."},{"key":"e_1_3_3_2_7_2","doi-asserted-by":"crossref","unstructured":"Robert\u00a0A Bjork. 1994. Memory and metamemory considerations in the training of human beings. Metacognition: Knowing about knowing 185 7.2 (1994) 185\u2013205.","DOI":"10.7551\/mitpress\/4561.003.0011"},{"key":"e_1_3_3_2_8_2","doi-asserted-by":"publisher","DOI":"10.1145\/3724363.3729062"},{"key":"e_1_3_3_2_9_2","unstructured":"Richard Catrambone. 1989. The Effects of Labels on Learning Subgoals for Solving Problems. (1989)."},{"key":"e_1_3_3_2_10_2","doi-asserted-by":"crossref","unstructured":"Michelene\u00a0TH Chi. 2009. Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in cognitive science 1 1 (2009) 73\u2013105.","DOI":"10.1111\/j.1756-8765.2008.01005.x"},{"key":"e_1_3_3_2_11_2","doi-asserted-by":"publisher","DOI":"10.1145\/3626253.3635556"},{"key":"e_1_3_3_2_12_2","doi-asserted-by":"publisher","DOI":"10.1145\/3501385.3543961"},{"key":"e_1_3_3_2_13_2","doi-asserted-by":"publisher","DOI":"10.1145\/3411764.3445571"},{"key":"e_1_3_3_2_14_2","doi-asserted-by":"publisher","DOI":"10.1145\/2361276.2361290"},{"key":"e_1_3_3_2_15_2","doi-asserted-by":"publisher","DOI":"10.1145\/1404520.1404532"},{"key":"e_1_3_3_2_16_2","doi-asserted-by":"publisher","DOI":"10.1145\/3373165.3373187"},{"key":"e_1_3_3_2_17_2","doi-asserted-by":"crossref","unstructured":"Benedict Du\u00a0Boulay Tim O\u2019Shea and John Monk. 1981. The black box inside the glass box: presenting computing concepts to novices. International Journal of man-machine studies 14 3 (1981) 237\u2013249.","DOI":"10.1016\/S0020-7373(81)80056-9"},{"key":"e_1_3_3_2_18_2","doi-asserted-by":"publisher","DOI":"10.1145\/3502718.3524808"},{"key":"e_1_3_3_2_19_2","doi-asserted-by":"publisher","DOI":"10.1145\/3364510.3364524"},{"key":"e_1_3_3_2_20_2","doi-asserted-by":"crossref","unstructured":"Barbara\u00a0Jane Ericson. 2018. Evaluating the effectiveness and efficiency of Parsons problems and dynamically adaptive Parsons problems as a type of low cognitive load practice problem. Ph.D. Dissertation. Georgia Institute of Technology.","DOI":"10.1145\/3230977.3231000"},{"key":"e_1_3_3_2_21_2","doi-asserted-by":"crossref","unstructured":"Barbara\u00a0J Ericson Paul Denny James Prather Rodrigo Duran Arto Hellas Juho Leinonen Craig\u00a0S Miller Briana\u00a0B Morrison Janice\u00a0L Pearce and Susan\u00a0H Rodger. 2022. Parsons problems and beyond: Systematic literature review and empirical study designs. Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education (2022) 191\u2013234.","DOI":"10.1145\/3571785.3574127"},{"key":"e_1_3_3_2_22_2","doi-asserted-by":"publisher","DOI":"10.1145\/3478431.3499354"},{"key":"e_1_3_3_2_23_2","doi-asserted-by":"publisher","DOI":"10.1145\/3141880.3141895"},{"key":"e_1_3_3_2_24_2","doi-asserted-by":"publisher","DOI":"10.1145\/3623762.3633498"},{"key":"e_1_3_3_2_25_2","doi-asserted-by":"publisher","DOI":"10.1145\/2960310.2960335"},{"key":"e_1_3_3_2_26_2","unstructured":"K\u00a0Anders Ericsson et\u00a0al. 2006. The influence of experience and deliberate practice on the development of superior expert performance. The Cambridge handbook of expertise and expert performance 38 685-705 (2006) 2\u20132."},{"key":"e_1_3_3_2_27_2","doi-asserted-by":"crossref","unstructured":"Geela Venise\u00a0Firmalo Fabic Antonija Mitrovic and Kourosh Neshatian. 2019. Evaluation of parsons problems with menu-based self-explanation prompts in a mobile python tutor. International Journal of Artificial Intelligence in Education 29 4 (2019) 507\u2013535.","DOI":"10.1007\/s40593-019-00184-0"},{"key":"e_1_3_3_2_28_2","doi-asserted-by":"crossref","unstructured":"Katrina Falkner and Judy Sheard. 2019. Pedagogic Approaches. The Cambridge handbook of computing education research (2019) 445\u2013480.","DOI":"10.1017\/9781108654555.016"},{"key":"e_1_3_3_2_29_2","volume-title":"Constructivism: Theory, perspectives, and practice","author":"Fosnot Catherine\u00a0Twomey","year":"2013","unstructured":"Catherine\u00a0Twomey Fosnot. 2013. Constructivism: Theory, perspectives, and practice. Teachers College Press."},{"key":"e_1_3_3_2_30_2","doi-asserted-by":"crossref","unstructured":"Max Fowler David\u00a0H Smith\u00a0IV Mohammed Hassan Seth Poulsen Matthew West and Craig Zilles. 2022. Reevaluating the relationship between explaining tracing and writing skills in CS1 in a replication study. Computer Science Education 32 3 (2022) 355\u2013383.","DOI":"10.1080\/08993408.2022.2079866"},{"key":"e_1_3_3_2_31_2","doi-asserted-by":"publisher","DOI":"10.1145\/3576123.3576136"},{"key":"e_1_3_3_2_32_2","doi-asserted-by":"publisher","DOI":"10.1109\/FIE49875.2021.9637175"},{"key":"e_1_3_3_2_33_2","doi-asserted-by":"publisher","DOI":"10.1145\/3430665.3456348"},{"key":"e_1_3_3_2_34_2","doi-asserted-by":"publisher","DOI":"10.1109\/SIIE63180.2024.10604542"},{"key":"e_1_3_3_2_35_2","doi-asserted-by":"publisher","DOI":"10.1145\/3716640.3716654"},{"key":"e_1_3_3_2_36_2","doi-asserted-by":"publisher","DOI":"10.1145\/3544549.3585630"},{"key":"e_1_3_3_2_37_2","doi-asserted-by":"publisher","DOI":"10.1145\/3411764.3445292"},{"key":"e_1_3_3_2_38_2","doi-asserted-by":"publisher","DOI":"10.1145\/3564721.3564736"},{"key":"e_1_3_3_2_39_2","doi-asserted-by":"publisher","DOI":"10.1145\/3636243.3636247"},{"key":"e_1_3_3_2_40_2","doi-asserted-by":"publisher","DOI":"10.1145\/3501385.3543977"},{"key":"e_1_3_3_2_41_2","doi-asserted-by":"publisher","DOI":"10.1145\/3631802.3631832"},{"key":"e_1_3_3_2_42_2","doi-asserted-by":"publisher","DOI":"10.1145\/3344429.3372501"},{"key":"e_1_3_3_2_43_2","doi-asserted-by":"publisher","DOI":"10.1145\/1151588.1151600"},{"key":"e_1_3_3_2_44_2","unstructured":"David\u00a0W Johnson and Roger\u00a0T Johnson. 1992. Positive interdependence: Key to effective cooperation. Interaction in cooperative groups: The theoretical anatomy of group learning (1992) 174\u2013199."},{"key":"e_1_3_3_2_45_2","doi-asserted-by":"publisher","DOI":"10.1145\/3641554.3701946"},{"key":"e_1_3_3_2_46_2","doi-asserted-by":"crossref","unstructured":"Alex Lishinski and Aman Yadav. 2019. Motivation Attitudes and Dispositions. The Cambridge handbook of computing education research (2019) 801\u2013826.","DOI":"10.1017\/9781108654555.029"},{"key":"e_1_3_3_2_47_2","doi-asserted-by":"publisher","DOI":"10.1145\/3502718.3524789"},{"key":"e_1_3_3_2_48_2","doi-asserted-by":"publisher","DOI":"10.1145\/2858036.2858252"},{"key":"e_1_3_3_2_49_2","doi-asserted-by":"publisher","DOI":"10.1145\/1404520.1404531"},{"key":"e_1_3_3_2_50_2","doi-asserted-by":"publisher","DOI":"10.1145\/3291279.3339409"},{"key":"e_1_3_3_2_51_2","doi-asserted-by":"publisher","DOI":"10.1145\/3372782.3406279"},{"key":"e_1_3_3_2_52_2","doi-asserted-by":"publisher","unstructured":"Lauri Malmi Judy Sheard P\u00e4ivi Kinnunen Simon and Jane Sinclair. 2022. Development and use of domain-specific learning theories models and instruments in computing education. Transactions on Computing Education (TOCE) 23 1 Article 6 (dec 2022) 48\u00a0pages. 10.1145\/3530221","DOI":"10.1145\/3530221"},{"key":"e_1_3_3_2_53_2","doi-asserted-by":"publisher","DOI":"10.1145\/3631802.3631810"},{"key":"e_1_3_3_2_54_2","doi-asserted-by":"publisher","DOI":"10.1109\/VL\/HCC50065.2020.9127252"},{"key":"e_1_3_3_2_55_2","doi-asserted-by":"publisher","DOI":"10.1145\/3446871.3469750"},{"key":"e_1_3_3_2_56_2","doi-asserted-by":"publisher","DOI":"10.1017\/9781108654555.009"},{"key":"e_1_3_3_2_57_2","doi-asserted-by":"publisher","DOI":"10.1145\/2839509.2844617"},{"key":"e_1_3_3_2_58_2","doi-asserted-by":"crossref","unstructured":"Bhagya Munasinghe Tim Bell and Anthony Robins. 2023. Unplugged activities as a catalyst when teaching introductory programming. Journal of Pedagogical Research 7 2 (2023) 56\u201371.","DOI":"10.33902\/JPR.202318546"},{"key":"e_1_3_3_2_59_2","doi-asserted-by":"publisher","DOI":"10.1145\/782941.782998"},{"key":"e_1_3_3_2_60_2","first-page":"157","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\u2019s 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\u2013163."},{"key":"e_1_3_3_2_61_2","doi-asserted-by":"publisher","DOI":"10.1145\/3576123.3576130"},{"key":"e_1_3_3_2_62_2","doi-asserted-by":"publisher","DOI":"10.1145\/3502718.3524774"},{"key":"e_1_3_3_2_63_2","doi-asserted-by":"publisher","DOI":"10.1145\/3372782.3406263"},{"key":"e_1_3_3_2_64_2","first-page":"591","volume-title":"IFIP World Conference on Computers in Education","author":"Prather James","year":"2022","unstructured":"James Prather, John Homer, Paul Denny, Brett\u00a0A Becker, John Marsden, and Garrett Powell. 2022. Scaffolding Task Planning Using Abstract Parsons Problems. In IFIP World Conference on Computers in Education. Springer, 591\u2013602."},{"key":"e_1_3_3_2_65_2","doi-asserted-by":"crossref","unstructured":"Alexander Renkl Robin Stark Hans Gruber and Heinz Mandl. 1998. Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary educational psychology 23 1 (1998) 90\u2013108.","DOI":"10.1006\/ceps.1997.0959"},{"key":"e_1_3_3_2_66_2","doi-asserted-by":"crossref","unstructured":"Anthony Robins. 2010. Learning edge momentum: a new account of outcomes in CS1. Computer Science Education 20 1 (2010) 37\u201371.","DOI":"10.1080\/08993401003612167"},{"key":"e_1_3_3_2_67_2","doi-asserted-by":"crossref","unstructured":"Anthony\u00a0V Robins Lauren\u00a0E Margulieux and Briana\u00a0B Morrison. 2019. Cognitive sciences for computing education. The Cambridge handbook of computing education research (2019) 231\u2013275.","DOI":"10.1017\/9781108654555.010"},{"key":"e_1_3_3_2_68_2","doi-asserted-by":"publisher","DOI":"10.1145\/2361276.2361283"},{"key":"e_1_3_3_2_69_2","doi-asserted-by":"publisher","DOI":"10.1145\/3649217.3653590"},{"key":"e_1_3_3_2_70_2","unstructured":"Preya Shabrina Behrooz Mostafavi Sutapa\u00a0Dey Tithi Min Chi and Tiffany Barnes. 2023. Learning Problem Decomposition-Recomposition with Data-Driven Chunky Parsons Problems within an Intelligent Logic Tutor. International Educational Data Mining Society (2023)."},{"key":"e_1_3_3_2_71_2","first-page":"541","volume-title":"International Conference on Computer Science and Education","author":"Sheng Yu","year":"2022","unstructured":"Yu Sheng, Bin Li, Zequan Wu, Ping Zhong, and Guihua Duan. 2022. AC Language Learning Platform Based on Parsons Problems. In International Conference on Computer Science and Education. Springer, 541\u2013552."},{"key":"e_1_3_3_2_72_2","doi-asserted-by":"publisher","DOI":"10.1145\/3632620.3671114"},{"key":"e_1_3_3_2_73_2","doi-asserted-by":"publisher","DOI":"10.1145\/3545945.3569801"},{"key":"e_1_3_3_2_74_2","doi-asserted-by":"crossref","unstructured":"Elliot Soloway and Kate Ehrlich. 1984. Empirical studies of programming knowledge. IEEE Transactions on software engineering5 (1984) 595\u2013609.","DOI":"10.1109\/TSE.1984.5010283"},{"key":"e_1_3_3_2_75_2","doi-asserted-by":"crossref","unstructured":"John Sweller. 2006. The worked example effect and human cognition. Learning and instruction (2006).","DOI":"10.1016\/j.learninstruc.2006.02.005"},{"key":"e_1_3_3_2_76_2","doi-asserted-by":"crossref","unstructured":"John Sweller. 2010. Cognitive load theory: Recent theoretical advances. (2010).","DOI":"10.1017\/CBO9780511844744.004"},{"key":"e_1_3_3_2_77_2","doi-asserted-by":"publisher","DOI":"10.1145\/3344429.3372504"},{"key":"e_1_3_3_2_78_2","doi-asserted-by":"publisher","unstructured":"Claudia Szabo and Judy Sheard. 2023. Learning theories use and relationships in computing education research. Transactions on Computing Education (TOCE) 23 1 Article 5 (Mar 2023) 34\u00a0pages. 10.1145\/3487056","DOI":"10.1145\/3487056"},{"key":"e_1_3_3_2_79_2","unstructured":"Sutapa\u00a0Dey Tithi Xiaoyi Tian Min Chi and Tiffany Barnes. 2025. Investigating the Impact and Student Perceptions of Guided Parsons Problems for Learning Logic with Subgoals. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/2505.04712 (2025)."},{"key":"e_1_3_3_2_80_2","doi-asserted-by":"publisher","DOI":"10.1145\/3699538.3699551"},{"key":"e_1_3_3_2_81_2","doi-asserted-by":"publisher","unstructured":"J.\u00a0J.\u00a0G. van Merri\u00ebnboer and John Sweller. 2005. Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educational Psychology Review 17 2 (2005) 147\u2013177. 10.1007\/s10648-005-3951-0","DOI":"10.1007\/s10648-005-3951-0"},{"key":"e_1_3_3_2_82_2","doi-asserted-by":"publisher","DOI":"10.1145\/3297280.3298913"},{"key":"e_1_3_3_2_83_2","volume-title":"Zone of proximal development. Mind in society: the development of higher psychological processes, 52-91","author":"Vygotsky L","year":"1987","unstructured":"L Vygotsky. 1987. Zone of proximal development. Mind in society: the development of higher psychological processes, 52-91. Cambridge, MA: Harvard University Press."},{"key":"e_1_3_3_2_84_2","unstructured":"Lev\u00a0S Vygotsky et\u00a0al. 1978. Mind and society: The development of higher mental processes."},{"key":"e_1_3_3_2_85_2","doi-asserted-by":"publisher","DOI":"10.1145\/3328778.3366919"},{"key":"e_1_3_3_2_86_2","doi-asserted-by":"publisher","DOI":"10.1145\/3411764.3445228"},{"key":"e_1_3_3_2_87_2","doi-asserted-by":"publisher","DOI":"10.1145\/3613904.3641910"},{"key":"e_1_3_3_2_88_2","doi-asserted-by":"publisher","DOI":"10.1145\/3587102.3588853"},{"key":"e_1_3_3_2_89_2","doi-asserted-by":"crossref","unstructured":"Benjamin Xie Dastyni Loksa Greg\u00a0L Nelson Matthew\u00a0J Davidson Dongsheng Dong Harrison Kwik Alex\u00a0Hui Tan Leanne Hwa Min Li and Amy\u00a0J Ko. 2019. A theory of instruction for introductory programming skills. Computer Science Education 29 2-3 (2019) 205\u2013253.","DOI":"10.1080\/08993408.2019.1565235"},{"key":"e_1_3_3_2_90_2","doi-asserted-by":"publisher","DOI":"10.1145\/3291279.3339419"},{"key":"e_1_3_3_2_91_2","doi-asserted-by":"crossref","unstructured":"Barry\u00a0J Zimmerman. 1990. Self-regulated learning and academic achievement: An overview. Educational psychologist 25 1 (1990) 3\u201317.","DOI":"10.1207\/s15326985ep2501_2"}],"event":{"name":"Koli Calling '25: 25th Koli Calling International Conference on Computing Education Research","location":"Koli Finland","acronym":"Koli Calling '25"},"container-title":["Proceedings of the 25th Koli Calling International Conference on Computing Education Research"],"original-title":[],"deposited":{"date-parts":[[2025,11,6]],"date-time":"2025-11-06T17:05:10Z","timestamp":1762448710000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3769994.3770032"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,11,10]]},"references-count":90,"alternative-id":["10.1145\/3769994.3770032","10.1145\/3769994"],"URL":"https:\/\/doi.org\/10.1145\/3769994.3770032","relation":{},"subject":[],"published":{"date-parts":[[2025,11,10]]},"assertion":[{"value":"2025-11-10","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}