2022 Filip Strömbäck, Linda Mannila, Mariam Kamkar (2022) Pilot Study of Progvis: A Visualization Tool for Object Graphs and Concurrency via Shared Memory Australasian Computing Education Conference (ACE ’22) February 14–18, 2022 , s. 123-132 Vidare till DOI 2021 Pontus Haglund, Filip Strömbäck, Linda Mannila (2021) Understanding Students' Failure to use Functions as a Tool for Abstraction - An Analysis of Questionnaire Responses and Lab Assignments in a CS1 Python Course Informatics in Education. An International Journal , Vol. 20 , s. 583-614 Vidare till DOI Filip Strömbäck, Linda Mannila, Mariam KAMKAR (2021) The Non-Deterministic Path to Concurrency - Exploring how Students Understand the Abstractions of Concurrency Informatics in Education. An International Journal , Vol. 20 , s. 683-715 Vidare till DOI Susanne Kjallander, Linda Mannila, Anna Akerfeldt, Fredrik Heintz (2021) Elementary Students First Approach to Computational Thinking and Programming Education Sciences , Vol. 11 Vidare till DOI 2020 Linda Mannila, Lars-Åke Nordén (2020) Att undervisa textbaserad programmering i skolan
Filip Strömbäck, Linda Mannila, Mariam Kamkar (2022) Pilot Study of Progvis: A Visualization Tool for Object Graphs and Concurrency via Shared Memory Australasian Computing Education Conference (ACE ’22) February 14–18, 2022 , s. 123-132 Vidare till DOI
Pontus Haglund, Filip Strömbäck, Linda Mannila (2021) Understanding Students' Failure to use Functions as a Tool for Abstraction - An Analysis of Questionnaire Responses and Lab Assignments in a CS1 Python Course Informatics in Education. An International Journal , Vol. 20 , s. 583-614 Vidare till DOI
Filip Strömbäck, Linda Mannila, Mariam KAMKAR (2021) The Non-Deterministic Path to Concurrency - Exploring how Students Understand the Abstractions of Concurrency Informatics in Education. An International Journal , Vol. 20 , s. 683-715 Vidare till DOI
Susanne Kjallander, Linda Mannila, Anna Akerfeldt, Fredrik Heintz (2021) Elementary Students First Approach to Computational Thinking and Programming Education Sciences , Vol. 11 Vidare till DOI