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Allison SullivanView profile

Assistant Professor

• Software Engineering
• Formal Methods
• Programming Languages
• +3 more

Allison Sullivan is an Assistant Professor of Computer Science at the University of Texas at Arlington (UTA), where she also serves as the Undergraduate Software Engineering Program Director. She is a member of the Software Engineering Research Center (SERC) at UTA and serves as faculty advisor for UTA's Society of Women Engineers (SWE) club. Dr. Sullivan received her PhD in Software Verification, Validation and Testing (SVVAT) from the University of Texas at Austin in 2017 under Sarfraz Khurshid. Her educational background includes: PhD in Software Verification, Validation and Testing, University of Texas at Austin (2017) M.S. in Software Engineering, University of Texas at Austin (2014) B.S. in Software Engineering, University of Texas at Dallas (2012) Dr. Sullivan's research focuses on two primary areas: Automated Software Engineering : Test/Oracle Generation, Automated Bug Localization and Repair, Mutation Testing, and Regression Testing Formal Methods and Programming Languages : Abstractions, Finite Model Finders, Program Synthesis, and SAT/SMT Solvers She leads the SCOPE lab which focuses on 'showing the correctness of all program executions' and has published extensively on Alloy modeling language applications. Her recent publications demonstrate a strong focus on applying formal methods to software engineering problems, with a growing emphasis on the intersection of large language models and software development practices. Her work spans theoretical foundations, tool development, and empirical studies of how developers use modeling languages. Her scientific achievements have been recognized with: NSF CAREER Award (2024) UTA CSE department Rising Star Research Award (2024) UTA College of Engineering Outstanding Early Career Faculty Award (2025) NSF grant for building an educational tool for software modeling ($400k) Dr. Sullivan has successfully advised two PhD students to completion: Dr. Ana Jovanovic (defended November 2024) and Dr. Anahita Samadi (defended February 2025). She actively mentors undergraduate researchers and has secured significant research funding including the NSF CAREER grant. Her service includes committee roles for major conferences including ASE, ISSRE, and FormaliSE. She leads the SCOPE lab at UTA, which brings together graduate and undergraduate researchers to develop techniques for improving software verification and validation, with particular emphasis on making formal methods more accessible to practitioners.

• Educational Technology
• Learning Analytics
• Artificial Intelligence in Education
• +3 more

Marcus Specht is a Professor affiliated with Delft University of Technology and Leiden University, Netherlands. His research focuses on Educational Technology, Learning Analytics, and Artificial Intelligence in Education. He has contributed to projects involving agent-based social skills training, hybrid intelligence for cognitive process analysis, and computational thinking assessment in higher education. His work spans mobile learning, collaborative learning analytics, and gamification in MOOCs. He collaborates extensively with researchers like Marco Kalz, Roland Klemke, and Hendrik Drachsler. Notable contributions include the Presentation Trainer for public speaking feedback and the DojoIBL platform for inquiry-based learning. His research emphasizes multimodal learning systems, including AR/VR applications and sensor-based training tools. He explores the integration of AI into educational platforms, as seen in projects like JELAI and the ARTES architecture for social skills training.

• Computer Science Education
• Intelligent Tutoring Systems
• Deep Reinforcement Learning
• +3 more

Tiffany Barnes is a Researcher at the North Carolina State University , affiliated with the Department of Computer Science within the College of Engineering . Her work focuses on Computer Science Education , Intelligent Tutoring Systems , and Deep Reinforcement Learning applications in pedagogy. Research interests include: Metacognitive interventions in learning Programming education tools Game-based learning environments Cultural barriers in CS education AI-driven educational technologies Recent publications explore LLM-powered educational tools , Parsons Problems for code comprehension, and Reinforcement Learning in adaptive tutors. Trends highlight student motivation , code trace analysis , and personalized feedback systems . Collaborations span institutions like Duke University , University of North Carolina , and Georgia Tech . Key projects include Jigsaw (problem decomposition) and MerryQuery (LLM for education).

Aida BoukhrisView profile

Researcher

• Internet of Things
• Service Innovation
• Digital Transformation
• +4 more

Aida Boukhris is a Researcher at Friedrich-Alexander University Erlangen-Nuremberg (FAU) within the School of Business, Economics and Society and the Chair of Information Systems I, Innovation and Value Creation. Her work focuses on IoT-driven service innovation, reducing development complexity for novice users (makers and manufacturing intrapreneurs), and digital transformation. She currently coordinates FAU's executive education program 'Leading Digital Transformation' with Fraunhofer IIS and IIMB Bangalore, and leads projects SmartDiF (manufacturing/logistics services) and MEgA (digital workplace health) funded by the German Federal Ministry of Education and Research. Her academic foundation includes a Master's in Innovation Management from Tunisia's National School of Engineers of Tunis, completed with a thesis at Fraunhofer IMW in Leipzig. Prior to this, she earned an Electrical Engineering degree from the same institution and worked 2.5 years as an embedded systems engineer in Tunis. Boukhris specializes in Internet of Things, Service Innovation, and Platform Strategies, with research emphasizing co-creation methodologies for integrating non-expert users into service design. Her projects address real-world challenges like fact-based service development in manufacturing (SmartDiF) and health promotion in digital workplaces (MEgA), bridging academic theory with industry applications through IoT and cloud platforms. Her publications reveal a consistent focus on service innovation in digital contexts, particularly IoT-enabled product-service systems, platform-based service development, and co-creation frameworks. Recent work explores smart services, industrial service clouds, and persuasive technologies for urban interaction and collaborative prototyping, demonstrating interdisciplinary research spanning information systems, innovation management, and human-computer interaction. Boukhris coordinated the Horizon 2020 STARTIFY7 project, organizing summer academies for ICT entrepreneurs. Current initiatives include: SmartDiF: Developing tools for fact-based services in manufacturing/logistics MEgA: Creating health-promotion concepts for digital workplaces Leading Digital Transformation: Executive program for IoT/Big Data business model innovation She operates within FAU's Chair of Information Systems I under Prof. Dr. Möslein, collaborating extensively with Fraunhofer institutes (IMW, IIS) and the Indian Institute of Management Bangalore. This network enables cross-border research on digital innovation, connecting European and Asian academic and industrial ecosystems to advance service science and entrepreneurship education.

• Computer Science Education
• Visual Programming Languages
• Computational Thinking
• +5 more

Alexander Repenning is a Professor in the Department of Computer Science at the University of Colorado Boulder's College of Engineering and Applied Science. He has been a leading researcher in computer science education, particularly in the areas of visual programming, computational thinking, and game-based learning for over three decades. Repenning's research focuses on making programming accessible to novices through innovative environments like AgentSheets and AgentCubes. His work emphasizes blocks-based programming, computational thinking patterns, and scalable approaches to computer science education. He has pioneered the Scalable Game Design methodology which has been implemented in schools worldwide to teach computational thinking through game design. His recent publications (2021-2024) show a continued focus on blocks-based programming environments, with emerging work integrating AI concepts into educational programming tools. His research demonstrates consistent interest in understanding how to make programming more accessible while preserving computational thinking principles, with particular attention to flow theory, scaffolding techniques, and measuring educational impact. Significant contributions to scalable game design methodology Pioneering work in blocks-based programming for education Development of AgentSheets and AgentCubes environments Repenning has mentored numerous researchers who have become leaders in computer science education themselves, including Ashok Basawapatna, Andri Ioannidou, and David Webb. His work has been supported by multiple NSF grants focused on broadening participation in computing and developing scalable approaches to computer science education. He leads the Scalable Game Design project which has created a comprehensive ecosystem for teaching computational thinking through game design. His laboratory focuses on developing and evaluating visual programming environments, with particular attention to how students engage with computational concepts through game design activities. The team has developed sophisticated analytics to measure computational thinking patterns in student projects, enabling formative assessment in programming education.

• Computer Science
• Sensor Networks
• Robotics
• +5 more

Ákos Lédeczi is a prolific researcher with significant contributions to computer science, sensor networks, robotics, and K-12 education. His work spans hardware-software co-design, wireless localization, and accessible programming environments. Co-developed NetsBlox and DeepForge for novice-friendly distributed computing. Created PinPtr high-precision GPS cloud service and inTrack mobile node tracking systems. Pioneered Browser-based robotics simulation and smartphone IoT education for K-12 students. Explored RF interferometry , Doppler shift tracking , and acoustic shooter localization in urban environments. Contributed to medical capsule robot design and security co-design for embedded systems. His recent focus includes project-based AI curricula for female high school students and collaborative visual programming environments . While specific university affiliations aren't detailed here, his collaborations with Péter Völgyesi, Miklós Maróti, and others highlight his role in advancing distributed and sensor network research.

• Computer Science Education
• Data Literacy
• Artificial Intelligence in Education
• +3 more

Elena Spörer is a researcher at the Chair of Computer Science Education at Technische Universität München (TUM) . Her work focuses on data literacy, debugging processes, code quality in K-12 education, and pedagogical approaches to quantum computing. She contributes to curriculum development and teacher training initiatives.

• Computing Education
• Computer Science Education
• Programming Education
• +5 more

Quintin I. Cutts is a Professor in the School of Computing Science within the College of Science and Engineering at the University of Glasgow. He serves as a leading researcher in computing education with extensive contributions to programming pedagogy, educational frameworks development, and assessment methodologies across multiple educational levels from primary school through undergraduate programs. His research interests focus on computing education , particularly the development of educational frameworks like the ABC Framework for orienting learners in programming classes, spatial skills development in computational thinking, code comprehension strategies, and early-years computing education. His work bridges cognitive psychology with practical educational interventions, examining how spatial reasoning, argumentative reasoning, and physical activities impact programming learning outcomes. Analysis of his recent publications reveals a strong emphasis on developing structured educational approaches for novice programmers, with particular attention to how spatial skills correlate with computational thinking development, how to design effective early programming experiences, and how to address participation inequalities in computer science education. His work increasingly focuses on practical frameworks that can be implemented in real classroom settings across different educational stages. Cutts has established significant collaborative networks through organizing UKICER (United Kingdom and Ireland Computing Education Research) conferences and participating in international computing education research communities. His mentoring approach is evident through frequent co-authorship with junior researchers including Jack Parkinson, Maria Kallia, and Joseph Maguire, who have become established researchers in the computing education field themselves. He has contributed to building research infrastructure through initiatives like Works-in-Progress workshops that support emerging scholars.

Gordon FraserView profile

Professor

• Software Testing
• Automated Test Generation
• Software Engineering Education
• +6 more

Gordon Fraser is a Professor at the University of Passau, where he leads the Chair of Software Engineering II. His research focuses on software testing, automated test generation, and software engineering education, with particular emphasis on gamification techniques to improve testing practices and educational approaches for novice programmers. His research interests span multiple areas of software engineering, with a strong focus on practical testing solutions. He has made significant contributions to automated test generation, particularly for Android applications and block-based programming environments like Scratch. His work on gamification in software testing has led to innovative educational tools that engage students and professional developers alike. Fraser's research also addresses challenges in continuous integration, mutation testing, and flaky test detection, contributing to more reliable software development processes. Fraser has received recognition through his extensive publication record in top software engineering venues including ASE, ICSE, ISSTA, and ESEC/FSE. His work on tools like Pynguin (for Python test generation), Gamekins (for gamifying testing in Jenkins), and Code Critters (for teaching testing through games) demonstrates his commitment to bridging research and practical applications. Extensive research on automated test generation techniques Pioneering work in gamification of software testing education Significant contributions to testing block-based programming environments Active development of practical testing tools used by researchers and practitioners As an educator, Fraser has developed innovative approaches to teaching software testing concepts, particularly to young learners and novice programmers. His work integrates game design principles with software engineering education to create engaging learning experiences that improve comprehension and retention of testing concepts.

• Programming Education
• Novice Programming
• Educational Tools Development
• +4 more

Neil Christopher Charles Brown is an Associate Professor in the School of Computing at the University of Kent, where he has been actively contributing to computing education research since completing his PhD in 2011. His work bridges theoretical computer science concepts with practical educational applications, focusing on how novices learn to program and how educational tools can better support this process. Dr. Brown's research interests center on programming education, with specific expertise in novice programming behavior, educational tool development, and computing education research methodologies. His early work focused on programming language theory and concurrency models, but he has increasingly specialized in computing education research, particularly examining how students interact with programming languages and environments. He has made significant contributions to understanding novice Java programming mistakes through large-scale data analysis and has developed frame-based programming environments to ease the transition from block-based to text-based programming. His recent publications (2023-2025) show a strong focus on AI applications in programming education, registered reports methodology in computing education research, and the development of tools like Strype that support novice programmers. Brown has published extensively in top venues including SIGCSE, ICER, and ACM Transactions on Computing Education, often collaborating with Michael Kölling on projects related to BlueJ and educational programming environments. Among his notable contributions is the Blackbox data repository project, which has collected millions of student programming attempts to analyze learning patterns. His 2018 paper 'Ten quick tips for teaching programming' in PLoS Computational Biology has been widely influential in the computing education community. Dr. Brown has served in leadership roles for major computing education conferences, including co-organizing ICER 2025 and contributing to SIGCSE workshops on research methodologies. His work demonstrates a commitment to improving both the science and practice of computing education through rigorous research and practical tool development.

• Computer Science Education
• Human-Computer Interaction (HCI)
• Programming Languages
• +3 more

Amy J. Ko is a Professor in the Information School at the University of Washington. Her work focuses on computing education, human-computer interaction (HCI), and accessibility. She has contributed significantly to critical pedagogy in CS education, inclusive design, and LGBTQ+ inclusion in STEM. Her research emphasizes equity, ethics, and the social impact of technology. Affiliations: University of Washington, Information School. Awards: John Henry Award (2019). Her research interests include programming education, HCI for marginalized communities, and the intersection of technology and social justice. She has led projects on inclusive design techniques, queer community-building in computing, and AI tools for youth education. Articles focus on equity in CS education, disability accommodations, and innovative teaching methods. Her work bridges theory and practice, advocating for systemic changes in computing curriculum and policy.

• Internet of Things
• Human-Computer Interaction
• Ambient Intelligence
• +5 more

Fulvio Corno is a Professor in the Department of Control and Computer Engineering at the Polytechnic University of Turin, Italy. With a research career spanning over three decades since 1992, he has established himself as a prominent researcher in Internet of Things, Human-Computer Interaction, and Ambient Intelligence. His research focuses on making technology accessible to end-users, particularly through work on End-User Development in IoT systems, assistive technologies for people with disabilities, and security challenges in IoT environments. Corno's work bridges the gap between technical complexity and user needs, developing tools that simplify interaction with smart environments. His publication trends show a consistent focus on IoT systems, with recent work emphasizing security issues for novice programmers, computational notebooks for prototyping, and natural language interfaces for configuring smart environments. His research has evolved from foundational work on semantic approaches to IoT to practical tools addressing real-world implementation challenges. Corno has collaborated extensively with researchers including Luigi De Russis, Alberto Monge Roffarello, and Dario Bonino, producing significant contributions to the field of smart environments and end-user programming. He has contributed to education in Ambient Intelligence, developing courses that prepare engineers for the challenges of intelligent environments, and has supervised numerous students in this emerging field. His laboratory work centers on practical implementations of IoT systems, with projects spanning healthcare support systems, notification management across devices, and accessibility solutions for people with motor disabilities.

Carsten RöckerView profile

Professor

• Human-Computer Interaction
• Intelligent Assistance Systems
• Technology Acceptance
• +3 more

Carsten Röcker serves as Professor for Human-Technology Interaction at TH OWL University of Applied Sciences and Arts and holds a leadership position on the Executive Board of the Institute Industrial IT (inIT). His institutional affiliations include the Fraunhofer Institute of Optronics, System Technologies and Image Exploitation (IOSB-INA) as Scientific Advisor, InnoZent OWL as Board Member, and the Graduate Institute OWL. He maintains active roles in the Graduate School for Applied Research in North Rhine-Westphalia and the International Graduate School on Intelligent Systems in Automation Technology. His research spans intelligent assistance systems, human-computer interaction, and technology acceptance, with particular emphasis on industrial applications. Key focus areas include inclusive design for disadvantaged workers , augmented reality in manufacturing , and AI-mediated communication frameworks . His work bridges theoretical foundations in psychology and social sciences with practical industrial implementations, evidenced by numerous publications on projection-based AR systems, cognitive assistance for assembly tasks, and ethical considerations in workplace technology. Röcker's scholarly contributions include over 150 publications and editorial work on 8 books. His research demonstrates consistent focus on Human-centered design for industrial automation Inclusive technologies for cognitively disabled workers Psychological well-being in technology-mediated workplaces Advanced interaction paradigms using AR/VR His extensive service includes reviewing for major funding agencies (Australian Research Council, Academy of Finland), journals (ACM Transactions, Personal and Ubiquitous Computing), and over 50 international conferences annually. He has organized numerous workshops on assistive environments and healthcare applications since 2009. As an educator, Röcker supervises graduate research through TH OWL's programs and contributes to the International Graduate School on Intelligent Systems. His technical leadership extends to directing the Human-Computer Interaction research group and co-leading the ProErgo and NextPlace research clusters focused on human-centered industrial systems.

• Educational Data Mining
• Artificial Intelligence in Education
• Learning Analytics
• +7 more

Steven Moore is a prolific researcher in educational data mining, AI in education, and learning analytics. He has co-authored 43 indexed works from 2011 to 2025, collaborating extensively with scholars such as John C. Stamper and Huy Anh Nguyen. His research addresses crowdsourcing in education, automated question generation, knowledge component extraction, and the application of generative AI to instructional design. Research Interests: Educational Data Mining & Learning Analytics AI-driven Assessment & Question Generation Crowdsourcing & Learnersourcing at Scale Generative AI for Curriculum and Content Design Human-Computer Interaction in Learning Systems Across his recent publications, Moore explores how large language models and automated toolkits can enhance the quality and scalability of educational content. His work increasingly integrates advanced NLP techniques—such as GPT-4-based evaluation—with rule-based systems to support both formative and summative assessment processes.

• Computer Science Education
• Programming Education
• CS1 Pedagogy
• +4 more

Georgiana Haldeman is an active computer science educator and researcher specializing in programming education, particularly for introductory courses (CS1). Her work focuses on improving code quality, program decomposition, and developing educational tools that enhance student learning experiences in computer science education. Her research interests center around CS1 pedagogy, autograding systems, and code quality assessment. She has developed frameworks for teaching program decomposition and created educational tools like RAVIC (Runtime Analysis Visualizer for Introductory Courses) to help students visualize program execution. Her work often addresses both procedural and conceptual knowledge dimensions in programming education, recognizing the importance of developing both skill sets in novice programmers. Analysis of her publication record shows a strong focus on practical educational interventions in computer science. Her work spans multiple dimensions of CS education including assessment methods, educational tool development, classroom activities for improving code quality, and gender diversity in computer science. She frequently collaborates with researchers like Monica Babes-Vroman, Andrew Tjang, and Thu D. Nguyen, suggesting established research partnerships in the CS education community. Her recent publications (2023-2025) indicate active research in program decomposition frameworks, notional machines for databases, and synthesized teaching models that balance procedural and conceptual learning. This demonstrates continued innovation in computer science pedagogy and a commitment to addressing fundamental challenges in teaching introductory programming.