Impact of using LitterBox to support debugging skills
20.500.14069/1358
|
8 |
6 |
134 |
0.06 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
5 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
4 |
| Ireland |
2 |
| Belgium |
1 |
| Brunei |
1 |
|
Impact of feedback on students' engagement and progress in KS4 Computer Science: Can AI replace a good programming teacher?
20.500.14069/1357
|
1 |
3 |
134 |
0.01 |
0.02 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
|
Does introducing AI in Key Stage 3 impact students' interest in and understanding of AI concepts?
20.500.14069/1356
|
5 |
2 |
134 |
0.04 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
3 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| Belgium |
3 |
| Brunei |
1 |
| United States |
1 |
|
The impact of hand-writing programs on the accuracy of the code produced
20.500.14069/1364
|
8 |
2 |
134 |
0.06 |
0.01 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
5 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| Brunei |
5 |
| United States |
2 |
| Belgium |
1 |
|
The impact of a data science art project on Year 9 students' perceptions of computing
20.500.14069/1359
|
3 |
6 |
134 |
0.02 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
4 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
2 |
| United States |
1 |
|
Integration of Computing across subjects
20.500.14069/1366
|
3 |
5 |
134 |
0.02 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United States |
2 |
| Vietnam |
1 |
|
FLARE - Deepening understanding of abstraction in block-based languages: A framework for learning about relational elements
20.500.14069/1360
|
8 |
11 |
134 |
0.06 |
0.08 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
5 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
5 |
| Turkey |
2 |
| United States |
1 |
|
Game on: Scratch vs Kodu in Key Stage 3
20.500.14069/1363
|
3 |
8 |
134 |
0.02 |
0.06 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
4 |
| Oct 2026 |
3 |
| Nov 2026 |
1 |
|
| United Kingdom |
1 |
| Kenya |
1 |
| United States |
1 |
|
Which PRIMM activities lend themselves to assessment in two Year 4 classes over the 6-week Spring Term in a Primary programming unit
20.500.14069/1361
|
20 |
6 |
134 |
0.15 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
6 |
| Jul 2026 |
2 |
| Aug 2026 |
4 |
| Sep 2026 |
8 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
3 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
10 |
| Ireland |
6 |
| Canada |
1 |
| Italy |
1 |
| Lebanon |
1 |
| Turkey |
1 |
|
It's useful, but it's not interesting': Why do Key Stage 3 girls opt out of Computer Science GCSE?
20.500.14069/1365
|
10 |
9 |
134 |
0.07 |
0.07 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
7 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
8 |
| Belgium |
1 |
| Ireland |
1 |
|
Teaching computational thinking skills in Year 8
20.500.14069/1362
|
0 |
8 |
134 |
0.00 |
0.06 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
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