Prof. Dr. Marc Berges

2021

• Lindner, A., Berges, M.-P., & Lechner, M. (2021). KI im Toaster? Schüler:innenvorstellungen zu künstlicher Intelligenz. In Ludger Humbert (Hrg.), Informatik - Bildung von Lehrkräften in allen Phasen. 19. GI-Fachtagung Informatik und Schule (S. 133-142). Wuppertal (virtuell), DE: Bonn: Gesellschaft für Informatik.
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• Lohr, D., & Berges, M.-P. (2021). Towards Criteria for Valuable Automatic Feedback in Large Programming Classes. In Desel, Jörg; Opel, Simone (Eds.), Proceedings of the Hochschuldidaktik Informatik (HDI) 2021 (pp. 181-186). Dortmund, DE.
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2020

• Lindner, A., & Berges, M.-P. (2020). Can you explain AI to me? Teachers’ pre-concepts about Artificial Intelligence. In 2020 IEEE Frontiers in Education Conference (FIE). Uppsala, SE.
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2019

• Barela, J., Gasiba, T.E., Suppan, S.R., Berges, M., & Beckers, K. (2019). When interactive graphic storytelling fails. In Proceedings - 2019 IEEE 27th International Requirements Engineering Conference Workshops, REW 2019 (pp. 164-169). Jeju Island, KR: Institute of Electrical and Electronics Engineers Inc..
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• Berges, M.-P., Ehmann, M., Hennecke, M., Heuer, U., Lindner, A., Gall, R.,... Pöhner, N. (2019). Erfahrungsbericht zur Qualifizierungsmaßnahme Informatik als Erweiterungsfach (Lehramt Realschule) in Bayern. In Arno Pasternak (Hrg.), Proceedings der 18. GI-Fachtagung Informatik und Schule (INFOS) (S. 161-170). Dortmund, DE: Bonn: Gesellschaft für Informatik e. V. (GI).
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• Yadav, A., & Berges, M.-P. (2019). Computer science pedagogical content knowledge: Characterizing teacher performance. ACM Transactions on Computing Education, 19(3). https://dx.doi.org/10.1145/3303770
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2018

• Berges, M.-P. (2018). Object Orientation in the Literature and in Education. it - Information Technology, 60(2), 69--77. https://dx.doi.org/10.1515/itit-2017-0013
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• Dorn, N., Berges, M.-P., Capovilla, D., & Hubwieser, P. (2018). Talking at cross purposes - Perceived Learning Barriers by Students and Teachers in Programming Education. In Mühling A, Cutts Q (Eds.), Proceedings of the 13th Workshop in Primary and Secondary Computing Education (pp. 1--4). New York, New York, USA: ACM Press.
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• Lutz, C., Berges, M., Hafemann, J., & Sticha, C. (2018). Piaget’s cognitive development in bebras tasks - A descriptive analysis by age groups. In Sergei N. Pozdniakov, Valentina Dagiene (Eds.), Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (pp. 259-270). St. Petersburg, RU: Springer Verlag.
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2017

• Hubwieser, P., Berges, M.-P., Striewe, M., & Goedicke, M. (2017). Towards competency based testing and feedback: Competency definition and measurement in the field of algorithms & data structures. In Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 517--526). IEEE.
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• Shah, P., Berges, M.-P., & Hubwieser, P. (2017). Qualitative content analysis of programming errors. In Proceedings of the 5th International Conference on Information and Education Technology, ICIET 2017 (pp. 161-166). Association for Computing Machinery.
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2015

• Capovilla, D., Berges, M.-P., Mühling, A., & Hubwieser, P. (2015). Handling Heterogeneity in Programming Courses for Freshmen. In 3rd International Conference on Learning and Teaching in Computing and Engineering (LaTiCE) (pp. 197--203). Los Alamitos: IEEE Press.
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• Hubwieser, P., & Berges, M.-P. (2015). Kompetenzen für das Unterrichten in Informatik: Teilprojekt B: TU München: Schlussbericht.
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