Anna Eckerdal
Professor at Department of Information Technology; Vi3; Computing Education Research
- Telephone:
- +46 18 471 78 94
- E-mail:
- anna.eckerdal@it.uu.se
- Visiting address:
- Hus 10, Regementsvägen 10
- Postal address:
- Box 524
751 21 UPPSALA
- Academic merits:
- Docent, Excellent Teacher
- CV:
- Download CV
Short presentation
I am professor in Computer Science Education, leading the research group UpCERG, Uppsala Computing Education Research Group, http://www.it.uu.se/research/group/upcerg.
My research has mainly focused on novice students' learning, both university level as at upper secondary school level.
I mostly teach programming courses, and courses on didactics in computer science education.
Keywords
- computing education research
- UpCERG
- brain imaging
- qualitative research
- learning in the lab
- phenomenography
- variation theory
Research
Dr. Eckerdal's research has focused on how programming students learn concepts and practical skills in the lab, but include research e.g. on threshold concepts in computer science, how academics and students perceive MOOCs, and how students learn software design.
Eckerdal has received research grants from The Swedish Research Council and ACM SIGCSE. She has lately been leading a research project on learning and brain, collaborating with researchers in neuro science. She is active in the international research community, serving on the programme and organising committees of several major conferences, e.g. the ACM conferences ICER and ITiCSE, initiating long standing research collaborations Sweden Group, and has invited a number of international known researchers to UpCERG. Eckerdal has more than 50 publications.

Publications
Recent publications
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Teachers' conceptions of the role of mathematics in STEM higher education
Part of Disciplinary and Interdisciplinary Science Education Research (DISER), 2025
- DOI for Teachers' conceptions of the role of mathematics in STEM higher education
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Learning programming practice and programming theory in the computer laboratory
Part of European Journal of Engineering Education, p. 330-347, 2024
- DOI for Learning programming practice and programming theory in the computer laboratory
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Part of 2024 IEEE Frontiers in Education Conference (FIE), 2024
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WIP: East Asia Computer Science Students' Experiences Studying in Europe
Part of 2024 IEEE FRONTIERS IN EDUCATION CONFERENCE, FIE, 2024
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From Assistance to Misconduct: Unpacking the Complex Role of Generative AI Use in Student Learning
Part of 2024 IEEE Frontiers in Education Conference (FIE), 2024
All publications
Articles in journal
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Teachers' conceptions of the role of mathematics in STEM higher education
Part of Disciplinary and Interdisciplinary Science Education Research (DISER), 2025
- DOI for Teachers' conceptions of the role of mathematics in STEM higher education
- Download full text (pdf) of Teachers' conceptions of the role of mathematics in STEM higher education
-
Learning programming practice and programming theory in the computer laboratory
Part of European Journal of Engineering Education, p. 330-347, 2024
- DOI for Learning programming practice and programming theory in the computer laboratory
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Analysis of students’ learning of computer programming in a computer laboratory context
Part of European Journal of Engineering Education, p. 769-786, 2019
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In the liminal space: Software design as a threshold skill
Part of Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, p. 333-351, 2017
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Why computing students learn on their own: Motivation for self-directed learning of computing
Part of ACM Transactions on Computing Education, 2016
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Relating theory and practice in laboratory work: a variation theoretical study
Part of Studies in Higher Education, p. 867-880, 2015
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Report on the final BRACElet workshop: Auckland University of Technology, September 2010
Part of Journal of Applied Computing and Information Technology, 2011
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Computer Science Student Transformations: Changes and Causes
Part of SIGCSE Bulletin inroads, p. 181-185, 2009
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Part of SIGCSE Bulletin inroads, p. 156-173, 2009
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Liminal spaces and learning computing
Part of European Journal of Engineering Education, p. 383-391, 2009
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Learning computer science: Perceptions, actions and roles
Part of European Journal of Engineering Education, p. 327-338, 2009
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Variation theory applied to students' conceptions of computer programming
Part of European Journal of Engineering Education, p. 339-347, 2009
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Student Understanding of Object-Oriented Programming as Expressed in Concept Maps
Part of SIGCSE Bulletin inroads, p. 332-336, 2008
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Learning educational research methods through collaborative research: the PhICER initiative
Part of Australian Computer Science Communications, p. 35-42, 2008
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Threshold Concepts in Computer Science: Do they exist and are they useful?
Part of SIGCSE Bulletin inroads, p. 504-508, 2007
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Successful Students' Strategies for Getting Unstuck
Part of SIGCSE Bulletin inroads, p. 156-160, 2007
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Part of Computer Science Education, p. 185-195, 2006
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Categorizing student software designs: Methods, results, and implications
Part of Computer Science Education, p. 197-209, 2006
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Putting Threshold Concepts into Context in Computer Science Education
Part of SIGCSE Bulletin inroads, p. 103-107, 2006
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Can Graduating Students Design Software Systems?
Part of SIGCSE Bulletin inroads, p. 403-407, 2006
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Students designing software: a multi-national, multi-institutional study
Part of Informatics in Education. An International Journal, p. 143-162, 2005
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Novice Java Programmers' Conceptions of "Object" and "Class", and Variation Theory
Part of SIGCSE Bulletin inroads, p. 89-93, 2005
Chapters in book
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Threshold Concepts in Computer Science: an ongoing empirical investigation
Part of Threshold Concepts and Transformational Learning, p. 241-258, Sense Publishers, 2010
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Threshold Concepts in Computer Science: a multinational empirical investigation
Part of Threshold Concepts within the Disciplines, p. 105-118, Sense Publishers, 2008
Comprehensive doctoral thesis
Conference papers
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Part of 2024 IEEE Frontiers in Education Conference (FIE), 2024
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WIP: East Asia Computer Science Students' Experiences Studying in Europe
Part of 2024 IEEE FRONTIERS IN EDUCATION CONFERENCE, FIE, 2024
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From Assistance to Misconduct: Unpacking the Complex Role of Generative AI Use in Student Learning
Part of 2024 IEEE Frontiers in Education Conference (FIE), 2024
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Pseudocode: scaffolding student object-oriented software design
Part of Proceedings of the 23rd Koli Calling International Conference on Computing Education Research, p. 1-2, 2023
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Students' learning process in the computer laboratory
Part of 2022 IEEE Frontiers in Education Conference (FIE), 2022
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Block and Text Programming in Swedish High School: What do students know on their first day?
Part of 2022 IEEE Frontiers in Education Conference (FIE), 2022
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Copying Can Be Good: How Students View Imitation as a Tool in Learning to Program
Part of 2020 IEEE Frontiers in Education Conference (FIE), 2020
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Learning to program hands-on: a controlled study
Part of Proceedings of the 20th Koli Calling International Conference on Computing Education Research November 2020 November 2020, p. 1-10, 2020
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Copying can be good: How instructors use imitation in teaching programming
Part of Proc. 24th Conference on Innovation and Technology in Computer Science Education, p. 450-456, 2019
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Inferential statistics in computing education research: A methodological review
Part of Proc. 15th International Computing Education Research Conference, p. 177-185, 2019
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How Statistics Are Used in Computing Education Research
Part of ITiCSE 2018, p. 381-381, 2018
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Measuring programming knowledge in a research context
Part of Proc. 48th ASEE/IEEE Frontiers in Education Conference, 2018
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Student software designs at the undergraduate midpoint
Part of ITiCSE '17, p. 34-39, 2017
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Folk pedagogy and the geek gene: Geekiness quotient
Part of Proc. 48th SIGCSE Technical Symposium on Computer Science Education, p. 405-410, 2017
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Folk Pedagogy: Nobody doesn't like active learning
Part of Proc. 13th International Computing Education Research Conference, p. 145-154, 2017
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Examining manual and semi-automated methods of analysing MOOC data for computing education
Part of Proc. 17th International Conference on Computing Education Research, p. 153-157, 2017
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Learning practice and theory in programming education: Students’ lived experience
Part of Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, p. 180-186, 2015
- DOI for Learning practice and theory in programming education: Students’ lived experience
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On the bimodality in an introductory programming course: An analysis of student performance factors
Part of Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering, p. 79-86, 2015
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Learning to program: A discussion on the interplay of theory and practice
Part of Proc. 1st Al Baha University and Uppsala University Symposium on Quality in Computing Education, p. 16-18, 2015
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Competencies for paradigm shift "survival"
Part of Proc. 45th ASEE/IEEE Frontiers in Education Conference, p. 1424-1429, 2015
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Multidimensional analysis of creative coding MOOC forums: a methodological discussion
Part of Proc. 15th International Conference on Computing Education Research, p. 137-141, 2015
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Second year Computer Science and IT students' experience of participation in the discipline
Part of Proc. 15th International Conference on Computing Education Research, p. 68-76, 2015
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First year Computer Science and IT students' experience of participation in the discipline
Part of Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering, p. 1-8, 2014
- DOI for First year Computer Science and IT students' experience of participation in the discipline
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Teaching and learning with MOOCs: Computing academics' perspectives and engagement
Part of Proc. 19th Conference on Innovation and Technology in Computer Science Education, p. 9-14, 2014
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A broader threshold: Including skills as well as concepts in computing education
Part of Threshold Concepts, p. 154-158, 2014
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Graduating students' designs — through a phenomenographic lens
Part of Proc. 10th International Computing Education Research Conference, p. 91-98, 2014
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MOOCs and their impact on academics
Part of Proc. 14th International Conference on Computing Education Research, p. 137-145, 2014
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Analysing the enacted object of learning in lab assignments in programming education
Part of Proc. 1st International Conference on Learning and Teaching in Computing and Engineering, p. 208-211, 2013
- DOI for Analysing the enacted object of learning in lab assignments in programming education
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Can first-year students program yet?: a study revisited
Part of Proc. 9th International Computing Education Research Conference, p. 91-98, 2013
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Self-Directed Learning: stories from industry
Part of Proc. 12th International Conference on Computing Education Research, p. 111-117, 2012
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Computer Science at School / CS Teacher Education: Koli working-group report on CS at school
Part of Proc. 12th International Conference on Computing Education Research, p. 29-38, 2012
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Threshold concepts and threshold skills in computing
Part of Proc. 8th International Computing Education Research Conference, p. 23-30, 2012
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Part of Proc. 16th Conference on Innovation and Technology in Computer Science Education, p. 33-37, 2011
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Students' perceptions of the differences between formal and informal learning
Part of Proc. 7th International Computing Education Research Workshop, p. 61-68, 2011
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Harnessing Surprise: Tales from students' transformational biographies
Part of Proc. 41st ACM Technical Symposium on Computer Science Education, p. 300-304, 2010
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Computing students learning computing informally
Part of Proc. 10th International Conference on Computing Education Research, p. 43-48, 2010
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Concrete examples of abstraction as manifested in students' transformative experiences
Part of Proc. 4th International Computing Education Research Workshop, p. 125-135, 2008
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Disseminating phenomenography: Workshops for the computing education research community
Part of Proc. EARLI SIG 9 Workshop on Phenomenography and Variation Theory, p. 17-18, 2008
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What’s the problem?: Teachers’ experience of student learning successes and failures
Part of Proc. 7th Baltic Sea Conference on Computing Education Research, p. 207-211, 2007
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From Limen to Lumen: Computing students in liminal spaces
Part of Proc. 3rd International Computing Education Research Workshop, p. 123-132, 2007
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Part of Proc. 5th Finnish/Baltic Sea Conference on Computer Science Education, p. 65-72, 2005
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What Does It Take to Learn 'Programming Thinking'?
Part of Proc. 1st International Computing Education Research Workshop, p. 135-142, 2005
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Comparing student software designs using semantic categorization
Part of Proc. 5th Finnish/Baltic Sea Conference on Computer Science Education, p. 57-64, 2005
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A multi-national, multi-institutional study of student-generated software designs
Part of Proc. 4th Finnish/Baltic Sea Conference on Computer Science Education, p. 20-27, 2004