The following papers will appear at ICER 2026, with the schedule to be confirmed in mid-June.

Adolescent Identity Expression through Transdisciplinary, Computational, Creative Writing

• A. Gifford, S. Dahl, C. Pangelinan, A. Ko

“Both a powerful tool and also a trash fire”: investigating the outlooks, practices, challenges, and debates of computing education in the Digital Humanities

• A. Sollazzo, Q. Cutts

Characterization and Effects of CS2 Learning with GenAI, Visualization, and Human Support

• Q. Yong, M. Nacenta, A. Estey

Code as Anchor, Memory and Metaphor as Support: Learner Experiences with Multi-View Visualizations

• N. Sibia, J. Wen, A. Richardson, Y. Jain, K. Malik, B. Simion, A. Petersen, A. Bernuy, C. Nobre, M. Liut

Creating Space to Succeed: How AccessComputing Supports Disabled Students’ Computing Pathways

• A. Yin, E. Moore, L. Crawford, B. Blaser, M. Cakmak, R. Ladner, E. Short, R. Kushalnagar, S. Branham

Designing Desired Support for Learning Programming with Minoritized Women Students in Computing

• X. Hou, E. Katmanivong, X. Wang, B. Ericson

Evaluating LLM-Generated Contextualized Algorithm Design Problems

• E. Goodwin, K. Braught, J. Liu, D. Newar, Y. Gertner, S. Poulsen, D. Franklin

Exploring Major Switching Among Students with Disabilities: Implications for Inclusive Computing Education

• J. Hur, M. Kang, K. Cunningham

Fast and Forgettable: A Controlled Study of Novices’ Performance, Learning, Workload, and Emotion in AI-Assisted and Human Pair Programming Paradigms

• N. Gardella, J. Prather, J. Leinonen, P. Denny, R. Pettit, S. Riggs

Games, Personas, and Prototyping: Teaching Accessible Design for Cancer Survivors

• D. Kletenik, M. Krupitskaya, M. Onokhina, C. Liu, R. Adler

How (and How Not) Do Code Complexity Measures Predict Cognitive Load?

• S. Thorgeirsson, J. Vahrenhold

“I can’t do four things at once”: Accessibility of CS Lectures and Live Coding for Deaf Students

• C. Perdriau, S. Huffman, A. Watkins, C. Lewis

Impact of Introducing a Computer Science Course in Flemish Secondary Education on the Prior Programming Knowledge of Engineering Students

• J. Hoobergs, T. Schrijvers

Live Coding in the CS Classroom: An Interview Study of Instructor Practices

• D. Manesh, V. Pettit, Y. Zheng, Y. Chen, D. Smith IV, S. Lee

Measuring Student Self-Efficacy for Programming with Generative AI

• J. Prather, L. Margulieux, Y. Kharitonova, Y. Yang, B. Reeves, P. Denny, J. Benario, E. Holmes, E. Spaulding, G. Barbre, M. Blake, J. Leinonen

Not Built for Us: Marginalized Students’ Visions for Help-Seeking in Computing Education

• B. Edgar, E. Sherif, J. Jiang, S. Uthmaan, A. Ko

PATHOS: A Pedagogical Method for Sequencing Instruction in Multi-Foundational Machine Learning

• D. Garrido, S. Thorgeirsson, D. Meier, L. Pizza, L. Goswami, J. Solano, C. Cotrini, Z. Su

Planning on Paper: Problem Decomposition with Diagrams in Introductory Computing

• A. Vadaparty, D. Hayatpur, G. Soosairaj, L. Porter, D. Zingaro

Recursion vs Iteration: Activity-Sensitive differences across Use–Modify–Create Tasks in CS1

• E. Daetz, L. Carlsen, C. Brabrand

Revisiting the Replication Study Design Used in Computing Education Research

• R. Garcia, E. Lovellette, X. Wu, A. Bernuy

Scaffolded AI-Verification: Assessment Patterns for Resource-Constrained Environments.

• K. Aruleba, K. Ladipo, I. Sanusi, S. Oyelere

Scaffolding Autocomplete: Improving Guidance for Learners using Generative Code Suggestions

• J. Prather, S. MacNeil, A. Luxton-Reilly, L. Margulieux, B. Reeves, P. Denny, J. Leinonen, J. Homer, R. Nabid, R. Rossetti

Student Experiences of Joyful Secondary CS Classrooms

• J. Everson, R. Landesman, J. Jiang, M. Kivuva, E. Sherif, A. Ko

Student Perspectives on the Role of Teaching Assistants in the Age of GenAI

• A. Chao, M. Chen, Y. Yang, W. Griswold, L. Porter, A. Raj

Students’ Difficulties in Learning about AI from Teachers’ Perspectives: Insights from an Action Research Approach in Compulsory CS Education

• F. Jetzinger, T. Michaeli

Talk, Tech, and Togetherness: Ethnographic Insights into Siding in Introductory Undergraduate Computer Science

• K. Fasiang, M. Chen, D. Gergle, E. O’Rourke

The Use of Computational Thinking Skills, Difficulties, and Strategies of Introductory Programming Students Solving Bebras Tasks

• E. Benedetti, I. Alpizar-Chacon, J. Jeuring

Transforming Computing Education in Africa: A Scoping Review of the Potential of Generative AI to Enhance Higher-Order Thinking Skills in Programming Education

• A. Kadams, S. Oyelere, C. Omeh

Understanding Student Perceptions, Mistakes, and Debugging Approaches when Solving Natural Language Programming Tasks

• V. Pădurean, K. Riegel, G. Barbre, M. Blake, P. Denny, A. Gotovos, J. Leinonen, S. MacNeil, J. Prather, A. Singla

When AI Is Wrong on Purpose: How Students Respond to Buggy GenAI Code

• V. Pădurean, K. Riegel, A. Gotovos, J. Mahapatra, A. Ghosh, P. Denny, J. Leinonen, J. Prather, A. Singla

When More Engagement Doesn’t Mean More Learning: LLM Tutors and Self-Regulated Learning in CS1

• M. Barth, S. Thorgeirsson, K. Etemadi, J. Leinonen, C. Cotrini, Z. Su

Why Put In This Much Effort? How AI Availability Shapes Students’ Motivation in Introductory Programming

• K. Tran, C. Harper, T. Price