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There is a growing community of researchers at the intersection- tion of data mining, AI, and computing education research. The objective of the CSEDM workshop is to facilitate a dis- Discussion among this research community, with a focus on how data mining can be uniquely applied in computing ed- ucation research. For example, what new techniques are needed to analyze program code and CS log data? How do results from CS education inform our analysis of this data? The workshop is meant to be an interdisciplinary event at the intersection of EDM and Computing Education Research. Researchers, faculty, and students are encouraged to share their AI- and data-driven approaches, methodological- gies, and experiences where data transforms how students learn Computer Science (CS) skills. This full-day workshop will feature paper presentations and discussions to promote collaboration. 

Knowledge tracing is a method to model students’ knowledge and enable personalized education in many STEM disciplines such as mathematics and physics, but has so far still been a challenging task in computing disciplines. One key obstacle to successful knowledge tracing in computing education lies in the accurate extraction of knowledge components (KCs), since multiple intertwined KCs are practiced at the same time for programming problems. In this paper, we address the limitations of current methods and explore a hybrid approach for KC extraction, which combines automated code parsing with an expert-built ontology. We use an introductory (CS1) Java benchmark dataset to compare its KC extraction performance with the traditional extraction methods using a state-of-the-art evaluation approach based on learning curves. Our preliminary results show considerable improvement over traditional methods of student modeling. The results indicate the opportunity to improve automated KC extraction in CS education by incorporating expert knowledge into the process. 

When instructors want to design programming assignments to motivate their students, a common design choice is to have those students write code to make an artifact (e.g. apps, games, music, or images). The goal of this study is to understand the impacts of including artifact creation in a programming assignment on students’ motivation, time on task, and cognitive load. To do so, we conducted a controlled lab study with seventy-three students from an introductory engineering course. The experimental group created a simulation they could interact with – thus having the full experience of artifact creation – while the control group wrote the exact same code, but evaluated it only with test cases. We hypothesized that students who could interact with the simulation they were programming would be more motivated to complete the assignment and report higher intrinsic motivation. However, we found no significant difference in motivation or cognitive load between the groups. Additionally, the experimental group spent more time completing the assignment than the control group. Our results suggest that artifact creation may not be necessary for motivating students in all contexts, and that artifact creation may have other effects such as increased time on task. Additionally, instructors and researchers should consider when, and in what contexts, artifact creation is beneficial and when it may not be 

Background and Context. Research software in the Computing Education Research (CER) domain frequently encounters issues with scalability and sustained adoption, which limits its educational impact. Despite the development of numerous CER programming (CER-P) tools designed to enhance learning and instruction, many fail to see widespread use or remain relevant over time. Previous research has primarily examined the challenges educators face in adopting and reusing CER tools, with few focusing on understanding the barriers to scaling and adoption practices from the tool developers’ perspective. Objectives. To address this, we conducted semi-structured interviews with 16 tool developers within the computing education community, focusing on the challenges they encounter and the practices they employ in scaling their CER-P tools. Method. Our study employs thematic analysis of the semi-structured interviews conducted with developers of CER-P tools. Findings. Our analysis revealed several barriers to scaling highlighted by participants, including funding issues, maintenance burdens, and the challenge of ensuring tool interoperability for a broader user base. Despite these challenges, developers shared various practices and strategies that facilitated some degree of success in scaling their tools. These strategies include the development of teaching materials and units of curriculum, active marketing within the academic community, and the adoption of flexible design principles to facilitate easier adaptation and use by educators and students. Implications. Our findings lay the foundation for further discussion on potential community action initiatives, such as the repository of CS tools and the community of tool developers, to allow educators to discover and integrate tools more easily in their classrooms and support tool developers by exchanging design practices to build high-quality education tools. Furthermore, our study suggests the potential benefits of exploring alternative funding models. 

Abstract High‐latitudinal mixed‐phase clouds significantly affect Earth's radiative balance. Observations of cloud and radiative properties from two field campaigns in the Southern Ocean and Antarctica were compared with two global climate model simulations. A cyclone compositing method was used to quantify “dynamics‐cloud‐radiation” relationships relative to the extratropical cyclone centers. Observations show larger asymmetry in cloud and radiative properties between western and eastern sectors at McMurdo compared with Macquarie Island. Most observed quantities at McMurdo are higher in the western (i.e., post‐frontal) than the eastern (frontal) sector, including cloud fraction, liquid water path (LWP), net surface shortwave and longwave radiation (SW and LW), except for ice water path (IWP) being higher in the eastern sector. The two models were found to overestimate cloud fraction and LWP at Macquarie Island but underestimate them at McMurdo Station. IWP is consistently underestimated at both locations, both sectors, and in all seasons. Biases of cloud fraction, LWP, and IWP are negatively correlated with SW biases and positively correlated with LW biases. The persistent negative IWP biases may have become one of the leading causes of radiative biases over the high southern latitudes, after correcting the underestimation of supercooled liquid water in the older model versions. By examining multi‐scale factors from cloud microphysics to synoptic dynamics, this work will help increase the fidelity of climate simulations in this remote region. 

Abstract Mixed‐phase clouds contribute to substantial uncertainties in global climate models due to their complex microphysical properties. Former model evaluations almost exclusively rely on satellite observations to assess cloud phase distributions globally. This study investigated mixed‐phase cloud properties using near global‐scale in situ observation data sets from 14 flight campaigns in combination with collocated output from a global climate model. The Southern Hemisphere (SH) shows significantly higher occurrence frequencies and higher mass fractions of supercooled liquid water than Northern Hemisphere (NH) based on observations at 0.2 and 100 km horizontal scales. Such hemispheric asymmetry is not captured by the model. The model also consistently overestimates liquid water content (LWC) in all cloud phases but shows ice water content (IWC) biases that vary with phase. Key processes contributing to model biases in phase partition can be identified through the combination of evaluation of phase frequency, liquid mass fraction, LWC and IWC. 

There is a growing community of researchers at the intersection of data mining, AI, and computing education research. The objective of the CSEDM workshop is to facilitate a discussion among this research community, with a focus on how data mining can be uniquely applied in computing education research. For example, what new techniques are needed to analyze program code and CS log data? How do results from CS education inform our analysis of this data? The workshop is meant to be an interdisciplinary event at the intersection of EDM and Computing Education Research. Researchers, faculty, and students are encouraged to share their AI- and data-driven approaches, methodologies, and experiences where data transforms how students learn Computer Science (CS) skills. This full-day hybrid workshop will feature paper presentations and discussions to promote collaboration. 

Abstract The source of dust in the global atmosphere is an important factor to better understand the role of dust aerosols in the climate system. However, it is a difficult task to attribute the airborne dust over the remote land and ocean regions to their origins since dust from various sources are mixed during long‐range transport. Recently, a multi‐model experiment, namely the AeroCom‐III Dust Source Attribution (DUSA), has been conducted to estimate the relative contribution of dust in various locations from different sources with tagged simulations from seven participating global models. The BASE run and a series of runs with nine tagged regions were made to estimate the contribution of dust emitted in East‐ and West‐Africa, Middle East, Central‐ and East‐Asia, North America, the Southern Hemisphere, and the prominent dust hot spots of the Bodélé and Taklimakan Deserts. The models generally agree in large scale mean dust distributions, however models show large diversity in dust source attribution. The inter‐model differences are significant with the global model dust diversity in 30%–50%, but the differences in regional and seasonal scales are even larger. The multi‐model analysis estimates that North Africa contributes 60% of global atmospheric dust loading, followed by Middle East and Central Asia sources (24%). Southern hemispheric sources account for 10% of global dust loading, however it contributes more than 70% of dust over the Southern Hemisphere. The study provides quantitative estimates of the impact of dust emitted from different source regions on the globe and various receptor regions including remote land, ocean, and the polar regions synthesized from the seven models.