LONATI, VIOLETTA
LONATI, VIOLETTA
Dipartimento di Informatica Giovanni Degli Antoni
Rendere concreta l’informazione per elaborarla = Make information concrete for processing purposes
2025 V. Lonati, M. Monga
Teaching and Learning AI in K-12 Informatics Education
2025 E. Barendsen, V. Lonati, K. Quille, R. Altin, M. Divitini, S. Hooshangi, O. Karnalim, N. Kiesler, M. Melton, C. Suero Montero, A. Morpurgo
A Pedagogical Framework for Developing Abstraction Skills
2025 M. Begum, E. Akrida, J.B. Gross, J. Crossley, I. Alpizar-Chacon, P. Haglund, F. Stromback, A. Evans, V. Lonati, C. Satyavolu, S. Thorgeirsson
Playcards, Pasta and Rectangles: Teaching Information Representation and Data Encoding in 4th Grade
2025 A. Boldi, S. Capecchi, V. Lonati, M. Monga
Puzzle-based vs UMC approaches for learning iteration in grade 3
2025 S. Capecchi, L. Forlizzi, I. Fronza, M. Lodi, V. Lonati, G. Melideo, M. Monga, E. Nardelli, V. Rossano, T. Vardanega
Designing a Pedagogical Framework for Developing Abstraction Skills
2024 M. Begum, J. Crossley, F. Strömbäck, E. Akrida, I. Alpizar-Chacon, A. Evans, J.B. Gross, P. Haglund, V. Lonati, C. Satyavolu, S. Thorgeirsson
To Be Or Not To Be... An Algorithm: The Notion According to Students and Teachers
2024 C. Bellettini, V. Lonati, M. Monga, A. Morpurgo
Empirical Evaluation of a Differentiated Assessment of Data Structures: The Role of Prerequisite Skills
2024 M. Begum, P. Haglund, A. Korhonen, V. Lonati, M. Monga, F. Strömbäck, A. Tilanterä
Learning Iteration for Grades 2-3: Puzzles vs. UMC in Code.org
2023 E. Nardelli, F. Lacchia, R. Davoli, M. Lodi, M. Sbaraglia, V. Rossano, E. Gentile, V. Lonati, M. Monga, A. Morpurgo, L. Forlizzi, G. Melideo, S. Capecchi, I. Fronza, T. Vardanega
Castle and Stairs to Learn Iteration: Co-designing a UMC Learning Module with Teachers
2023 S. Capecchi, M. Lodi, V. Lonati, M. Sbaraglia
All Green: How Different Age Groups Solved the Same Bebras Task
2023 C. Bellettini, V. Lonati, M. Monga, A. Morpurgo
DaVinci Goes to Bebras: A Study on the Problem Solving Ability of GPT-3
2023 C. Bellettini, M. Lodi, V. Lonati, M. Monga, A. Morpurgo
Di cosa parliamo quando parliamo di programmi
2022 V. Lonati, C. Mirolo, M. Monga
Characterizing the Nature of Programs for educational purposes
2022 V. Lonati, A. Brodnik, T. Bell, A.P. Csizmadia, L. De Mol, H. Hickman, T. Keane, C. Mirolo, M. Monga, M. Tedre
Replication Data for: How is two better than one? An observational study on the impact of working in pairs when solving Bebras tasks
2022 C.N.M. Bellettini, V. Lonati, M. Monga, A.C.G. Morpurgo
How is Two Better Than One? An Observational Study on the Impact of Working in Pairs When Solving Bebras Tasks
2022 C. Bellettini, V. Lonati, M. Monga, A. Morpurgo
What We Talk About When We Talk About Programs
2022 V. Lonati, A. Brodnik, T. Bell, A.P. Csizmadia, L. De Mol, H. Hickman, T. Keane, C. Mirolo, M. Monga
Di cosa parliamo quando parliamo di `programmi'
2022 V. Lonati, C. Mirolo, M. Monga
Le prove INVALSI e i processi di insegnamento e apprendimento della matematica nella scuola primaria
2021 V. Vaccaro, E. Faggiano, V. Lonati, O. Rizzo
Abstraction in Computer Science Education: An Overview
2021 C. Mirolo, C. Izu, V. Lonati, E. Scapin