Proceedings of the tenth annual conference on International computing education research

We have great pleasure in welcoming you to the tenth annual International Computing Education Research Conference, ICER 2014, sponsored by the ACM Special Interest Group on Computer Science Education (SIGCSE). This year, our host city is Glasgow in Scotland. This year's conference continues ICERs tradition of being the premier forum for computing education research, from discussions of preliminary ideas to presentation of contributions to the computing education research discipline. It also continues the more recent tradition of a doctoral consortium for students undertaking research in computing education. A new activity is introduced, the critical research review, an opportunity for researchers to bring, for example, research ideas, works-in-progress, and paper outlines to the table and receive feedback on them, as well as giving feedback to those of the other participants. The call for papers attracted 69 submissions. All papers were double-blind peer-reviewed by members of the international program committee. After the reviewing, 17 papers were accepted (25%) for inclusion in the conference. There are also eight lightning talks, eighteen doctoral consortium abstracts and nine critical research review submissions, and we have authors and presenters from twelve countries: Australia, Brazil, Canada, Costa Rica, Finland, Germany, India, Israel, Pakistan, the United Kingdom, the United States and Uruguay. As is traditional in ICER, the keynote speaker is from an educational background, but not a CS educational background, to spark thinking and discussion among the participants. David Nicol, Emeritus Professor of the University of Strathclyde, is in the forefront of thinking on formative assessment and peer review, topics currently very relevant in CS education. The papers span a wide variety of topics, including the use of eye-tracking in computing education, studies investigating student behavior and success in CS1, outreach studies, a theoretical investigation of programs as dialogical entities, attitudes to academic integrity, analyzing student designs, and the development of instruments to measure self-belief and cognitive load for computing.