--- _id: '60357' abstract: - lang: eng text: Transcripts play a crucial role in qualitative research in computing education, with significant implications for the credibility and reproducibility of findings. However, unreflective and inconsistent transcription standards may unintentionally introduce biases, potentially undermining the validity of research outcomes and the collective progress of the field. In this article, we introduce transcription as a theoretically guided process rather than a mere preparatory step, illustrating its role using a case example. Additionally, through a systematic review of 107 qualitative research articles in computing education, we identify widespread shortcomings in the reporting and implementation of transcription practices, revealing a need for greater intentionality and transparency. To address these challenges, we propose a three-step framework for selecting, applying, and documenting transcription standards that align with the specific context and goals of a study. Rather than advocating for overly complex, one-size-fits-all transcription strategies, we emphasize the importance of a context-appropriate approach that is clearly communicated to foster trust and reproducibility. By advancing a more robust transcription culture, this work aims to support computing education researchers in adopting standards that enhance the quality and reliability of qualitative research in the field. author: - first_name: Lutz full_name: Terfloth, Lutz id: '37320' last_name: Terfloth - first_name: Vivien full_name: Lohmer, Vivien last_name: Lohmer - first_name: Friederike full_name: Kern, Friederike last_name: Kern - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Terfloth L, Lohmer V, Kern F, Schulte C. Transcription in Computing Education Research: A Review and Recommendations. Informatics in Education. Published online 2025. doi:10.15388/infedu.2025.09' apa: 'Terfloth, L., Lohmer, V., Kern, F., & Schulte, C. (2025). Transcription in Computing Education Research: A Review and Recommendations. Informatics in Education. https://doi.org/10.15388/infedu.2025.09' bibtex: '@article{Terfloth_Lohmer_Kern_Schulte_2025, title={Transcription in Computing Education Research: A Review and Recommendations}, DOI={10.15388/infedu.2025.09}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Terfloth, Lutz and Lohmer, Vivien and Kern, Friederike and Schulte, Carsten}, year={2025} }' chicago: 'Terfloth, Lutz, Vivien Lohmer, Friederike Kern, and Carsten Schulte. “Transcription in Computing Education Research: A Review and Recommendations.” Informatics in Education, 2025. https://doi.org/10.15388/infedu.2025.09.' ieee: 'L. Terfloth, V. Lohmer, F. Kern, and C. Schulte, “Transcription in Computing Education Research: A Review and Recommendations,” Informatics in Education, 2025, doi: 10.15388/infedu.2025.09.' mla: 'Terfloth, Lutz, et al. “Transcription in Computing Education Research: A Review and Recommendations.” Informatics in Education, Vilnius University Press, 2025, doi:10.15388/infedu.2025.09.' short: L. Terfloth, V. Lohmer, F. Kern, C. Schulte, Informatics in Education (2025). date_created: 2025-06-24T10:00:27Z date_updated: 2025-06-24T10:02:22Z department: - _id: '67' doi: 10.15388/infedu.2025.09 language: - iso: eng main_file_link: - open_access: '1' url: https://infedu.vu.lt/journal/INFEDU/article/805/info oa: '1' publication: Informatics in Education publication_identifier: issn: - 1648-5831 - 2335-8971 publication_status: published publisher: Vilnius University Press status: public title: 'Transcription in Computing Education Research: A Review and Recommendations' type: journal_article user_id: '37320' year: '2025' ... --- _id: '53622' abstract: - lang: eng text: In K-12 computing education, there is a need to identify and teach concepts that are relevant to understanding machine learning technologies. Studies of teaching approaches often evaluate whether students have learned the concepts. However, scant research has examined whether such concepts support understanding digital artefacts from everyday life and developing agency in a digital world. This paper presents a qualitative study that explores students’ perspectives on the relevance of learning concepts of data-driven technologies for navigating the digital world. The underlying approach of the study is data awareness, which aims to support students in understanding and reflecting on such technologies to develop agency in a data-driven world. This approach teaches students an explanatory model encompassing several concepts of the role of data in data-driven technologies. We developed an intervention and conducted retrospective interviews with students. Findings from the analysis of the interviews indicate that students can analyse and understand data-driven technologies from their everyday lives according to the central role of data. In addition, students’ answers revealed four areas of how learning about data-driven technologies becomes relevant to them. The paper concludes with a preliminary model suggesting how computing education can make concepts of data-driven technologies meaningful for students to understand and navigate the digital world. author: - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Höper L, Schulte C. Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. Informatics in Education. Published online 2024. doi:10.15388/infedu.2024.19' apa: 'Höper, L., & Schulte, C. (2024). Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. Informatics in Education. https://doi.org/10.15388/infedu.2024.19' bibtex: '@article{Höper_Schulte_2024, title={Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies}, DOI={10.15388/infedu.2024.19}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Höper, Lukas and Schulte, Carsten}, year={2024} }' chicago: 'Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.” Informatics in Education, 2024. https://doi.org/10.15388/infedu.2024.19.' ieee: 'L. Höper and C. Schulte, “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies,” Informatics in Education, 2024, doi: 10.15388/infedu.2024.19.' mla: 'Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.” Informatics in Education, Vilnius University Press, 2024, doi:10.15388/infedu.2024.19.' short: L. Höper, C. Schulte, Informatics in Education (2024). date_created: 2024-04-23T09:26:08Z date_updated: 2024-11-19T07:24:30Z ddc: - '000' - '370' department: - _id: '67' doi: 10.15388/infedu.2024.19 file: - access_level: closed content_type: application/pdf creator: hoeper date_created: 2024-11-19T07:24:14Z date_updated: 2024-11-19T07:24:14Z file_id: '57214' file_name: infedu.2024.19.pdf file_size: 2343612 relation: main_file success: 1 file_date_updated: 2024-11-19T07:24:14Z has_accepted_license: '1' keyword: - Computer Science Applications - Communication - Education - General Engineering language: - iso: eng main_file_link: - open_access: '1' url: https://infedu.vu.lt/journal/INFEDU/article/784/info oa: '1' publication: Informatics in Education publication_identifier: issn: - 1648-5831 - 2335-8971 publication_status: published publisher: Vilnius University Press quality_controlled: '1' status: public title: 'Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies' type: journal_article user_id: '58041' year: '2024' ... --- _id: '47151' abstract: - lang: eng text: When it comes to mastering the digital world, the education system is more and more facing the task of making students competent and self-determined agents when interacting with digital artefacts. This task often falls to computing education. In the traditional fields of computing education, a plethora of models, guidelines, and principles exist, which help scholars and teachers identify what the relevant aspects are and which of them one should cover in the classroom. When it comes to explaining the world of digital artefacts, however, there is hardly any such guiding model. The ARIadne model introduced in this paper provides a means of explanation and exploration of digital artefacts which help teachers and students to do a subject analysis of digital artefacts by scrutinizing them from several perspectives. Instead of artificially separating aspects which target the same phenomena within different areas of education (like computing, ICT or media education), the model integrates technological aspects of digital artefacts and the relevant societal discourses of their usage, their impacts and the reasons behind their development into a coherent explanation model. author: - first_name: Felix full_name: Winkelnkemper, Felix id: '3117' last_name: Winkelnkemper - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: Winkelnkemper F, Höper L, Schulte C. ARIadne – An Explanation Model for Digital Artefacts. Informatics in Education. Published online 2023. doi:10.15388/infedu.2024.09 apa: Winkelnkemper, F., Höper, L., & Schulte, C. (2023). ARIadne – An Explanation Model for Digital Artefacts. Informatics in Education. https://doi.org/10.15388/infedu.2024.09 bibtex: '@article{Winkelnkemper_Höper_Schulte_2023, title={ARIadne – An Explanation Model for Digital Artefacts}, DOI={10.15388/infedu.2024.09}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Winkelnkemper, Felix and Höper, Lukas and Schulte, Carsten}, year={2023} }' chicago: Winkelnkemper, Felix, Lukas Höper, and Carsten Schulte. “ARIadne – An Explanation Model for Digital Artefacts.” Informatics in Education, 2023. https://doi.org/10.15388/infedu.2024.09. ieee: 'F. Winkelnkemper, L. Höper, and C. Schulte, “ARIadne – An Explanation Model for Digital Artefacts,” Informatics in Education, 2023, doi: 10.15388/infedu.2024.09.' mla: Winkelnkemper, Felix, et al. “ARIadne – An Explanation Model for Digital Artefacts.” Informatics in Education, Vilnius University Press, 2023, doi:10.15388/infedu.2024.09. short: F. Winkelnkemper, L. Höper, C. Schulte, Informatics in Education (2023). date_created: 2023-09-21T11:24:41Z date_updated: 2024-11-19T07:26:12Z ddc: - '000' - '370' department: - _id: '67' doi: 10.15388/infedu.2024.09 file: - access_level: closed content_type: application/pdf creator: hoeper date_created: 2024-11-19T07:25:56Z date_updated: 2024-11-19T07:25:56Z file_id: '57215' file_name: infedu.2024.15.pdf file_size: 1034363 relation: main_file success: 1 file_date_updated: 2024-11-19T07:25:56Z has_accepted_license: '1' keyword: - Computer Science Applications - Communication - Education - General Engineering language: - iso: eng main_file_link: - open_access: '1' url: https://infedu.vu.lt/journal/INFEDU/article/772/info oa: '1' publication: Informatics in Education publication_identifier: issn: - 1648-5831 - 2335-8971 publication_status: published publisher: Vilnius University Press quality_controlled: '1' status: public title: ARIadne – An Explanation Model for Digital Artefacts type: journal_article user_id: '58041' year: '2023' ...