David DeLiema

Assistant Professor

University of Minnesota Twin Cities

United States

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David DeLiema is an Assistant Professor at the University of Minnesota Twin Cities, USA. His research interests focus on computer programming education, particularly exploring video-based pedagogy, debugging processes, and the intersection of sociocomputational norms and student engagement. Recent publications highlight his work on student experiences with programming challenges and the impact of instructional strategies on learning outcomes.

Articles (12)

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2025

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2024

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2024

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2024

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2024

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2023

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2023

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2023

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2023

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2023

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2023

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2022

Collaborators (5)

Virginia J. Flood

State University of New York at Buffalo

UNITED STATES

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Jeffrey Bye

Assistant Professor

California State University, Dominguez Hills

UNITED STATES

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Morgan Fong

Assistant Professor of Instruction

University of Texas at Austin

UNITED STATES

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Francis F. Steen

University of California

UNITED STATES

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Dor Abrahamson

University of California

UNITED STATES

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David DeLiema

Research Interests

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Articles (12)

From interaction analysis to pedagogy: boundary crossing through intertwined approaches to video-based sensemaking

Linking epistemic stance and problem-solving with self-confidence during play in a puzzle-based video game

Debugging Pathways: Open-Ended Discrepancy Noticing, Causal Reasoning, and Intervening

Using Interaction and Quantitative Analysis to Examine the Effects of Video Modeling on Play of a Preschooler with Autism

Contrasting stances at the crossroads of debugging learning opportunities

Contesting sociocomputational norms: Computer programming instructors and students’ stancetaking around refactoring

A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs

Reflections on sustained debugging support: conjecture mapping as a point of departure for instructor feedback on design

Uncovering maker educators’ heterogenous professional visions of agency within goal setting interactions

Methodological innovations at the intersection of video-based educational research traditions: Reflections on relevance, data selection, and phenomena of interest

Correction: Contesting sociocomputational norms: computer programming instructors and students’ stancetaking around refactoring (International Journal of Computer-Supported Collaborative Learning, (2023), 10.1007/s11412-023-09392-2)

Impasses in the wild: Autonomy support in naturalistic, parent-child outdoor play

Collaborators (5)

Virginia J. Flood

Jeffrey Bye

Morgan Fong

Francis F. Steen

Dor Abrahamson

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