Typed states for the displayed outbound observations.
Source: paper_references, paper_reference_links, observed 2026-08-05T11:09:19.804321Z
Paper Citation Record · LEDGER
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education
As of 20 August 2026, this Paper Citation Record lists 50 of 50 outbound references and 0 inbound Pith citation observations for arXiv:2509.03171.
A citation records a reference. It does not transfer a finding from one paper to another.
Coverage vector
One-hop event checks from named stored sources.
Source: scholarly_work_events, retraction_status_cache, observed 2026-08-19T06:32:44.657259+00:00
Pith citing papers itemized under the disclosed page cap.
Source: paper_references, paper_reference_links
A source-named dated measurement, never combined with another source.
Source: cited_works
Reference resolution
50 of 50 outbound references displayed
- verified exact0
- verified fuzzy43
- unresolved7
- parse uncertain0
- malformed identifier0
- metadata mismatch0
External citation measurements
No source-named external measurement is stored.
Outbound references
Observation ca4f9f3d-da8c-4ba5-85da-26ec319c1dda · outbound
This paper cites Generative AI for Education (GAIED): Advances, Opportunities, and Challenges.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Generative AI for Education (GAIED): Advances, Opportunities, and Challenges
Reference 1
- Resolution
- unresolved
- no resolver link, observed 2026-08-05T11:09:14.918358Z
Source-reported events for the cited work
Unavailable: canonical work link unavailable.
Observation 7a6148c4-406a-4c8d-b781-a10da37884cb · outbound
This paper cites Enhancing Programming Education with Chatgpt: A Case Study on Student Perceptions and Interactions in a Python Course.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Enhancing Programming Education with Chatgpt: A Case Study on Student Perceptions and Interactions in a Python Course
Reference 2
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.747469Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 351b52f8-06b2-440c-8083-8e3ebdb75925 · outbound
This paper cites Generative AI for Programming Education: Benchmarking Chatgpt, GPT-4, and Human Tutors.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Generative AI for Programming Education: Benchmarking Chatgpt, GPT-4, and Human Tutors
Reference 3
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.737894Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 9831e67c-e2d2-41f7-8222-b710b1598f59 · outbound
This paper cites Mitchell, and Chris Piech.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Mitchell, and Chris Piech
Reference 4
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.729058Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 6a9939f3-fc53-41d9-8b73-11c0e0be20ab · outbound
This paper cites You’re (Not) My Type-Can LLMs Generate Feed- back of Specific Types for Introductory Programming Tasks?Journal Of Computer Assisted Learning, 41, 2025.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education You’re (Not) My Type-Can LLMs Generate Feed- back of Specific Types for Introductory Programming Tasks?Journal Of Computer Assisted Learning, 41, 2025
Reference 5
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.719700Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 8792cf5b-4fc6-497a-90cc-0825dd20016b · outbound
This paper cites Automating Human Tutor-Style Programming Feedback: Leveraging GPT-4 Tutor Model for Hint Generation and GPT-3.5 Student Model for Hint Validation.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Automating Human Tutor-Style Programming Feedback: Leveraging GPT-4 Tutor Model for Hint Generation and GPT-3.5 Student Model for Hint Validation
Reference 6
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.710545Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 7c8cd50b-5610-4210-ae33-b6ca4d1b5f64 · outbound
This paper cites Exploring How Multiple Levels of GPT-Generated Programming Hints Support or Disappoint Novices.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Exploring How Multiple Levels of GPT-Generated Programming Hints Support or Disappoint Novices
Reference 7
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.701902Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 1bb22a91-6dc7-4a35-a7f8-e6b1a3103b85 · outbound
This paper cites Combining LLM-Generated and Test-based Feedback in a Mooc for Programming.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Combining LLM-Generated and Test-based Feedback in a Mooc for Programming
Reference 8
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.692853Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation f0bea3c3-541c-45a9-a5af-fc5f30ed9cc2 · outbound
This paper cites Navigating Compiler Errors with ai Assistance - a Study of GPT Hints in an Introductory Programming Course.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Navigating Compiler Errors with ai Assistance - a Study of GPT Hints in an Introductory Programming Course
Reference 9
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.684109Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 3a36f495-65a0-4881-8e52-746d8fc791a8 · outbound
This paper cites Metacognition and Self-regulation in Programming Education: Theories and Exemplars of Use.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Metacognition and Self-regulation in Programming Education: Theories and Exemplars of Use
Reference 10
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.674487Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation f671694e-fec8-4598-a14b-4f13bb8c3852 · outbound
This paper cites The Effects of Worked-out Example and Metacognitive Scaffolding on Problem-solving Programming.Journal of Educational Computing Research, 61, 2023.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education The Effects of Worked-out Example and Metacognitive Scaffolding on Problem-solving Programming.Journal of Educational Computing Research, 61, 2023
Reference 11
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.666135Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation ed7eda1c-f41e-40dc-9a37-51ad75583f99 · outbound
This paper cites an unresolved cited work.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Unresolved cited work
Reference 12
- Resolution
- unresolved
- raw_fallback, observed 2026-08-05T11:09:28.656688Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation d9b8e5ce-7cac-4ceb-86f2-89d68d651e0e · outbound
This paper cites Metacognition and Cognitive Monitoring: A New Area of Cognitive–developmental Inquiry.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Metacognition and Cognitive Monitoring: A New Area of Cognitive–developmental Inquiry
Reference 13
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.639073Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation b977f72c-47f6-4f7e-9466-21e53dfb0c99 · outbound
This paper cites Scaffolding and Metacognition.International Journal of Mathematical Education in Science and Technology, 37, 2006.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Scaffolding and Metacognition.International Journal of Mathematical Education in Science and Technology, 37, 2006
Reference 14
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.380000Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 5d63fccd-ccbb-4df5-9c75-4d46cf0af0bd · outbound
This paper cites Metacognitive Theories.Educational Psychology Review, 7, 1995.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Metacognitive Theories.Educational Psychology Review, 7, 1995
Reference 15
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:28.173500Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 0e0fa4ee-352a-41ee-b99b-b3852ca20e2d · outbound
This paper cites Taxonomy of Novice Programming Error Patterns with Plan, Web, and Object Solutions.ACM Computing Surveys, 38, 2006.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Taxonomy of Novice Programming Error Patterns with Plan, Web, and Object Solutions.ACM Computing Surveys, 38, 2006
Reference 16
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:27.938837Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation f167e7af-9f3e-4afa-81e3-7bc05126d9ab · outbound
This paper cites Exploring Differences in Planning Between Students with and Without Prior Experience in Programming.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Exploring Differences in Planning Between Students with and Without Prior Experience in Programming
Reference 17
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:27.726606Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 5738291c-2504-4a5c-801e-a2c06ea81f44 · outbound
This paper cites an unresolved cited work.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Unresolved cited work
Reference 18
- Resolution
- unresolved
- raw_fallback, observed 2026-08-05T11:09:27.454717Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 94cfdf74-d909-4052-9b12-455b963f557a · outbound
This paper cites Learning with Style: Improving Student Code-style Through Better Automated Feedback.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Learning with Style: Improving Student Code-style Through Better Automated Feedback
Reference 19
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:27.190279Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 926e3987-8869-44c3-a8b8-3745ca5aca66 · outbound
This paper cites The Benefit of Reflection Prompts for Encouraging Learning with Hints in an Online Programming Course.The Internet and Higher Education., 58, 2023.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education The Benefit of Reflection Prompts for Encouraging Learning with Hints in an Online Programming Course.The Internet and Higher Education., 58, 2023
Reference 20
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:26.982627Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation c28bdc31-a37b-41af-b470-0b61b790ebd0 · outbound
This paper cites Metacognitive Support Accelerates Computer Assisted Learning for Novice Programmers.Journal of Educational Technology & Society, 20, 2017.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Metacognitive Support Accelerates Computer Assisted Learning for Novice Programmers.Journal of Educational Technology & Society, 20, 2017
Reference 21
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:26.855105Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation d060e40e-fed0-4513-b766-eda541fd0431 · outbound
This paper cites Magana, Anindya Roy, and M.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Magana, Anindya Roy, and M
Reference 22
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:26.648973Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 292ea805-c283-465f-9039-818e1daf89d1 · outbound
This paper cites Yilmaz and Ramazan Yılmaz.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Yilmaz and Ramazan Yılmaz
Reference 23
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:26.433883Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 7bd7839e-55f8-4d63-9fd7-5f800beaaa47 · outbound
This paper cites Zamfirescu-Pereira, Laryn Qi, Bjorn Hartmann, John DeNero, and Narges Norouzi.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Zamfirescu-Pereira, Laryn Qi, Bjorn Hartmann, John DeNero, and Narges Norouzi
Reference 24
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:26.181607Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 13341ffd-3a6f-439c-a9d4-2cf936ee830b · outbound
This paper cites an unresolved cited work.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Unresolved cited work
Reference 25
- Resolution
- unresolved
- raw_fallback, observed 2026-08-05T11:09:26.044639Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation e2ee49a9-3779-4416-9011-4df7de6d52e7 · outbound
This paper cites College Student’s Academic Help-seeking Behavior: A Systematic Literature Review.Behavioral Sciences, 13, 2023.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education College Student’s Academic Help-seeking Behavior: A Systematic Literature Review.Behavioral Sciences, 13, 2023
Reference 26
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:25.943701Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 4992af58-19aa-4cba-ba34-d66fc909ee63 · outbound
This paper cites Exploring Novice Programmers’ Hint Requests in an Intelligent Block-based Coding Environment.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Exploring Novice Programmers’ Hint Requests in an Intelligent Block-based Coding Environment
Reference 27
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:25.823609Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 9f8b3208-3696-4759-afd8-1caf6ecdc711 · outbound
This paper cites An Evaluation of the Impact of Automated Programming Hints on Performance and Learning.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education An Evaluation of the Impact of Automated Programming Hints on Performance and Learning
Reference 28
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:25.692959Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation cede2a7f-eddf-40b6-9dd0-76a833cf051d · outbound
This paper cites Hint Generation Under Uncertainty: The Effect of Hint Quality on Help-seeking Behavior.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Hint Generation Under Uncertainty: The Effect of Hint Quality on Help-seeking Behavior
Reference 29
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:25.440110Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 33462ddb-e8a0-47bf-a2f9-c28cf3f2f280 · outbound
This paper cites Do Hints Enhance Learning in Programming Exercises? Exploring Students’ Problem-solving and Interactions.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Do Hints Enhance Learning in Programming Exercises? Exploring Students’ Problem-solving and Interactions
Reference 30
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:25.137656Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation f357d714-8155-4bc5-b80d-aec89696468c · outbound
This paper cites Beware of Metacognitive Laziness: Effects of Generative Artificial Intelligence on Learning Motivation, Processes, and Performance.British Journal of Educational Technology, 2024.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Beware of Metacognitive Laziness: Effects of Generative Artificial Intelligence on Learning Motivation, Processes, and Performance.British Journal of Educational Technology, 2024
Reference 31
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:24.864043Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 978a598f-2488-4321-8321-78f02fb4ab58 · outbound
This paper cites Codehelp: Using Large Language Models with Guardrails for Scalable Support in Programming Classes.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Codehelp: Using Large Language Models with Guardrails for Scalable Support in Programming Classes
Reference 32
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:24.580562Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation feaafc3a-5b28-4424-b4e6-91b0e426d2ee · outbound
This paper cites GPT-4o System Card.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education GPT-4o System Card
Reference 33
- Resolution
- unresolved
- no resolver link, observed 2026-08-05T11:09:17.599316Z
Source-reported events for the cited work
Unavailable: canonical work link unavailable.
Observation 96ee3e40-8cf1-4ce2-bca3-0d5f59fceaac · outbound
This paper cites Chain-of-thought Prompting Elicits Reasoning in Large Language Models.Advances in Neural Information Processing Systems (NeurIPS), 35, 2022.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Chain-of-thought Prompting Elicits Reasoning in Large Language Models.Advances in Neural Information Processing Systems (NeurIPS), 35, 2022
Reference 34
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:24.297479Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation f9ac6522-48a7-4287-a801-cb16b22c837b · outbound
This paper cites an unresolved cited work.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Unresolved cited work
Reference 35
- Resolution
- unresolved
- raw_fallback, observed 2026-08-05T11:09:24.028874Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 0ae0ab6e-68f1-4871-b920-2d58259bb500 · outbound
This paper cites Teoria Statistica Delle Classi E Calcolo Delle Probabilita.Pubblicazioni Del R Istituto Superiore Di Scienze Economiche E Commericiali Di Firenze, 8, 1936.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Teoria Statistica Delle Classi E Calcolo Delle Probabilita.Pubblicazioni Del R Istituto Superiore Di Scienze Economiche E Commericiali Di Firenze, 8, 1936
Reference 36
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:23.703389Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation c73f32cb-416c-4f75-9418-80cae10c69a8 · outbound
This paper cites Use of Ranks in One-criterion Variance Analysis.Journal of the American Statistical Association, 47, 1952.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Use of Ranks in One-criterion Variance Analysis.Journal of the American Statistical Association, 47, 1952
Reference 37
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:23.478879Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 1d9c5266-89bc-4729-9095-56619069f37c · outbound
This paper cites an unresolved cited work.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Unresolved cited work
Reference 38
- Resolution
- unresolved
- raw_fallback, observed 2026-08-05T11:09:23.196241Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation a7c6e05b-d8e0-4de5-9cb0-697219416f64 · outbound
This paper cites Teachers’ Practices of Proactive and Reac- tive Classroom Management Strategies and the Relationship to Their Self-efficacy.Language Teaching Research, 28, 2024.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Teachers’ Practices of Proactive and Reac- tive Classroom Management Strategies and the Relationship to Their Self-efficacy.Language Teaching Research, 28, 2024
Reference 39
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:22.960000Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 35183049-0f9e-47fa-bb13-aaa9e00f0627 · outbound
This paper cites Do Students Learn More From Erroneous Code? Exploring Student Performance and Satisfaction in an Error-free Versus an Error-full Sas® Programming Envi- ronment.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Do Students Learn More From Erroneous Code? Exploring Student Performance and Satisfaction in an Error-free Versus an Error-full Sas® Programming Envi- ronment
Reference 40
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:22.685778Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 86990e6d-e4f0-4f0b-97bc-2c39e9dc7df4 · outbound
This paper cites Proactive and Reactive Engagement of Artificial Intelligence Methods for Education: a Review.Frontiers Artificial Intelligence, 6, 2023.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Proactive and Reactive Engagement of Artificial Intelligence Methods for Education: a Review.Frontiers Artificial Intelligence, 6, 2023
Reference 41
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:22.416291Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 984b741d-f0af-44a8-8c3f-80d0dd1b99ff · outbound
This paper cites Learning for Mastery.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Learning for Mastery
Reference 42
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:22.145218Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 9814a3a1-5794-4b92-b101-db9960ca34f4 · outbound
This paper cites Fostering Metacognition to Support Student Learning and Performance.CBE—Life Sciences Education, 20, 2021.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Fostering Metacognition to Support Student Learning and Performance.CBE—Life Sciences Education, 20, 2021
Reference 43
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:21.910371Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 76775934-cf8f-462f-81c6-cf7276454924 · outbound
This paper cites The Role of Planning in Complex Problem Solving.Computers & Education, 128, 2019.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education The Role of Planning in Complex Problem Solving.Computers & Education, 128, 2019
Reference 44
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:21.692833Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation c22e66ac-56d1-4897-a39e-f3c5973ef1f2 · outbound
This paper cites Effectiveness of Reflection on Programming Problem Solving Self-assessments.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Effectiveness of Reflection on Programming Problem Solving Self-assessments
Reference 45
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:21.395462Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 7d7e06ed-78cf-47a5-a67c-b28f22fd40cd · outbound
This paper cites Evaluation of Animalwatch: An Intelligent Tutoring System for Arithmetic and Fractions.Journal of Interactive Online Learning, 9, 2010.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Evaluation of Animalwatch: An Intelligent Tutoring System for Arithmetic and Fractions.Journal of Interactive Online Learning, 9, 2010
Reference 46
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:21.125326Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 3f5078ff-aa48-4960-81a3-d54cf74a3a77 · outbound
This paper cites On-line Tutoring for Math Achievement Testing: A Controlled Evaluation.Journal of Interactive Online Learning, 6, 2007.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education On-line Tutoring for Math Achievement Testing: A Controlled Evaluation.Journal of Interactive Online Learning, 6, 2007
Reference 47
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:20.905395Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 936bf580-ba56-475c-b85c-e4855b31f693 · outbound
This paper cites Department of Computer Science, Stanford University, 1982.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Department of Computer Science, Stanford University, 1982
Reference 48
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:20.627120Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation fbaf5e5f-9957-45e9-b4d5-b194b367b528 · outbound
This paper cites Problem Solving: Increased Planning with Practice.Cogni- tive Systems Research, 4, 2003.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education Problem Solving: Increased Planning with Practice.Cogni- tive Systems Research, 4, 2003
Reference 49
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:20.320921Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Observation 40e7d6e5-7fe0-4880-862f-4aac08447963 · outbound
This paper cites The Effects of Dynamic and Static Feedback Under Tasks with Different Difficulty Levels in Digital Game-based Learning.The Internet and Higher Education, 60, 2024.
Plan More, Debug Less: Applying Metacognitive Theory to AI-Assisted Programming Education The Effects of Dynamic and Static Feedback Under Tasks with Different Difficulty Levels in Digital Game-based Learning.The Internet and Higher Education, 60, 2024
Reference 50
- Resolution
- verified fuzzy
- raw_fallback, observed 2026-08-05T11:09:20.059533Z
Source-reported events for the cited work
No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.
Pith citing papers
No inbound Pith citation observations are available.