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This empirical study examined preferences between teacher-centered and student-centered teaching methods and academic major with 507 undergraduate college students. Surveys were administered to the students that assessed their level of agreement with teaching methods utilized in the classroom. The results indicate that across all academic majors, students' preferences included a mix of teacher-centered and student-centered approaches, some of which include lecture with student interaction, demonstrations and practice, lecture with use of PowerPoint, free flowing classroom discussion, guest speakers, and games in the classroom. The least preferred teaching methods were predominantly teacher-centered and included the use of unscheduled quizzes, lecture with no visuals, lecture with handwritten notes, and watching a long film. Significant differences were obtained for preferred teaching methods between academic majors.

This study recognises how Industry 4.0 is influencing labour market demands of graduating students and how ongoing discord between employers and educators regarding their preparation is driving work-integrated learning across the sector. Stakeholder involvement in capability development requires expected performance standards to benchmark students for learning and assessment purposes, especially in non-accredited contexts which lack defined standards of competency. Industry stakeholders were engaged to review, validate and extend an established capabilities framework to reflect mega-trends posed by contemporary work and to define dimensions of standardised assessment for the purpose of work-integrated learning. Findings highlighted the need for graduates that are digitally literate, resilient, adaptable, and able to collaborate and communicate with others from diverse backgrounds in virtual and face-to-face settings. The resultant framework provides specific, clear and measurable behaviours that reflect industry expectations of graduating students, translating to authentic assessment criteria for multi-stakeholder evaluation of student performance during work-integrated learning.

This empirical study examined the relationship between Myers-Briggs Type Indicator (MBTI) personality types and preferred teaching methods for 507 Saint Joseph's College of Maine undergraduate students. The students completed two instruments: the Myers-Briggs Type Indicator®, Form M (Myers, McCaulley, Quenk, & Hammer, 1998), and a 27-item scale that measured preferred teaching methods in the classroom. Descriptive and inferential statistics indicated that the five most prominent personality types were ISFJ, ESFJ, ESFP, ENFP, and ISTJ. Sensing-Feeling (S-F) preference was the most common followed by Sensing-Judging (S-J) preference in the top five personality types. Across all MBTI dichotomies, the students indicated a preference for teaching methods that involved lecturer-student interaction, using some visual tools such as PowerPoint, and demonstrations and practice. The least preferred teaching methods involved unscheduled quizzes, lecture where the professor talks with no visuals, and library research using experiential activities. Significant differences were obtained between the MBTI dichotomies and preferred teaching methods. The results demonstrate the importance of faculty tailoring and adjusting their instruction to accommodate the needs of their students to increase student achievement, motivation, and engagement in their classroom.

This study examined undergraduate college students' perceptions, general preferences, emotional responses, and comment themes with the transition to a virtual learning classroom during the COVID-19 pandemic from a college in the northeast United States. A total of 148 students (44 males, 104 females) completed an 18-item transition to virtual classes survey. Students indicated that their professors utilized the Learning Management System effectively with virtual coursework, and that their professors adapted and communicated changes in course content during the transition, while indicating their preferences that professors communicate changes in course syllabi or schedule in a timely manner, and that both course syllabi and grades be available on the Learning Management System. Students expressed negative emotions like uncertainty, anxiety, and nervousness when transitioning to virtual classes. Four open-ended questions generated six comment themes with students indicating the need for constant communication, the use of the learning management system, leveraging technology, instructor support, flexibility and characteristics, classroom engagement, and course management.

Understanding how tourists respond to and comply with scams sheds light on tourist self-protection. In this study, a quasi-experimental design was employed to examine external (scam-operation) and internal (personal) factors of scam compliance. Twelve (3 × 4) scenarios were developed from real-world tourist scam cases and presented in the form of videos in an online tourist survey to elicit and observe decisions. A total of 609 participants from Australia and China completed the task, and the data were analyzed through multiple statistical techniques. The results suggested that the external factors of scam compliance did not exert a significant impact. Three internal factors, sensation-seeking, travel experiences, and risk perception, are stronger predictors of scam compliance. This study offers theoretical insights into tourist behavior, and contributes to new understandings of the antecedents of scam compliance. [ABSTRACT FROM AUTHOR]

This empirical study examined undergraduate college students' perceptions about HyFlex/hybrid courses during the COVID-19 pandemic. A total of 305 students (73 male, 234 female) completed an online survey that assessed technological strategies, instructional strategies, and perceptions about HyFlex classes. Students indicated that most of their classes during the Spring 2021 semester were a mix of in-person and online, and professors used Google Meet for classes, and the learning management system (LMS) for assignments, syllabi, and rubrics. Student perceptions about their HyFlex classes indicated that they felt challenged in their classes and that course materials were available to them "during" and "after" class. Students also felt a lack of "connection" with other students in the class and were unsure if HyFlex improved their learning. Some of the aspects students liked about the HyFlex model included the "freedom to choose whether to attend in-person or virtually" (66.9%) and "flexibility to view lectures at my own pace" (55.4%), while aspects of the HyFlex model they did not like included "technology issues" (67.5%) and "not enough interaction with my classmates" (60.7%). Two open-ended questions generated comment themes with students indicating the need for classroom flexibility, classroom engagement, instructor communication, leveraging technology, and minimizing distractions. [ABSTRACT FROM AUTHOR]

Humour for children has received attention from various academic domains. However, the topic is a less explored area in the field of tourism. Addressing this research gap, the present study aims to firstly, identify the main themes of humour which are discussed in the academic literature about children, and secondly to outline how the identified themes can be applied to children's learning experiences in tourism settings. The study employs content analysis to systematically review 190 relevant publications from multidisciplinary fields sourced from ScienceDirect and Scopus. Five overarching themes were identified across studies of various disciplines: social, parents, play, teachers, and characters. The emerging themes were interpreted through the lens of Vygotsky's Socio-Cultural Theory to develop a conceptual framework for children's learning experiences in tourism contexts. The paper enhances our understanding of the children's literature in the context of tourism by providing both theoretical and practical insights. It specifically focuses on how humour can be utilised to enrich children's learning in the realm of tourism. [ABSTRACT FROM AUTHOR]

Host-tourist interaction is a core attraction of ethnic tourism. Yet both parties may confront challenges in such interactions because of different cultural backgrounds. This study aims to investigate host-tourist interaction issues in Vietnam's Central Highlands by adopting a qualitative approach wherein 31 semi-structured interviews were conducted with villagers. Results find that villagers interacted with domestic tourists mostly in private houses, tourist attractions and facilities, and on tours. In such settings, the content of interactions varied from low to high intensity. Derived from the Coordinated Management of Meaning (CMM) theory [Pearce, W. B., & Cronen, V. E. (1980). Communication action and meaning. Praeger], verbal (language) and non-verbal behaviour and cultural patterns were the greatest interaction difficulties. While interaction difficulties occurred across different settings, higher intensity interactions resulted in more positive outcomes. This study enriches the existing knowledge on interaction between ethnic hosts and domestic tourists in the intra-national context. The interpretive theoretical and methodological utility of CMM provided insight into interaction difficulties, and opportunities to facilitate positive interactions in ethnic tourism development. Further implications for villagers, tourists, local policymakers, and tour operators were suggested to build long-term sustainability of the host-tourist relationship in the Central Highlands. [ABSTRACT FROM AUTHOR]

This phenomenographic study opens the classroom door to investigate teachers' experiences of students learning difficult computing topics. Three distinct themes are identified and analysed. "Why" do students succeed or fail to learn these concepts? "What" actions do teachers perceive will ameliorate the difficulties facing students? "Who" is responsible, and for what, in the learning situation? Theoretical work on threshold concepts and conceptual change deals with mechanisms and processes associated with learning difficult material [Meyer, J. and Land, R., 2005. Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning. "Higher Education", 49 (3), 373-388; Entwistle, N., 2007. Conceptions of learning and the experience of understanding: thresholds, contextual influences, and knowledge objects. "In:" S. Vosniadou, A. Baltas and X. Vamvakoussi, eds. "Re-framing the conceptual change approach in learning and instruction". Amsterdam, The Netherlands: Elsevier, chap. 11]. With this work as a background, we concentrate on the perceptions of teachers. Where do teachers feel that the difficulties lie when studying the troublesome knowledge in computing? Student and teacher-centric views of teaching reported in other literature are also to be seen in our results. The first two categories in the "what" and "who" themes are teacher-centric. Higher level categories in all themes show increasingly learner centred conceptions of the instructional role. However, the nature of the categories in the "why" theme reveals a new dimension dealing with teacher beliefs specific to the nature of troublesome knowledge in computing. A number of prior studies in tertiary teaching concentrate on approaches to teaching [Trigwell, K. and Prosser, M., 2004. Development and use of the approaches to teaching inventory. "Educational Psychology Review", 16 (4), 409-424], and attitudes to scholarship of teaching and learning [Ashwin, P. and Trigwell, K., 2004. Investigating educational development. "In: Making sense of staff and educational development", 117-131]. Our focus on learning difficult topics extends this work, investigating teacher conceptions of causality in relation to learning difficulties. We argue that teacher conceptions of enabling factors, for learning difficult computing topics, can act to limit the nature and scope of academics' pedagogical responses. Improved awareness of teacher's beliefs regarding student learning difficulties both extends and complements existing efforts to develop a more student-centred computing pedagogy. (Contains 2 notes, 1 table and 3 figures.)

Debugging is often difficult and frustrating for novices. Yet because students typically debug outside the classroom and often in isolation, instructors rarely have the opportunity to closely observe students while they debug. This paper describes the details of an exploratory study of the debugging skills and behaviors of contemporary novice Java programmers. Based on a modified replication of Katz and Anderson's study of novices, we sought to broadly survey the modern landscape of novice debugging abilities. As such, this study reports general quantitative results and fills in the picture with qualitative detail from a relatively small, but varied sample. Comprehensive interviews involving both a programming and a debugging task, followed by a semi-structured interview and a questionnaire, were conducted with 21 CS2 students at seven colleges and universities. While many subjects successfully debugged a representative set of typical CS1 bugs, there was a great deal of variation in their success at the programming and debugging tasks. Most of the students who were good debuggers were good novice programmers, although not all of the good programmers were successful at debugging. Students employed a variety of strategies to find 70% of all bugs and of the bugs they found they were able to fix 97% of them. They had the most difficulty with malformed statements, such as arithmetic errors and incorrect loop conditions. Our results confirm many findings from previous studies (some quite old)--most notably that once students find bugs, they can fix them. However, the results also suggest that some changes have occurred in the student population, particularly an increased use of debugging tools and online resources, as well as the use of pattern matching, which has not previously been reported. (Contains 4 tables, 5 figures, and 1 note.)

This paper describes an empirical study that investigated the knowledge that Computer Science students have about the extent of their own previous learning. The study compared self-generated estimates of performance with actual performance on a data structures quiz taken by undergraduate students in courses requiring data structures as a prerequisite. The study was contextualized and grounded within a research paradigm in Psychology called "calibration of knowledge" that suggests that self-knowledge across a range of disciplines is highly unreliable. Such self-knowledge is important because of its role in "meta-cognition", particularly in cognitive self-regulation and monitoring, as well as in the credence that instructors give to student self-reports. Our results indicated that Computer Science student self-estimates are highly correlated with performance, more so for estimates provided after the performance than before. This high level of calibration, however, was likely the result of a number of conditions that do not always hold: that the students already had domain expertise, that the quiz had unambiguous and verifiable answers, and that students expected their estimates to be validated. When these conditions are not met, it becomes more important for students to have direct feedback about their performance so as to uncover those areas where their intuitions might mislead them. Students also had weak knowledge about their standing relative to their peers, particularly those in the lower performance quartiles, exhibiting the well known "better-than-average" heuristic. There was, additionally, no correlation between calibration ability and degree of liking or difficulty with the data structures material, suggesting that instructors and researchers should not treat liking or difficulty as reliable indicators of the learning that has occurred. (Contains 1 note, 4 tables and 4 figures.)

Tourist scams have long been a challenge for tourist security and destination management. Understanding the tourist decision-making process can improve scam prevention. Through a quasi-experiment, 609 participants made, and documented reasons for, decisions after viewing animated scam videos. Thematic analysis was conducted to explore the external (operational) cues and internal (respondent-related) references, and revealed two categories of cues, namely scam-covering and scam-revealing cues. Three internal references—emotions, knowledge and needs—exerted a crucial impact. Multiple heuristics strategies were identified, and a model was made to illustrate the decision-making process. Theoretic and pragmatic implications are discussed for communicating scam detection. [ABSTRACT FROM AUTHOR]

The onset of the Covid-19 pandemic necessitated that higher education institutions go online and utilize a HyFlex instruction model. The current study used a scientometric approach to evaluate the current status of HyFlex, as well as a visual analysis of the topic. Published research from 1989-2021 was retrieved from Web of Science (WoS) and the search generated 1453 results, which were analysed by title, year of publication, authors, country, journal, and research area. The data was processed using VOSviewer and Bibliometrix R software to visualize trends for HyFlex. The research identified document types, author collaborations, annual scientific production, most relevant journals, collaboration network between authors, institutions, country, cluster coupling of authors, documents and sources, thematic evolution, and co-occurrence of all keywords. The results indicated the topic gained interest in 2008, with the highest number of articles published in 2019-2020. The top collaborator and country with the highest volume of citations and published articles was the United States. Word clusters indicated the most repetitive words were students, education, performance, and knowledge. The visualization of data offers information on trends on the body of research as well as providing researchers an understanding of the topic. [ABSTRACT FROM AUTHOR]

This study examined prevalence, body location, and type of injuries reported by Masters Field Hockey players competing in the 2018 Masters and Grand Masters Field Hockey World Cups. There were 465 participants (284 females and 181 males) from 21 countries, ranging in age from 35 to 76 years. Participants completed The Health and Well-being of Masters Field Hockey Athletes Survey, which included injury type and location. The lower leg was the most common injury location and muscle strain the most common type of injury. Significant differences were found between females and males in upper extremity injuries and contusions. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe and compare health status, lifestyle behaviours, and well-being of athletes from three world regions competing in the 2018 Masters Field Hockey World Cup. A total of 465 athletes (180 men, 284 women, 1 other) from 21 countries, aged 35 to 76 years, completed the Health and Well-being of Masters Field Hockey Athletes survey. Most participants rated their health as "very good" or "excellent", had no major health conditions nor medication use, had a healthy BMI, and experienced varying levels of stress. No significant differences between the regions were found in health status. Participants had healthy dietary habits overall, with significant differences between the regions in fruit, vegetable, and water consumption. Most participants reported =7 hours of sleep per night and varying amounts of restless sleep. Just under half of the participants reported sitting five or more hours per day, with no significant differences between the regions. While significant differences were found in exercise frequency, participants across all regions were physically active. Participants reported high levels of flourishing, with some significant differences found between the regions. While some regional differences were found, International Masters field hockey athletes in general practise healthy lifestyle behaviours and reported excellent overall health and well-being. [ABSTRACT FROM AUTHOR]

Many governments and NGOs have argued for using tourism, especially community-based tourism (CBT), as a development tool. While this tourism option is often described as more sustainable in terms of contributions to destination community well-being, there is only a limited understanding of the processes that actually underpin CBT and its outcomes in peripheral destinations. This article argues that one reason for this limited understanding is that research into CBT has typically been conducted from a Western perspective with little consideration given to historical and political contexts of colonization and disempowerment. This article reports on a research study that used an alternative, culturally appropriate research methodology with 12 rural PNG villages that had self-initiated CBT ventures and that specifically sought to give these village communities a voice in understanding how CBT can be developed to be one part of larger sustainable community development processes. Major findings included: a positive view of tourism as an additional source of income that fitted well with existing sustainable livelihoods; strong connection between development decisions and the core Melanesian values of clan identity, leadership, and support from elders, community cooperation and reciprocity in the successful maintenance of tourism activities; the need to manage the entire supply chain and not be limited by the actions and power of external tourism operators and agents; the need for education and training in many aspects of tourism to enhance entrepreneurial approaches and greater returns from the supply chain; and the challenge of gender issues. [ABSTRACT FROM AUTHOR]

Chinese outbound tourist shopping is a prominent phenomenon in many destinations, but the mechanisms behind it have rarely been addressed. This study draws upon social practice theory to examine why shopping dominates the tourist experience of Chinese travelers in Australia. Thirty-two semistructured interviews were conducted to identify key social and consumption practices that lead to the dominance of Chinese outbound tourist shopping. The study argues that the shopping practices of Chinese tourists result from a combination of Chinese consumerism and guanxi maintenance under the condition of outbound travel. This study contributes to a holistic understanding of Chinese outbound tourist shopping by revealing how it is embedded in broader consumption practices in China. [ABSTRACT FROM AUTHOR]

This comparative study examined patterns of internet usage with Indian college students in two studies to determine changes in internet usage over a five-year period. Study 1 was conducted in 2014-2015 (n = 323) and Study 2 was conducted in 2019-2020 (n = 319). In both studies, students completed a 26-item survey regarding technology ownership; internet skills, experience, access, and knowledge; purposes for browsing the internet; extent of usage; and barriers to using the internet. The results indicated that in both studies over 95% of students were internet users. Statistically significant differences were obtained for having an internet connection at home, an internet connection in the sorrounding area, attending a computer training course, going to the internet to pass time when bored, internet experience, time spent on the internet, and extent of internet use. [ABSTRACT FROM AUTHOR]

Chinese tourist shopping reflects the new consumer culture in contemporary China, but remains underexplored in the tourism literature despite its importance to many destinations. The present study applies social practice theory to tourist shopping research with the aim of exploring the key features of Chinese tourist shopping in Australia. Tourist shopping as a social practice is the basic unit of analysis, while tourists are decentralized as carriers of this practice. This study employed a qualitative methodology to analyze shopping-related posts in 40 travel blogs from two Chinese online travel communities. The findings show that tourist shopping practice consists of four interconnected elements: materials, competences, meanings, and settings—with utilitarian products purchased in large quantities and maintaining guanxi emerging as unique features of the Chinese tourist shopping practices. The article concludes with a discussion of the potential of social practice theory to enhance theoretical approaches in this area. [ABSTRACT FROM AUTHOR]

Long-distance commuting (LDC) is a common occurrence in rural/remote regions. The literature shows that the impacts of LDC on residents in host regions can be diverse. To understand this diversity, this paper explores the potential mediating role of social capital between LDC impacts in a host region and the well-being of its residents. Using detailed information on residents’ social capital in a remote region, this paper confirms the negative relationship between LDC impacts and resident well-being, but it finds no evidence of social capital’s mediating role. It is hypothesized that lack of access to appropriate linking social capital may explain the findings. [ABSTRACT FROM AUTHOR]

This pilot study examined the relationship between gender, preferred teaching methods, and classroom participation activities for 73 undergraduate college students. Significant gender differences were obtained for four clusters of the preferred teaching methods (films, classroom discussion, experiential activities, and student presentations) with males indicating greater level of agreement than females. For males, the top classroom participation activity in the classroom included "actively participating in organized classroom group activities." For females, the top activity included "volunteering to answer professor's questions." No significant gender differences were obtained between level of agreement and classroom participation activities. [ABSTRACT FROM AUTHOR]

This pilot study examined the relationship between personality type (extraversion, introversion) and preferences for specific teaching and classroom methods with 73 (39 male, 34 female) undergraduate college students. Participants were administered the Myers-Briggs Personality Type Indicator®, Form M (Myers, McCaulley, Quenk, & Hammer, 1998), items that measured preferred teaching modalities, as well as preferences for classroom participation activities. No significant differences were obtained between personality type and preferred teaching methods in the classroom (p > .05). Both extraverts and introverts indicated the same preferences for participation activities preferred in the classroom. Significant differences were obtained for only one item "engaging in discussion with other students" between personality type and level of agreement with classroom participation activities. [ABSTRACT FROM AUTHOR]

Hundreds of articles have been published on the topics of teaching and learning recursion, yet fewer than 50 of them have published research results. This article surveys the computing education research literature and presents findings on challenges students encounter in learning recursion, mental models students develop as they learn recursion, and best practices in introducing recursion. Effective strategies for introducing the topic include using different contexts such as recurrence relations, programming examples, fractal images, and a description of how recursive methods are processed using a call stack. Several studies compared the efficacy of introducing iteration before recursion and vice versa. The paper concludes with suggestions for future research into how students learn and understand recursion, including a look at the possible impact of instructor attitude and newer pedagogies. [ABSTRACT FROM PUBLISHER]

Increased global concern about sustainability has placed pressure on businesses to justify the value of their products and services beyond personal profit and to take responsibility for the negative impacts of their activities. Tourism is particularly susceptible to this pressure, given its generally poor track record in terms of negative social, cultural and environmental impacts, and the lack of compelling evidence of benefits for either the individual tourist or destination communities. While the management of tourism impacts and the relationship between tourism and sustainability have been paid considerable attention by tourism academics, there is little evidence of any significant change in tourism practice. This paper will argue that this lack of change reflects problems in the way tourism academics have conceptualized sustainable tourism. After reviewing these problems with sustainable tourism, this paper will offer an alternative framework for sustainable tourism that focuses on the concept of quality-of-life, recognizes the complexity of tourism within local and global systems, adheres to the principles of responsible tourism, and explicitly assesses the value of tourism as one tool, amongst many, for sustainability. One potential application of the framework will be demonstrated with a case study of tourism development on Magnetic Island in Australia. [ABSTRACT FROM AUTHOR]

Tourism researchers are beginning to explore the implications of the “New Mobilities Paradigm” for improving our understanding of several aspects of tourism. This paper employs a study conducted at the intersection of this new mobilities paradigm, a consideration of destination community well-being, and the analysis of tourism sustainability through an examination of its positive and negative impacts on destinations. It describes a qualitative investigation of tourism impacts on community well-being in three Australian destinations that revealed six distinct types of tourists each characterised by different patterns of mobility. Types included Archetypal Tourists, Grey Nomads, Green Nomads, Backpackers, Temporary Workers and Amenity Migrants. The study found that patterns of impacts could be connected to these distinct types of tourists. Four key themes were identified and described – the consistent linkages between mobility variables and tourism impacts, the perceptions of tourists and tourism as providing resources for destination communities, the modification of impacts as a result of the physical, social and economic characteristics of destination communities and the emergence of conflicts and collisions between different types of tourists and residents in shared spaces. The paper discusses the implications of these findings for sustainable tourism planners and researchers, and especially for resident perceptions research. [ABSTRACT FROM AUTHOR]

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The purpose of the current research is to study the importance of destination image to products and distribution partners in the tourism system. It also examines the perceived contribution of various image creation factors in stages of the consumer buying process. The study examines the opinions of management from travel products located in Australia and active marketing in the US and management from travel wholesalers marketing Australian travel products in the US. Results of the study highlight the importance of destination image to destination image stakeholders. It concludes that image creation factors play different roles during the consumer buying process. The study recognizes the perceived importance of Australian Tourism Commission (ATC) brand development strategies. The Australian branding experience in the US provides insights for destination marketing organizations (DMOs) seeking to maximize their impact on destination image creation by leveraging "word of mouth," public relations, e-marketing, and stakeholder marketing efforts. [ABSTRACT FROM AUTHOR]

Sustainability is an ongoing theme in the tourism literature and is a growing concern in the wider area of business studies. As a consequence, there has been growing recognition of the need for sustainability education in programs for business and tourism students. The development of such programs needs to be based on a sound understanding of the existing values and attitudes of current students. This article reports a study that explored the environmental attitudes of a sample of Generation Y students in a business and tourism program using the New Environmental Paradigm Scale. [ABSTRACT FROM AUTHOR]

This article provides a review of educational research literature focused on pair programming in the undergraduate computer science curriculum. Research suggests that the benefits of pair programming include increased success rates in introductory courses, increased retention in the major, higher quality software, higher student confidence in solutions, and improvement in learning outcomes. Moreover, there is some evidence that women, in particular, benefit from pair programming. The literature also provides evidence that the transition from paired to solo programming is easy for students. The greatest challenges for paired students appear to concern scheduling and partner compatibility. This review also considers practical issues such as assigning partners, teaching students to work in pairs, and assessing individual contributions, and concludes with a discussion of open research questions. [ABSTRACT FROM AUTHOR]

Values are implicit in our education systems and practices-they are reflected in the choices that we make about what to teach, how to teach, and who to teach it to. Values education is about making values explicit and about focusing education on a particular set of values. This article reports on part of such an initiative within tourism education in universities and colleges, the Tourism Education Futures Initiative (TEFI), the development of tools to measure values. In particular it reports on an exercise conducted with university students to develop a pool of items for the development of a TEFI Values Inventory. [ABSTRACT FROM AUTHOR]

This paper reviews the literature related to the learning and teaching of debugging computer programs. Debugging is an important skill that continues to be both difficult for novice programmers to learn and challenging for computer science educators to teach. These challenges persist despite a wealth of important research on the subject dating back as far as the mid 1970s. Although the tools and languages novices use for writing programs today are notably different from those employed decades earlier, the basic problem-solving and pragmatic skills necessary to debug them effectively are largely similar. Hence, an understanding of the previous work on debugging can offer computer science educators insights into how to improve contemporary learning and teaching of debugging and may suggest directions for future research into this important area. This overview of the debugging literature is organized around four questions relevant to computer science educators and education researchers: What causes bugs to occur? What types of bugs occur? What is the debugging process? How can we improve the learning and teaching of debugging? We conclude with suggestions on using the existing literature both to facilitate pedagogical improvements to debugging education and to offer guidance for future research. [ABSTRACT FROM AUTHOR]

Despite a growing body of work on destination branding in general, particularly at a country or nation level, there has been little investigation of whether or not tourists do attribute brand personality characteristics to tourism destinations and whether or not tourists' perceived self-image and the "brand personality" of destinations are related. The aim of the study presented in this article was to explore the relationships among four key constructs proposed for destination branding and choice process: tourist travel motivations, destination brand personality, self-congruity, and visitation. The study involved a survey of tourists' perceptions of a branded regional tourism destination--the Whitsundays--in Queensland. Australia. Data were collected from a total of 277 participants yielding a response rate of 62%. The results provided general support for the proposal that tourists ascribe personality characteristics to destination. Furthermore, the study found that there is a level of congruity between tourists' self-image and their perceptions of the destination brand personality. [ABSTRACT FROM AUTHOR]

Travel research consistently shows the importance of word-of-mouth (WOM) information sources in the travel decision-making process. Friends and relatives have been identified as organic image-formation agents, and it has been emphasized that this WOM information is one of the most relied-upon sources of information for destination selection. While there has been recognition of the importance of WOM information sources on consumer behaviour in tourism, little has been performed to understand more specifically how and what behaviour is influenced. This study examined the differing influences of friends and relatives vs. other travellers on the travel choices and behaviours of 412 visitors to the North Queensland Region in Australia. More specifically, the present study compared the following four groups of respondents: those who indicated that they obtained travel information from friends/relatives and other travellers ( n = 70); those who obtained information from friends/relatives only ( n = 121); those who obtained information from other travellers only ( n = 105); and those who obtained information from neither (i.e. no WOM) ( n = 116). The results indicated that there were significant differences across the four groups with respect to demographic characteristics, other information sources used, accommodation and transportation used, and travel activities in the destination. However, the groups did not differ in their image of the destination. [ABSTRACT FROM AUTHOR]

Destination branding is growing rapidly as an approach to tourism destination promotion. While this concept has been borrowed from the world of general consumer goods and applied in a number of national tourism destinations, academic analysis of the value and effectiveness of destination branding has emerged more slowly. The present article addresses this paucity of academic scrutiny by examining the value of the destination brand personality construct in distinguishing between two regional tourism destinations. A survey of 480 tourists was conducted adjacent to the Great Barrier Reef in Northern Australia to gather data about the destination image attributes of two regional destinations that were branded by a state destination marketing organization. The results indicated that tourists were able to articulate different destination brand personalities for each region. The results also indicated that more work might need to be done to adapt existing frameworks of brand personality to the tourism context. [ABSTRACT FROM AUTHOR]

Despite a growing body of work on destination branding, there has been little investigation of whether or not tourists attribute brand personality characteristics to tourism destinations and whether or not an emotional connection exists based on tourists' perceived self-image and the ‘brand personality’ of destinations. The aim of this study is to explore the links among four key constructs proposed for the destination branding and choice process-tourist needs, destination brand personality, self-congruity, and intentions to visit and satisfaction with a visit. The results indicate that where tourists can make an association between a destination and a destination brand personality, and where this association is consistent with their desired holiday experience, a high level of congruity will exist between the tourists' self-image and their perceptions of the destination. In turn this self-congruity was related to satisfaction with a visit to the destination but not to intention to travel to the destination. [ABSTRACT FROM AUTHOR]