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Jonathan Calver

Publications and source records attributed to Jonathan Calver.

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Evaluating SAT Solver Metrics as Predictors of Human-Perceived Nonogram Difficulty

Algorithmic solver effort is often assumed to align with perceived puzzle difficulty, but this assumption is rarely tested against human solving data. We evaluate this assumption for Nonograms, a popular logic puzzle similar to Sudoku in which numeric clues along each row and column determine a unique solution grid. We formulate Nonograms as a constraint satisfaction problem and solve them using existing SAT solvers. We then conduct a user study in which we collect data on both participant interactions and reported difficulty. We find that neither participants' reported difficulty nor their behavioural signals correlate meaningfully with SAT solver metrics; however, we find evidence that expertise moderates the relationship between solver metrics and reported difficulty. In this process, we uncover distinct, recurring solving strategies that indicate human preference for complex propagation, diverging from solver-measured complexity.

cs.HC

Systematic Review of Academic Procrastination Interventions in Computing Higher Education

Academic procrastination is a persistent challenge in computing education, yet evidence on the effectiveness of course-level interventions remains fragmented across diverse designs and contexts. We present a systematic literature review of studies published in the past decade that empirically examine interventions to reduce academic procrastination among post-secondary computing students. Evidence from 19 articles examines interventions that target procrastination through structural, feedback-based, motivational, and self-regulatory mechanisms. Our findings suggest that interventions introducing clear temporal structure consistently promote earlier starts and more distributed work, which act as key mediators of performance gains. The magnitude of these gains depends strongly on task structure, with greater benefits for long-horizon, multi-step assignments than for short, routine tasks. Moreover, supportive designs reliably outperform punitive or restrictive schemes, while uniform interventions yield uneven benefits across students. This review highlights the importance of designing structured, supportive, and personalized interventions to address procrastination in computing education.

cs.CY