Supplementary data for study: Study Behavior in Computing Education - a Systematic Literature Review

As the field of computing education grows and matures, bringing together computing education and higher education research becomes essential. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students' academic success. This data summarizes the results of a systematic literature review intended to find out what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics, as well as identifying their relations to the educational context. The search resulted in 107 included papers, which were analyzed according to defined criteria and variables. Results revealed a fragmented field of research with ambiguous terminology and a tendency to focus on very specific educational contexts. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and the connection to the educational context, the lack of common terminology and theories limits the impact. Finally, this review stresses that future research and practice should consider adopting a common framework to define and systematize study behavior data and contextualize the research in such a way that researchers and educators across institutional borders can compare and utilize results. The main contribution of this work is to provide a comprehensive synthesis of study behaviors in computing education, the paper also discusses the theory behind these definitions and how the field can develop in the future.随着计算机教育领域不断发展成熟，将计算机教育与高等教育研究相融合已成为必然趋势。教育研究表明，学生的学习方式对其学业进展至关重要，而学习行为（study behaviors）对学生的学业成就发挥着关键作用。本数据集总结了一项系统文献综述（systematic literature review）的研究成果，该综述旨在厘清当前我们对计算机专业学生学习行为以及教育设计在塑造这些行为中所起作用的认知。研究人员构建了一套学习行为分类体系（taxonomy），用于明确并归类学习行为、学习过程、学习策略、学习习惯与学习技巧的定义，同时梳理了它们与教育情境之间的关联。本次文献检索共纳入107篇研究论文，并依据预设的标准与变量展开分析。研究结果显示，当前该研究领域较为零散，术语表述模糊，且研究往往局限于特定的教育情境。尽管计算机教育领域已具备拓展学习行为相关认知以及厘清其与教育情境关联的良好基础，但通用术语与理论的缺失限制了研究影响力的发挥。最后，本综述强调，未来的研究与实践应考虑采用统一框架来定义并系统化学习行为数据，同时优化研究的情境化设计，以使跨院校的研究人员与教育工作者均可对比并复用研究成果。本研究的主要贡献在于全面整合了计算机教育领域的学习行为相关研究，同时还讨论了这些定义背后的理论基础，以及该领域未来的发展方向。