Dr Jake Renzella
Associate Lecturer

Dr Jake Renzella

  • Doctor of Philosophy (Information Technology)
  • Bachelor of Information Technology (Honours)
  • Bachelor of Science (Computer Science)
Engineering
Computer Science and Engineering

I am an Education Focussed Lecturer and Co-Head of the Computing and Education research group in the School of Computer Science Engineering at UNSW. I investigate novel software and artificial intelligence-based systems to support educators, enhance student engagement and improve learning experiences in computing education. My research is embedded in open-source education projects such as SplashKit, and more notably Formatif, used at several Australian and New Zealand universities.

I also work in academic integrity of higher education, and focus on student-friendly approaches to retaining integrity. I am an:

Previously, I was a Research Fellow at the Applied Artificial Intelligence Institute (A²I²) in Defence working on stochastic system modelling and insight generation, and has many years of experience teaching a wide range of computing courses at various universities in Australia.

Research areas include constructive alignment pedagogy, formative feedback, artificial intelligent tutor support systems, learning management systems, learning analytics.

Phone
+61-2-9348 0605
  • Journal articles | 2022
    Renzella J; Cain A; Schneider JG, 2022, 'Verifying student identity in oral assessments with deep speaker', Computers and Education: Artificial Intelligence, vol. 3, pp. 100044 - 100044, http://dx.doi.org/10.1016/j.caeai.2021.100044
  • Conference Papers | 2021
    Renzella J; Cain A; Schneider JG, 2021, 'Real Talk: Illuminating Online Student Understanding with Authentic Discussion Tools', in SIGCSE 2021 - Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, pp. 886 - 892, http://dx.doi.org/10.1145/3408877.3432484
    Conference Papers | 2020
    Renzella J; Cain A, 2020, 'Enriching programming student feedback with audio comments', in Proceedings - International Conference on Software Engineering, pp. 173 - 183, http://dx.doi.org/10.1145/3377814.3381712
    Conference Papers | 2020
    Renzella J; Cain A; Schneider JG, 2020, 'An intelligent tool for combatting contract cheating behaviour by facilitating scalable student-tutor discussions', in Proceedings - International Conference on Software Engineering, pp. 298 - 299, http://dx.doi.org/10.1145/3377812.3390795
    Conference Papers | 2019
    Meyers J; Cain A; Renzella J; Cummaudo A, 2019, 'A Proposal for Integrating Gamification into Task-Oriented Portfolio Assessment', in Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018, pp. 1022 - 1027, http://dx.doi.org/10.1109/TALE.2018.8615174
    Conference Papers | 2019
    Renzella J; Cummaudo A; Cain A; Grundy J; Meyers J, 2019, 'SplashKit: A Development Framework for Motivating and Engaging Students in Introductory Programming', in Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018, pp. 40 - 47, http://dx.doi.org/10.1109/TALE.2018.8615203
    Conference Papers | 2017
    Renzella J; Cain A, 2017, 'Supporting better formative feedback in task-oriented portfolio assessment', in Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017, pp. 360 - 367, http://dx.doi.org/10.1109/TALE.2017.8252362

  • Google CS4HS 2018 Grant, Deakin University - $15,000
  • Google CS4HS 2017 Grant, Swinburne University of Technology - $15,000
  • Google CS4HS 2016 Grant, Swinburne University of Technology - $10,000

  • Renzella, J., Cain, A., & Schneider, J.G. (2021). Real Talk: Illuminating Online Student Understanding with Authentic Discussion Tools. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 886–892).
  • Renzella, J., & Cain, A. (2020). Enriching programming student feedback with audio comments. In 2020 IEEE/ACM 42nd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET) (pp. 173–183).
  • Renzella, J., Tubino, L., Cain, A., & Schneider, J.G. (2021). Enhancing Online Education with Intelligent Discussion Tools. COVID-19 and Education: Learning and Teaching in a Pandemic-Constrained Environment, 97.
  • Renzella, J., & Cain, A. (2017). Supporting better formative feedback in task-oriented portfolio assessment. In 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 360–367).
  • Renzella, J., Cain, A., & Schneider, J.G. (2020). An intelligent tool for combatting contract cheating behaviour by facilitating scalable student-tutor discussions. In Proceedings of the ACM/IEEE 42nd International Conference on Software Engineering: Companion Proceedings (pp. 298–299).
  • Meyers, J., Cain, A., Renzella, J., & Cummaudo, A. (2018). A Proposal for Integrating Gamification into Task-Oriented Portfolio Assessment. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 1022–1027).
  • Renzella, J., Cummaudo, A., Cain, A., Grundy, J., & Meyers, J. (2018). SplashKit: A development framework for motivating and engaging students in introductory programming. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 40–47).