Dr Jake Renzella
Associate Lecturer

Dr Jake Renzella

Engineering
Computer Science and Engineering

Jake is an Education Focussed Lecturer at the School of Computer Science Engineering at UNSW. Jake’s PhD research investigates novel software and artificial intelligence-based systems to support educators, enhance student engagement and improve learning experiences in computing education. Jake's research is embedded in open-source education projects such as SplashKit, and more notably, the Doubtfire Learning Management System, which he co-leads and maintains and is used at several Australian and New Zealand universities.

Previously, Jake was a Research Fellow at the Applied Artificial Intelligence Institute (A²I²) in Defence and has many years of experience teaching a wide range of computing courses at Deakin University and Swinburne University of Technology.

Jake's 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).