SIGCSE Virtual 2026
Thu 12 - Sun 15 November 2026

Posters provide an opportunity for an informal presentation featuring “give and take” with conference attendees. Presenting a poster is a good way to discuss and receive feedback on work in progress that has not yet been fully developed into a paper. Posters should not be previously published, as a paper or a poster.

Any topic relevant to the conference focus areas is suitable for a poster presentation. These include new results and insights around developing, implementing, or evaluating computing programs, curricula, and courses. However, the topic should lend itself to a poster presentation, with additional details available in a handout or on a web page. You might consider a poster presentation of teaching materials that you would like to share or preliminary research findings, such as:

  • imaginative assignments
  • innovative curriculum design
  • laboratory materials
  • effective ideas for recruiting and retaining students
  • pilot study completed
  • data collected, initial results
  • computing education research that is in a preliminary stage

Authors submitting work to SIGCSE Virtual are responsible for complying with all applicable conference authorship policies and those articulated by ACM.

ACM has made a commitment to collect ORCiD IDs from all published authors (https://authors.acm.org/author-resources/orcid-faqs). All authors on each submission must have an ORCiD ID (https://orcid.org/register) in order to complete the submission process. Please make sure to get your ORCID ID in advance of submitting your work.

Presentation Format

Each accepted poster submission must have one author present their work at the conference.

Presenters must prepare a five-minute video which will be available to attendees in advance of the conference. Presents should be available during a scheduled Q&A session in breakout rooms at the conference.

If you have questions about any of these policies, please contact posters@virtual2026.sigcse.org for clarification prior to submission.

Dates
Plenary

This program is tentative and subject to change.

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Thu 12 Nov

Displayed time zone: (UTC) Coordinated Universal Time change

09:00 - 09:50
Posters: Tutoring, Reflection and Assessment LanguagePosters at Posters P1
09:00
50m
Poster
Loop Within a Loop: PRIMM and Double-Loop Reflection Against the Blind Spot of Giftedness in Programming Education
Posters
Gleb Davletgariyev Nazarbayev Intellectual School, Karaganda
09:00
50m
Poster
Are Harder Questions Semantically Broader? A Calibrated Dispersion Test Suggests the Opposite
Posters
Yo Ehara Tokyo Gakugei University
09:00
50m
Poster
SHIELD - A Trust Calibrated Intelligent Tutor Environment
Posters
Drishtant Leuva University of Technology Sydney, Iromie Samarasekara University of New South Wales, Madhushi Bandara University of Technology Sydney, Peter Athanasatos University of Technology Sydney, Yiwen Liao UNSW Sydney, Yuchao Jiang UNSW, Yuekang Li University of New South Wales
09:00
50m
Poster
Patterns of Intellectual Authorship: A Formative-Assessment Language for Keeping the Student the Author of Their Own Thinking
Posters
Gleb Davletgariyev Nazarbayev Intellectual School, Karaganda
19:00 - 19:50
Posters R1: GenAI in Programming CoursesPosters at Posters R1
19:00
50m
Poster
Vibe Coding + Mob Programming: Student Experience in an AI-Driven Undergraduate Web Development Course
Posters
Friday Joseph Agbo Willamette University
19:00
50m
Poster
Teaching Vibecoding: An Open Curriculum for AI-Assisted Software Development
Posters
Andy Luu AlgoArena, Eli Young AlgoArena, Michael Wehar AlgoArena and Haverford College
19:00
50m
Poster
Toward Understanding Collaboration and Learning in LLM-Supported Pair Programming
Posters
Anurata Prabha Hridi North Carolina State University, Tanmay Das Virginia Tech
DOI
19:00
50m
Poster
Edit or Advise? Comparing Direct-Editing and Suggestion-Based AI Assistance for Student Resume Revision
Posters
Erica Lai University of California, Irvine, Xiaoyue Cheng Instilling Goodness Developing Virtue School, Qingyu Huang Instilling Goodness Developing Virtue School, Yu Chen San Jose State University
19:00
50m
Poster
Defining Roles for AI: A Tiered Framework for Metacognitive GenAI Use in CS1
Posters
Nicole Abdullaeva North Carolina State University, Alice Guth NC State University, Lina Battestilli North Carolina State University
19:00
50m
Poster
Mind the Gap: Training Deficits and GenAI Perceptions in Undergraduate Computing Students
Posters
Priyanka Kumar The University of Texas Permian Basin, Panhapiseth Lim The University of Texas Permian Basin, Kara Rosenblatt The University of Texas Permian Basin
19:00
50m
Poster
A Competency Framework for Assessing AI-Assisted Programming Work
Posters
Eli Young AlgoArena, Andy Luu AlgoArena, Michael Wehar AlgoArena and Haverford College
19:00
50m
Poster
Answer-Aware LLM Hints to Scaffold Deeper Learning in K-12 Programming Education
Posters
Sahana Bhaskar Virginia Tech, Sally Hamouda Virginia Tech
19:00
50m
Poster
From For-Credit to Non-Credit: Preliminary Findings on Student Engagement, Access, and Perceived Value in Online Graduate Seminars
Posters
Ana Rusch Georgia Institute of Technology
19:00
50m
Poster
Designing Adaptive Affective Chatbots for Online Learning: Insights from an Iterative Design Study
Posters
Jay Jung Georgia Tech, Brandon White Georgia Tech, Haemanthi Sree K R Georgia Tech
19:00
50m
Poster
The Growing Importance of Code Quality Instruction in the AI Era
Posters
Sara Nurollahian Washington University in St Louis, Tamanna Motahar University of Louisiana at lafayette, Hieke Keuning Utrecht University
21:30 - 22:20
Posters R2: Learners, Teachers, Access and Course DesignPosters at Posters R2
21:30
50m
Poster
Converting a Funding Crisis into a Professional Development Opportunity for PhD Students
Posters
Sourish Dhekane Georgia Institute of Technology, Max Hawkins Georgia Institute of Technology, Kefan Xu Georgia Institute of Technology, Bobbie Eicher Georgia Institute of Technology, Ana Rusch Georgia Institute of Technology, Nick Lytle
21:30
50m
Poster
Where Do CS Teachers Go? Exit Patterns and Foundational CS Access Using Statewide Administrative Data
Posters
Saikat Mukhopadhyay Marquette University, Dennis Brylow
21:30
50m
Poster
Scaffolded Innovation: Our Experience Teaching Design in CS1
Posters
Christopher W. Schankula McMaster University, Habib Ghaffari McMaster University, Spencer Smith McMaster University, Computing and Software Department, Christopher Anand McMaster University
21:30
50m
Poster
From Learning Objectives to Immersive Lessons: Using Generative AI to Author STEM Learning Experiences in Mixed Reality
Posters
Noah Austin Houghton University, Sophia Golden Houghton University, Babafemi Sorinolu Houghton University, Friday Joseph Agbo Willamette University
21:30
50m
Poster
Ethics-Infused Artificial Intelligence and Machine Learning Literacy for K-12 Students: Evidence from a Summer Program
Posters
Lola Cordero Willamette University, Jordan Fasolt-Holmes Willamette University, Friday Joseph Agbo Willamette University
21:30
50m
Poster
Investigating the Relationship Between Standards-Based Grading and Retention of Foundational Programming Concepts
Posters
Allyson Tan Troy High School, Jessica Yauney Stanford University
21:30
50m
Poster
BitBlocks: A Fully Offline Block-Coding Environment on a Microcontroller-Class Device
Posters
Aranis Das Stony Brook University, Shubhendu Das Steam Works Studio
21:30
50m
Poster
Investigating Women’s Intellectual Risk-Taking in Undergraduate Computer Science Classrooms
Posters
Shelby Clark Harvard Graduate School of Education, Madora Soutter Villanova University, Lynn Barendsen Harvard Graduate School of Education, Kirsten McHugh Harvard Graduate School of Education
21:30
50m
Poster
Towards Supporting Learners of Programming at a Cognitive Level: A Preliminary Study
Posters
Shaimaa Ali University of Western Ontario

Fri 13 Nov

Displayed time zone: (UTC) Coordinated Universal Time change

11:00 - 11:50
Posters: LLM Tutors, Chatbots and Programming ToolsPosters at Posters Q1
11:00
50m
Poster
Embodied Conversational Agents as Rehearsal Partners for Developing Music Business Students’ A&R Skills
Posters
Priscilla Angelique-Page Trent Institute for Learning and Teaching
11:00
50m
Poster
Learning to prototype with AI: A classroom activity to demystify AI code generation
Posters
Jose Rodriguez-Serrano Universitat Ramon Llull Esade, Daniel Vidal Universitat Ramon Llull Esade, Arnau Bueno Tricas Universitat Ramon Llull Esade
11:00
50m
Poster
Vibe Coding as a Pedagogical Design Space Within Programming Education
Posters
Jordan Allison University of Gloucestershire
11:00
50m
Poster
Hidden in Plain Sight: When Hard-to-Notice Prompt Injections Undermine Educational SLM Tutors
Posters
Abhishek Arvindhan University of Koblenz, Stefania Zourlidou University of Koblenz, Frank Hopfgartner University of Koblenz-Landau
11:00
50m
Poster
RAISE-Prog: Extending the Reporting AI Studies in Education Framework for Programming Education
Posters
Jordan Allison University of Gloucestershire
11:00
50m
Poster
ProseSpark: Preserving Student Agency in Computing Writing with an Agentic AI Companion⁠
Posters
Victoria Brenes Nova Southeastern University
11:00
50m
Poster
Can Text Embeddings Distinguish Cognitive Depth in Learning Outcomes?
Posters
Jacob Koenig University of the West of Scotland
11:00
50m
Poster
“Why Won’t It Just Tell Me?”: Students’ Perceptions of a Reasoning-Support Chatbot in Education
Posters
Anna Yaghobová Charles University, Anna Drobná Charles University, Cyril Brom Faculty of Mathematics and Physics, Charles University in Prague
11:00
50m
Poster
Speaking Two Languages to One Model: Translation, Code-Switching, and Response Quality in a Bilingual Arabic--English LLM Coding Study
Posters
Omar Alomeir Prince Sultan University, Abrar Wafa Prince Sultan University, Mohammad Asmat Ullah Khan Prince Sultan University, Elmoatez Billah Nagoudi Prince Sultan University, Saeed Abu Oleet Prince Sultan University, Fatima Alshannaq Prince Sultan University
11:00
50m
Poster
Materialized and Traceable Expressions in an Extensible Educational Interpreter for Java
Posters
André L. Santos University Institute of Lisbon, Portugal
13:30 - 14:20
Posters: K-12, Teachers, Belonging and AssessmentPosters at Posters Q2
13:30
50m
Poster
Teaching the Fundamental Ideas of Computer Science Through a Digital Learning Environment: A Concept-Focused Pedagogy for the AI Era
Posters
Anat Ben-Yaacov Weizmann Institute of Science, Michal Armoni Weizmann Institute of Science
13:30
50m
Poster
Promoting critical AI literacy in the K–5 computing classroom
Posters
Bobby Whyte Raspberry Pi Foundation, Claire Johnson Raspberry Pi Foundation, Jane Waite Raspberry Pi Foundation, Sue Sentance University of Cambridge, UK
13:30
50m
Poster
Developing and Validating a Creativity Assessment Rubric for Physical Computing Drawings
Posters
Filiz Kalelioglu Başkent University, Izzi Millar University of Cambridge, Carrie Anne Philbin University of Cambridge, Jessie Durk University of Cambridge, Sue Sentance University of Cambridge, UK
13:30
50m
Poster
A Place in Computing: Using Local Heritage to Build Belonging
Posters
Megan Venn-Wycherley Swansea University, Troy Astarte Swansea University, John Tucker Swansea University, Kristian Brooks Swansea University, Mark Keheller Swansea University
13:30
50m
Poster
What Students Include and Omit When Framing Data Science Problems in a Course Completion Scenario
Posters
Aalekh Pradeep WeST Institute, University Koblenz, Stefania Zourlidou University of Koblenz
13:30
50m
Poster
Reducing Spatial Confounds in Computational Thinking Assessment for Children
Posters
Ghada Hassan University of Tuebingen, Katerina Tsarava Hector Research Institute of Education Sciences and Psychology, University of Tübingen; LEAD Graduate School & Research Network, Martin V. Butz University of Tuebingen
13:30
50m
Poster
How Kindergarten Teachers Enact a Structured Computational Thinking Intervention in Early Childhood Education: An Experience Report
Posters
Tobias Bahr University of Stuttgart
13:30
50m
Poster
“Trì, Dhà, a H-Aon!”: Incorporating Incidental Minority Language Usage Into Computing Lessons
Posters
Lee Clift pc, Ingeborg Birnie University of Strathclyde, Catriona Weir University of Strathclyde, Damien Anderson University of Strathclyde
13:30
50m
Poster
Don't Guess What True Beginners Need: Ask Them - Participatory Development of Learning Materials for Introductory Programming
Posters
Daniel Busch TH Köln, Sahrah El Ghammaz TH Köln, Karen Heseding TH Köln, Moritz Lach TH Köln, Inken Lind TH Köln, Jule Schabernack TH Köln, Frank Schimmel TH Köln, Lena Timmermann TH Köln
13:30
50m
Poster
From Resource Use to Concept-Mediating Enactment: Case Stories of CS Teachers Appropriating a Digital Learning Environment at Different Levels of Concept Teaching
Posters
Anat Ben-Yaacov Weizmann Institute of Science, Michal Armoni Weizmann Institute of Science

Sat 14 Nov

Displayed time zone: (UTC) Coordinated Universal Time change

16:00 - 16:50
KeynoteKeynotes at Keynote
16:00
50m
Keynote
What is Computer Science, and who decides that?
Keynotes
Felienne Hermans Vrije Universiteit Amsterdam
18:30 - 19:20
Posters: Tools, Visualization and Applied DomainsPosters at Posters R3
18:30
50m
Poster
Beyond Static Slides: Automated Video Generation for Education
Posters
Vai Patankar Pennsylvania State University, Veer Amish Shah Pennsylvania State University, Mahfuza Farooque Pennsylvania State University, Suman Saha pc
18:30
50m
Poster
Type Circuits: A Visual Activity for Explaining Type Inference Errors
Posters
Wilson Gramer Worcester Polytechnic Institute, Stacy Shaw Worcester Polytechnic Institute
18:30
50m
Poster
From Programs to Subproblems: Execution-Grounded Pre-Deployment Validation
Posters
Daksh Mainee Pennsylvania State University, Sanan Goel Pennsylvania State University, Suman Saha pc
18:30
50m
Poster
Barriers and Enablers to Cloud Technology Adoption in Higher Education: Insights for Computing Education
Posters
Parna Biswas Independent Researcher, Pamela Roy Independent Researcher
18:30
50m
Poster
Designing Route-First Mobile Puzzles for Early Quantum Circuit Reasoning
Posters
Yash Vardhan Tomar Purdue University
18:30
50m
Poster
Rediscovering Important Algorithms: A Pedagogical Approach to Help Students Better Appreciate Their Problem-Solving Skills
Posters
Kimberly Fluet University of Rochester, Lane A. Hemaspaandra University of Rochester, Christopher Homan Rochester Institute of Technology
18:30
50m
Poster
Bridging the Abstraction Gap: A Multi-Stage Learning Framework for Teaching Mobile Sensor Concepts
Posters
Nada Alsallami Associate Prof.
18:30
50m
Poster
CVisualizer: Guided C/C++ Execution Visualization Embedded in Interactive Textbooks
Posters
Jinning Liu University of Toronto, Nora Liu University of Toronto, Salma Emara University of Toronto
18:30
50m
Poster
An AI-Driven XR-Based Learning Platform for Controlled Environment Agriculture Education
Posters
Maryam Bigonah Auburn University, Sidharth Suresh Gautam Auburn University, Sasikiran Reddy Nallapareddy Auburn University, Abhishek Virendrabhai Jariwala Auburn University, Daniela Marghitu Auburn University, USA

Accepted Posters

Title
A Competency Framework for Assessing AI-Assisted Programming Work
Posters
An AI-Driven XR-Based Learning Platform for Controlled Environment Agriculture Education
Posters
Answer-Aware LLM Hints to Scaffold Deeper Learning in K-12 Programming Education
Posters
A Place in Computing: Using Local Heritage to Build Belonging
Posters
Are Harder Questions Semantically Broader? A Calibrated Dispersion Test Suggests the Opposite
Posters
Barriers and Enablers to Cloud Technology Adoption in Higher Education: Insights for Computing Education
Posters
Beyond Static Slides: Automated Video Generation for Education
Posters
BitBlocks: A Fully Offline Block-Coding Environment on a Microcontroller-Class Device
Posters
Bridging the Abstraction Gap: A Multi-Stage Learning Framework for Teaching Mobile Sensor Concepts
Posters
Can Text Embeddings Distinguish Cognitive Depth in Learning Outcomes?
Posters
Converting a Funding Crisis into a Professional Development Opportunity for PhD Students
Posters
CVisualizer: Guided C/C++ Execution Visualization Embedded in Interactive Textbooks
Posters
Defining Roles for AI: A Tiered Framework for Metacognitive GenAI Use in CS1
Posters
Designing Adaptive Affective Chatbots for Online Learning: Insights from an Iterative Design Study
Posters
Designing Route-First Mobile Puzzles for Early Quantum Circuit Reasoning
Posters
Developing and Validating a Creativity Assessment Rubric for Physical Computing Drawings
Posters
Don't Guess What True Beginners Need: Ask Them - Participatory Development of Learning Materials for Introductory Programming
Posters
Edit or Advise? Comparing Direct-Editing and Suggestion-Based AI Assistance for Student Resume Revision
Posters
Embodied Conversational Agents as Rehearsal Partners for Developing Music Business Students’ A&R Skills
Posters
Ethics-Infused Artificial Intelligence and Machine Learning Literacy for K-12 Students: Evidence from a Summer Program
Posters
From For-Credit to Non-Credit: Preliminary Findings on Student Engagement, Access, and Perceived Value in Online Graduate Seminars
Posters
From Learning Objectives to Immersive Lessons: Using Generative AI to Author STEM Learning Experiences in Mixed Reality
Posters
From Programs to Subproblems: Execution-Grounded Pre-Deployment Validation
Posters
From Resource Use to Concept-Mediating Enactment: Case Stories of CS Teachers Appropriating a Digital Learning Environment at Different Levels of Concept Teaching
Posters
Hidden in Plain Sight: When Hard-to-Notice Prompt Injections Undermine Educational SLM Tutors
Posters
How Kindergarten Teachers Enact a Structured Computational Thinking Intervention in Early Childhood Education: An Experience Report
Posters
Investigating the Relationship Between Standards-Based Grading and Retention of Foundational Programming Concepts
Posters
Investigating Women’s Intellectual Risk-Taking in Undergraduate Computer Science Classrooms
Posters
Learning to prototype with AI: A classroom activity to demystify AI code generation
Posters
Loop Within a Loop: PRIMM and Double-Loop Reflection Against the Blind Spot of Giftedness in Programming Education
Posters
Materialized and Traceable Expressions in an Extensible Educational Interpreter for Java
Posters
Mind the Gap: Training Deficits and GenAI Perceptions in Undergraduate Computing Students
Posters
Patterns of Intellectual Authorship: A Formative-Assessment Language for Keeping the Student the Author of Their Own Thinking
Posters
Promoting critical AI literacy in the K–5 computing classroom
Posters
ProseSpark: Preserving Student Agency in Computing Writing with an Agentic AI Companion⁠
Posters
RAISE-Prog: Extending the Reporting AI Studies in Education Framework for Programming Education
Posters
Rediscovering Important Algorithms: A Pedagogical Approach to Help Students Better Appreciate Their Problem-Solving Skills
Posters
Reducing Spatial Confounds in Computational Thinking Assessment for Children
Posters
Scaffolded Innovation: Our Experience Teaching Design in CS1
Posters
SHIELD - A Trust Calibrated Intelligent Tutor Environment
Posters
Speaking Two Languages to One Model: Translation, Code-Switching, and Response Quality in a Bilingual Arabic--English LLM Coding Study
Posters
Teaching the Fundamental Ideas of Computer Science Through a Digital Learning Environment: A Concept-Focused Pedagogy for the AI Era
Posters
Teaching Vibecoding: An Open Curriculum for AI-Assisted Software Development
Posters
The Growing Importance of Code Quality Instruction in the AI Era
Posters
Towards Supporting Learners of Programming at a Cognitive Level: A Preliminary Study
Posters
Toward Understanding Collaboration and Learning in LLM-Supported Pair Programming
Posters
DOI
“Trì, Dhà, a H-Aon!”: Incorporating Incidental Minority Language Usage Into Computing Lessons
Posters
Type Circuits: A Visual Activity for Explaining Type Inference Errors
Posters
Vibe Coding as a Pedagogical Design Space Within Programming Education
Posters
Vibe Coding + Mob Programming: Student Experience in an AI-Driven Undergraduate Web Development Course
Posters
What Students Include and Omit When Framing Data Science Problems in a Course Completion Scenario
Posters
Where Do CS Teachers Go? Exit Patterns and Foundational CS Access Using Statewide Administrative Data
Posters
“Why Won’t It Just Tell Me?”: Students’ Perceptions of a Reasoning-Support Chatbot in Education
Posters

Poster submissions may be up to 2 pages long (plus an optional additional page for references) and must include a 250-word abstract, additional content about the work, and references.

Authors may find it useful to read the Instructions for Reviewers and the Review Form to understand how their submissions will be reviewed. Also note that when submitting, you will need to provide between 3-7 related topics from the Topics list under Info.

Abstracts

All poster submissions must have a plain-text abstract of up to 250 words. Abstracts should not contain subheadings or citations. The abstract should be submitted in EasyChair (https://easychair.org/conferences/?conf=sigcsev2026) along with the submission metadata, and it should be included in the PDF version of the submission at the appropriate location.

Submission Templates

All poster submissions must be in English and formatted using the 2-column ACM SIG Conference Proceedings format and US letter size pages (8.5x11 inch or 215.9 x 279.4mm).

Here is a Sample Poster Submission, which is formatted using this template with optional line numbers. It also has some notes/tips and shows the required sections.

Page Limits: Poster submissions are limited to a maximum of 2 pages of content (including all titles, author information, abstract, main text, tables and illustrations, acknowledgments, and supplemental material), plus an optional additional page for references.

MS Word Authors: Please use the interim Word template provided by ACM.

LaTeX Authors:

Requirements for Double-Anonymous Review Process: At the time of submission, all entries should include a blank space for anonymous author information (anonymized author name, institution, and email address), followed by an abstract, body content, and references. For anonymized submissions, all blank space required for author information should be reserved under the Title, or the text can be fully anonymized (i.e., one block per author, with four lines for name, institution, address, and email; not more than three columns of blocks). In addition, please leave enough blank space for what you intend to include for Acknowledgments, but do not include the text, especially names, granting agencies, and grant numbers.

Other requirements: Include space for authors’ e-mail addresses on separate lines. Even if multiple authors have the same affiliation, grouping authors’ names or e-mail addresses, or providing an ‘e-mail alias’ is not acceptable, e.g., {anon1,anon2,anon3}@university.edu or firstname.lastname@college.org. NOTE: Poster submissions may omit the following sections from the standard ACM template: keywords, CCS Concepts. Because Poster submissions are 2-pages long this year, they should include BOTH the ACM Copyright Block and the ACM Reference Format.

Desk rejects: Submissions that do not adhere to page limits or formatting requirements will be desk-rejected without review.

Accessibility: SIGCSE Virtual authors are strongly encouraged to prepare submissions using these templates in such a manner that the content is widely accessible to potential reviewers, track chairs, and readers. Please see these resources for preparing an accessible submission.

Double Anonymized Review

Authors must submit ONLY an anonymized version of the submission. The goal of the anonymized version is to, as much as possible, provide the author(s) of the submission with an unbiased review. The anonymized version should have ALL mentions of the authors removed (including authors’ names and affiliation, plus identifying information within the body of the submission, such as websites or related publications). However, authors are reminded to leave sufficient space in the submitted manuscripts to accommodate author information either at the beginning or end of the submission. LaTeX/Overleaf users are welcome to use the anonymous option, but are reminded that sufficient room must exist in the submission to include all author blocks when that option is removed. Authors may choose to use placeholder text in the author information block, but we encourage authors to use obviously anonymized placeholders like “Author 1”, “Affiliation 1”, etc.

Self-citations need not be removed if they are worded so that the reviewer doesn’t know if the writer is citing themselves. That is, instead of writing “We reported on our first experiment in 2017 in a previous paper [1]”, the writer might write “In 2017, an initial experiment was done in this area as reported in [1].

Submissions to the poster track are reviewed with the dual-anonymous review process. The reviewers are unaware of the authors’ identities and are anonymous to one another and to the authors.

The review process includes a discussion phase after initial reviews are posted. During this period, reviewers can review all submissions and privately discuss the work’s strengths and weaknesses anonymously via EasyChair. This discussion information can be used by the track chairs, along with the review content, to make final acceptance decisions.

The SIGCSE TS review process does not have a rebuttal period for authors to respond to comments, and all acceptance decisions are final.

ACM Policies

By submitting your article to an ACM Publication, you are hereby acknowledging that you and your co-authors are subject to all ACM Publications Policies (https://sigcsevirtual2026.acm.org/info/authorship-policies), including ACM’s new Publications Policy on Research Involving Human Participants and Subjects (https://www.acm.org/publications/policies/research-involving-human-participants-and-subjects). Alleged violations of this policy or any ACM Publications Policy will be investigated by ACM and may result in a full retraction of your paper, in addition to other potential penalties, as per ACM Publications Policy.

ACM’s New Open-Access Publishing Model

Please review details of ACM’s new open-access publishing model at https://sigcsevirtual2026.acm.org/info/authorship-policies#acm-open.

ORCiD IDs

ACM has made a commitment to collect ORCiD IDs from all published authors (https://authors.acm.org/author-resources/orcid-faqs). All authors on each submission must have an ORCiD ID (https://orcid.org/register) in order to complete the submission process. Please make sure to get your ORCiD ID in advance of submitting your work. (If EasyChair does not request the ORCiD ID for your coauthors, you do not need to find a way to enter one.)

Accepted Posters

As part of the final submission, authors will need to prepare and record a 5-minute video of their poster presentation and a PowerPoint slide for the poster. Please follow the recommendations and upload the video and your slide according to the directions that will be sent to authors upon acceptance. Authors are asked to upload both a plain video without captions. If captions need to be added to a recording, the program committee will contact each author to check before publishing it on the conference streaming site. In addition to the pre-recorded video, presenters must prepare and present a poster during the live session, which can be a slide or an image. Presenters must be prepared to share their screen displaying the PowerPoint slide during the breakout room for the entire period.

Questions? Use the SIGCSE Virtual Posters contact form.