diff --git a/bibliography.bib b/bibliography.bib
index c269b61..8cf312d 100644
--- a/bibliography.bib
+++ b/bibliography.bib
@@ -62,7 +62,7 @@
   volume = {15},
   number = {2},
   pages = {83--102},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0899-3408},
   doi = {10.1080/08993400500150747},
   url = {https://doi.org/10.1080/08993400500150747},
@@ -176,7 +176,7 @@
   title = {A {{Similarity Ranking}} of {{Python Programs}}},
   author = {Avery, Jonathan Wardell},
   year = {2015},
-  publisher = {{University of Canterbury}},
+  publisher = {University of Canterbury},
   url = {https://ir.canterbury.ac.nz/handle/10092/14446},
   urldate = {2022-07-06},
   abstract = {Detection of similar programs is a highly studied problem. Detecting similar code is an important strategy for detecting badly modularized code, finding vulnerabilities due to error prone copy-paste programming methodologies, and detecting academic dishonesty in online code assignment submissions following the copy-paste-adapt-it pattern. The latter is the impetus for this work. A novel system is presented that is specifically adapted to programs that may be small, and similar by virtue of being written to solve the same problem. The system is also adapted toward specific expected behaviors of plagiarists, making use of algorithms custom built to both recognize these behaviors while satisfying hierarchical properties. A defining and novel property of the proposed method is the categorical information it provides. A hierarchy of categories with an implication relationship are leveraged in the production of descriptive, rank-able results.},
@@ -216,7 +216,7 @@
   volume = {13},
   number = {1},
   pages = {1--14},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {1050-8406},
   doi = {10.1207/s15327809jls1301_1},
   url = {https://doi.org/10.1207/s15327809jls1301_1},
@@ -232,8 +232,8 @@
   month = mar,
   series = {{{SIGCSE}} '10},
   pages = {162--166},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/1734263.1734319},
   url = {https://doi.org/10.1145/1734263.1734319},
   urldate = {2022-02-24},
@@ -251,8 +251,8 @@
   year = {2016},
   series = {Lecture {{Notes}} in {{Computer Science}}},
   pages = {105--117},
-  publisher = {{Springer International Publishing}},
-  address = {{Cham}},
+  publisher = {Springer International Publishing},
+  address = {Cham},
   doi = {10.1007/978-3-319-46747-4_9},
   abstract = {In The Netherlands, the current informatics curriculum for upper secondary education was introduced in 1998 and only slightly modified in 2007. Meanwhile, both the scientific discipline and its impact on society have developed substantially. For this main reason, a curriculum reform has been carried out which has led to a new curriculum specifying the intended learning outcomes. This country report specifies the educational context in which the reform takes place. Moreover, it decribes the reform process from various perspectives, highlights and explains the underlying design principles that guided the development of the new curriculum, and presents its main results.},
   isbn = {978-3-319-46747-4},
@@ -290,8 +290,8 @@
   month = dec,
   series = {{{ITiCSE-WGR}} '19},
   pages = {177--210},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3344429.3372508},
   url = {https://doi.org/10.1145/3344429.3372508},
   urldate = {2022-02-21},
@@ -310,7 +310,7 @@
   volume = {12},
   number = {3},
   pages = {98--118},
-  publisher = {{Athabasca University Press (AU Press)}},
+  publisher = {Athabasca University Press (AU Press)},
   issn = {1492-3831},
   doi = {10.19173/irrodl.v12i3.902},
   url = {https://www.erudit.org/en/journals/irrodl/2011-v12-n3-irrodl05132/1067617ar/},
@@ -329,7 +329,7 @@
   volume = {20},
   number = {1},
   pages = {45--73},
-  publisher = {{Association for the Advancement of Computing in Education (AACE)}},
+  publisher = {Association for the Advancement of Computing in Education (AACE)},
   issn = {0731-9258},
   url = {https://www.learntechlib.org/primary/p/8505/},
   urldate = {2022-02-24},
@@ -346,8 +346,8 @@
   month = jul,
   series = {{{ITiCSE}} '16},
   pages = {47--52},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/2899415.2899443},
   url = {https://dl.acm.org/doi/10.1145/2899415.2899443},
   urldate = {2023-10-05},
@@ -384,8 +384,8 @@
   month = mar,
   series = {{{SIGCSE}} '04},
   pages = {477--481},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/971300.971461},
   url = {https://doi.org/10.1145/971300.971461},
   urldate = {2022-02-24},
@@ -405,7 +405,7 @@
   volume = {2},
   number = {1},
   pages = {52--58},
-  publisher = {{MCB UP Ltd}},
+  publisher = {MCB UP Ltd},
   issn = {1066-2243},
   doi = {10.1108/eb047254},
   url = {https://doi.org/10.1108/eb047254},
@@ -470,8 +470,8 @@
   month = oct,
   series = {{{SIGITE}} '07},
   pages = {99--106},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/1324302.1324324},
   url = {https://dl.acm.org/doi/10.1145/1324302.1324324},
   urldate = {2024-01-10},
@@ -490,8 +490,8 @@
   month = apr,
   series = {{{CHI}} '18},
   pages = {1--14},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3173574.3173951},
   url = {https://doi.org/10.1145/3173574.3173951},
   urldate = {2021-04-30},
@@ -524,7 +524,7 @@
   volume = {5},
   number = {1},
   pages = {7--74},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0969-594X},
   doi = {10.1080/0969595980050102},
   url = {https://doi.org/10.1080/0969595980050102},
@@ -542,7 +542,7 @@
   volume = {23},
   number = {4},
   pages = {561--599},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {1050-8406},
   doi = {10.1080/10508406.2014.954750},
   url = {https://doi.org/10.1080/10508406.2014.954750},
@@ -588,7 +588,7 @@
   volume = {29},
   number = {3},
   pages = {430--470},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {1050-8406},
   doi = {10.1080/10508406.2020.1759605},
   url = {https://doi.org/10.1080/10508406.2020.1759605},
@@ -602,7 +602,7 @@
   author = {Bonar, Jeffrey G and Cunningham, Robert},
   year = {1988},
   month = may,
-  institution = {{CARNEGIE-MELLON UNIV PITTSBURGH PA ARTIFICIAL INTELLIGENCE AND PSYCHOLOGY}}
+  institution = {CARNEGIE-MELLON UNIV PITTSBURGH PA ARTIFICIAL INTELLIGENCE AND PSYCHOLOGY}
 }
 
 @article{borteBarriersStudentActive2020,
@@ -614,7 +614,7 @@
   volume = {0},
   number = {0},
   pages = {1--19},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {1356-2517},
   doi = {10.1080/13562517.2020.1839746},
   url = {https://doi.org/10.1080/13562517.2020.1839746},
@@ -634,10 +634,10 @@
 @inproceedings{brievenPracticingAbstractionSkills2024,
   title = {{Practicing Abstraction Skills Through Diagrammatic Reasoning Over CAF{\'E} 2.0}},
   booktitle = {{IEEE Global Engineering Education Conference (EDUCON)}},
-  author = {Brieven, G{\'e}raldine and Malcev, Lev and Donnet, Beno\^{\i}t},
+  author = {Brieven, G{\'e}raldine and Malcev, Lev and Donnet, Beno{\^i}t},
   year = {2024},
   month = may,
-  publisher = {{IEEE}},
+  publisher = {IEEE},
   url = {https://orbi.uliege.be/handle/2268/313506},
   urldate = {2024-02-26},
   abstract = {Shaping first-year students' minds to solve problems at different levels of abstraction is both important and challenging. Although abstraction is a crucial skill in problem-solving, especially in STEM subjects, students often struggle with abstract thinking. They tend to focus their efforts on concrete aspects of the problem, where they feel more comfortable and closer to the final solution. Unfortunately, this approach can cause them to overlook critical details related to the problem or its solution.  To address this issue in our Introduction to Programming (CS1) course, we introduced a programming methodology that requires students to create a graphical representation of their solution and then derive the code from it. To enable them to practice this diagrammatic reasoning approach on a regular basis, we developed a learning tool called CAF{\'E} 2.0. It facilitates a semester-long activity in which students solve problems by submitting both a graphical representation of their solution and its implementation. Further to checking the final implementation, CAF{\'E} 2.0 also provides personalized {\textbackslash}fb on how students have graphically modeled their solution and how consistent it is with their code. This paper presents an overview of the features of CAF{\'E} 2.0 and the methodology it currently supports in the context of our CS1 course. Then, using a survey and learning analytics, this paper evaluates students' interactions with CAF{\'E} 2.0. Finally, the potential for extending CAF{\'E} 2.0 to other STEM disciplines is discussed.},
@@ -649,7 +649,7 @@
   title = {No Silver Bullet},
   author = {Brooks, Frederick and Kugler, H},
   year = {1987},
-  publisher = {{April}}
+  publisher = {April}
 }
 
 @misc{brunsfeldTreesitterTreesitterV02024,
@@ -692,8 +692,8 @@
   author = {Caiza, Julio C. and del {\'A}lamo Ramiro, Jos{\'e} Mar{\'i}a},
   year = {2013},
   pages = {5691--5700},
-  publisher = {{E.T.S.I. Telecomunicaci{\'o}n (UPM)}},
-  address = {{Valencia, Spain}},
+  publisher = {E.T.S.I. Telecomunicaci{\'o}n (UPM)},
+  address = {Valencia, Spain},
   url = {https://oa.upm.es/25765/},
   urldate = {2022-08-16},
   abstract = {Automatic grading of programming assignments is an important topic in academic research. It aims at improving the level of feedback given to students and optimizing the professor time. Several researches have reported the development of software tools to support this process. Then, it is helpfulto get a quickly and good sight about their key features. This paper reviews an ample set of tools forautomatic grading of programming assignments. They are divided in those most important mature tools, which have remarkable features; and those built recently, with new features. The review includes the definition and description of key features e.g. supported languages, used technology, infrastructure, etc. The two kinds of tools allow making a temporal comparative analysis. This analysis infrastructure, etc. The two kinds of tools allow making a temporal comparative analysis. This analysis shows good improvements in this research field, these include security, more language support, plagiarism detection, etc. On the other hand, the lack of a grading model for assignments is identified as an important gap in the reviewed tools. Thus, a characterization of evaluation metrics to grade programming assignments is provided as first step to get a model. Finally new paths in this research field are proposed.},
@@ -710,8 +710,8 @@
   month = aug,
   series = {{{ESEC}}/{{FSE}} 2019},
   pages = {964--974},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3338906.3340458},
   url = {https://dl.acm.org/doi/10.1145/3338906.3340458},
   urldate = {2023-11-23},
@@ -730,7 +730,7 @@
   volume = {9},
   number = {1},
   pages = {1--11},
-  publisher = {{Athabasca University Press (AU Press)}},
+  publisher = {Athabasca University Press (AU Press)},
   issn = {1492-3831},
   doi = {10.19173/irrodl.v9i1.469},
   url = {https://www.erudit.org/en/journals/irrodl/2008-v9-n1-irrodl05535/1071813ar/},
@@ -776,7 +776,7 @@
   volume = {4},
   number = {5-6},
   pages = {318--331},
-  publisher = {{Inderscience Publishers}},
+  publisher = {Inderscience Publishers},
   issn = {1753-5255},
   doi = {10.1504/IJTEL.2012.051815},
   url = {https://www.inderscienceonline.com/doi/10.1504/IJTEL.2012.051815},
@@ -843,8 +843,8 @@
   month = jul,
   series = {{{UMAP}} '17},
   pages = {5--10},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3099023.3099065},
   url = {https://doi.org/10.1145/3099023.3099065},
   urldate = {2022-08-02},
@@ -891,7 +891,7 @@
   volume = {25},
   number = {3},
   pages = {279--291},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0260-2938},
   doi = {10.1080/713611435},
   url = {https://doi.org/10.1080/713611435},
@@ -914,7 +914,7 @@
   author = {Cortez, Paulo and Silva, Alice Maria Gon{\c c}alves},
   year = {2008},
   month = apr,
-  publisher = {{EUROSIS-ETI}},
+  publisher = {EUROSIS-ETI},
   url = {http://repositorium.sdum.uminho.pt/},
   urldate = {2021-09-16},
   abstract = {Although the educational level of the Portuguese population has improved in the last decades, the statistics keep Portugal at Europe's tail end due to its high student failure rates. In particular, lack of success in the core classes of Mathematics and the Portuguese language is extremely serious. On the other hand, the fields of Business Intelligence (BI)/Data Mining (DM), which aim at extracting high-level knowledge from raw data, offer interesting automated tools that can aid the education domain. The present work intends to approach student achievement in secondary education using BI/DM techniques. Recent real-world data (e.g. student grades, demographic, social and school related features) was collected by using school reports and questionnaires. The two core classes (i.e. Mathematics and Portuguese) were modeled under binary/five-level classification and regression tasks. Also, four DM models (i.e. Decision Trees, Random Forest, Neural Networks and Support Vector Machines) and three input selections (e.g. with and without previous grades) were tested. The results show that a good predictive accuracy can be achieved, provided that the first and/or second school period grades are available. Although student achievement is highly influenced by past evaluations, an explanatory analysis has shown that there are also other relevant features (e.g. number of absences, parent's job and education, alcohol consumption). As a direct outcome of this research, more efficient student prediction tools can be be developed, improving the quality of education and enhancing school resource management.},
@@ -993,8 +993,8 @@
   month = apr,
   series = {{{WWW}} '17 {{Companion}}},
   pages = {415--421},
-  publisher = {{International World Wide Web Conferences Steering Committee}},
-  address = {{Republic and Canton of Geneva, CHE}},
+  publisher = {International World Wide Web Conferences Steering Committee},
+  address = {Republic and Canton of Geneva, CHE},
   doi = {10.1145/3041021.3054164},
   url = {https://dl.acm.org/doi/10.1145/3041021.3054164},
   urldate = {2024-02-14},
@@ -1014,7 +1014,7 @@
   volume = {42},
   number = {3},
   pages = {347--360},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0260-2938},
   doi = {10.1080/02602938.2015.1111294},
   url = {https://doi.org/10.1080/02602938.2015.1111294},
@@ -1084,8 +1084,8 @@
   month = mar,
   series = {{{LAK}} '17},
   pages = {272--279},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3027385.3027441},
   url = {https://doi.org/10.1145/3027385.3027441},
   urldate = {2022-11-25},
@@ -1127,8 +1127,8 @@
   title = {Software {{Development}} and {{Professional Practice}}},
   author = {Dooley, John},
   year = {2011},
-  publisher = {{Apress}},
-  address = {{Berkeley, CA}},
+  publisher = {Apress},
+  address = {Berkeley, CA},
   doi = {10.1007/978-1-4302-3802-7},
   url = {http://link.springer.com/10.1007/978-1-4302-3802-7},
   urldate = {2022-08-16},
@@ -1164,7 +1164,7 @@
   volume = {3},
   number = {1},
   pages = {29--44},
-  publisher = {{Informing Science Institute}},
+  publisher = {Informing Science Institute},
   issn = {1552-2237},
   url = {https://www.learntechlib.org/p/44796/},
   urldate = {2022-10-03},
@@ -1231,8 +1231,8 @@
   month = mar,
   series = {{{SIGCSE}} '04},
   pages = {26--30},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/971300.971312},
   url = {https://doi.org/10.1145/971300.971312},
   urldate = {2022-03-03},
@@ -1251,8 +1251,8 @@
   month = jun,
   series = {{{ITiCSE}} '08},
   pages = {328},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/1384271.1384371},
   url = {https://dl.acm.org/doi/10.1145/1384271.1384371},
   urldate = {2023-08-21},
@@ -1306,7 +1306,7 @@
   volume = {88},
   number = {3},
   pages = {889--894},
-  publisher = {{SAGE Publications Inc}},
+  publisher = {SAGE Publications Inc},
   issn = {0033-2941},
   doi = {10.2466/pr0.2001.88.3.889},
   url = {https://doi.org/10.2466/pr0.2001.88.3.889},
@@ -1349,8 +1349,8 @@
   month = oct,
   series = {{{SPLASH-E}} 2019},
   pages = {13--24},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3358711.3361626},
   url = {https://dl.acm.org/doi/10.1145/3358711.3361626},
   urldate = {2024-01-22},
@@ -1369,7 +1369,7 @@
   volume = {77},
   number = {380},
   pages = {831--834},
-  publisher = {{Taylor \& Francis}},
+  publisher = {Taylor \& Francis},
   issn = {0162-1459},
   doi = {10.1080/01621459.1982.10477894},
   url = {https://www.tandfonline.com/doi/abs/10.1080/01621459.1982.10477894},
@@ -1432,7 +1432,7 @@
   year = {2006},
   journal = {Information Technologies at School},
   pages = {553--563},
-  publisher = {{2nd International Conference on Informatics in Secondary Schools: Evolution {\dots}}}
+  publisher = {2nd International Conference on Informatics in Secondary Schools: Evolution {\dots}}
 }
 
 @article{forisekSuitabilityProgrammingTasks2006,
@@ -1463,7 +1463,7 @@
   volume = {38},
   number = {1},
   pages = {33--46},
-  publisher = {{SAGE Publications Inc}},
+  publisher = {SAGE Publications Inc},
   issn = {0091-0260},
   doi = {10.1177/009102600903800103},
   url = {https://doi.org/10.1177/009102600903800103},
@@ -1496,7 +1496,7 @@
   journal = {Learning and Teaching in Higher Education},
   number = {1},
   pages = {3--31},
-  publisher = {{University of Gloucestershire}},
+  publisher = {University of Gloucestershire},
   issn = {1742-240X},
   url = {https://eprints.glos.ac.uk/3609/},
   urldate = {2022-02-21},
@@ -1553,8 +1553,8 @@
   year = {2014},
   series = {Springer {{Proceedings}} in {{Complexity}}},
   pages = {15--26},
-  publisher = {{Springer Netherlands}},
-  address = {{Dordrecht}},
+  publisher = {Springer Netherlands},
+  address = {Dordrecht},
   doi = {10.1007/978-94-007-7308-0_2},
   abstract = {Students struggle to learn computer programming. In recent years, there has been a dramatic drop in the number of students enrolling in IT and computer science courses. There is high dropout rate among first year students undertaking computer science courses. Because introductory programming courses traditionally have a high failure rate, this has been a barrier for students and staff in computer science faculties. Programming is acknowledged by many to be an inherently complex, intellectual activity with students struggling through their first programming subjects and lecturers are struggling to teach it. This problem is no different at School of Computer Science at PUCRS in Brazil. The department has for many years trying to improve the teaching of programming courses to the students. This paper describes the use of a classroom in the MOODLE environment to teach Java programming to first year students.},
   isbn = {978-94-007-7308-0},
@@ -1573,7 +1573,7 @@
   volume = {42},
   number = {2},
   pages = {185--199},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0144-3410},
   doi = {10.1080/01443410.2020.1802645},
   url = {https://doi.org/10.1080/01443410.2020.1802645},
@@ -1623,7 +1623,7 @@
   author = {Graham, Dorothy and Black, Rex and van Veenendaal, Erik},
   year = {2021},
   month = jun,
-  publisher = {{Cengage Learning}},
+  publisher = {Cengage Learning},
   abstract = {Now in its fourth edition, Foundations of Software Testing: ISTQB Certification is the essential guide to software testing and to the ISTQB Foundation qualification. Completely updated to comprehensively reflect the most recent changes to the 2018 ISTQB Foundation Syllabus, the book adopts a practical, hands-on approach, covering the fundamental topics that every system and software tester should know. The authors are themselves developers of the ISTQB syllabus and are highly respected international authorities and teachers within the field of software testing. About ISTQB ISTQB is a multinational body overseeing the development of international qualifications in software testing. It offers an internationally recognized qualification that ensures there is an international, common understanding of software and system testing issues.},
   googlebooks = {mOwxEAAAQBAJ},
   isbn = {978-0-357-88415-7},
@@ -1650,8 +1650,8 @@
   month = mar,
   series = {{{SIGCSE}} '13},
   pages = {579--584},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/2445196.2445368},
   url = {https://doi.org/10.1145/2445196.2445368},
   urldate = {2022-08-16},
@@ -1669,8 +1669,8 @@
   year = {2021},
   series = {Communications in {{Computer}} and {{Information Science}}},
   pages = {553--564},
-  publisher = {{Springer International Publishing}},
-  address = {{Cham}},
+  publisher = {Springer International Publishing},
+  address = {Cham},
   doi = {10.1007/978-3-030-85347-1_39},
   abstract = {Monitoring and examining source code and quality metrics is an essential task in software development projects. Still, it is challenging to evaluate for educational projects due to the time and effort required by instructors, and constant change during the software project evolution. In this paper, we used an automated approach to analyze source code and quality metrics' evolution and impact in software engineering projects using static code analysis on each software change (commits and merges). We examined five undergraduate software engineering projects' changed modules, compilability, and source code and quality metrics (size, complexity, duplication, maintainability, and security). In total, we assessed 12,103 changes from 103 students contributing to the projects. Our approach allowed us to identify students' project trends in the impact of the source code changes, providing insights into behaviors such as technology knowledge deficiencies, issues in continuous integration practices, and software quality degradation. We believe that the early, constant feedback on student software engineering project quality can help instructors improve their courses and students enhance their development practices. Tracking of source code evolution could be done via static analysis and instructors could use the analysis results for teaching.},
   isbn = {978-3-030-85347-1},
@@ -1689,7 +1689,7 @@
   volume = {21},
   number = {2},
   pages = {135--173},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0899-3408},
   doi = {10.1080/08993408.2011.579808},
   url = {https://doi.org/10.1080/08993408.2011.579808},
@@ -1724,7 +1724,7 @@
   year = {2012},
   month = oct,
   number = {RFC 6749},
-  institution = {{Internet Engineering Task Force}},
+  institution = {Internet Engineering Task Force},
   doi = {10.17487/RFC6749},
   url = {https://datatracker.ietf.org/doc/rfc6749},
   urldate = {2022-08-16},
@@ -1741,7 +1741,7 @@
   volume = {77},
   number = {1},
   pages = {81--112},
-  publisher = {{American Educational Research Association}},
+  publisher = {American Educational Research Association},
   issn = {0034-6543},
   doi = {10.3102/003465430298487},
   url = {https://doi.org/10.3102/003465430298487},
@@ -1762,8 +1762,8 @@
   series = {{{ICER}} '22},
   volume = {2},
   pages = {32--34},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3501709.3544278},
   url = {https://dl.acm.org/doi/10.1145/3501709.3544278},
   urldate = {2024-02-09},
@@ -1870,8 +1870,8 @@
   month = feb,
   series = {{{SAC}} '98},
   pages = {732--736},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/330560.331081},
   url = {https://dl.acm.org/doi/10.1145/330560.331081},
   urldate = {2024-02-09},
@@ -1919,7 +1919,7 @@
   title = {The Pragmatic Programmer},
   author = {Hunt, Andrew},
   year = {1999},
-  publisher = {{Pearson Education India}}
+  publisher = {Pearson Education India}
 }
 
 @article{huUsingPOGILHelp2013,
@@ -1943,7 +1943,7 @@
   title = {Open Educational Resources: {{Opportunities}} and Challenges},
   author = {Hyl{\'e}n, Jan},
   year = {2021},
-  publisher = {{OECD}}
+  publisher = {OECD}
 }
 
 @inproceedings{ihantolaReviewRecentSystems2010,
@@ -1954,8 +1954,8 @@
   month = oct,
   series = {Koli {{Calling}} '10},
   pages = {86--93},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/1930464.1930480},
   url = {https://doi.org/10.1145/1930464.1930480},
   urldate = {2022-08-16},
@@ -1989,7 +1989,7 @@
   volume = {21},
   number = {2},
   pages = {15--22},
-  publisher = {{ACM New York, NY, USA}},
+  publisher = {ACM New York, NY, USA},
   file = {/home/charlotte/sync/Zotero/storage/XVVKJK4A/Isaacson and Scott - 1989 - Automating the execution of student programs.pdf}
 }
 
@@ -2001,7 +2001,7 @@
   volume = {16},
   number = {3},
   pages = {218--224},
-  publisher = {{Citeseer}},
+  publisher = {Citeseer},
   file = {/home/charlotte/sync/Zotero/storage/VWJUIVMV/Isong - 2001 - Developing an automated program checkers.pdf}
 }
 
@@ -2013,8 +2013,8 @@
   month = mar,
   series = {{{SIGCSE}} '97},
   pages = {335--339},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/268084.268210},
   url = {https://doi.org/10.1145/268084.268210},
   urldate = {2022-08-16},
@@ -2048,8 +2048,8 @@
   month = mar,
   series = {{{SIGCSE}} '08},
   pages = {532--536},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/1352135.1352315},
   url = {https://doi.org/10.1145/1352135.1352315},
   urldate = {2022-03-03},
@@ -2066,7 +2066,7 @@
   year = {2002},
   volume = {4},
   pages = {53--58},
-  publisher = {{Citeseer}},
+  publisher = {Citeseer},
   file = {/home/charlotte/sync/Zotero/storage/NEG8W3MU/Jenkins - 2002 - On the difficulty of learning to program.pdf}
 }
 
@@ -2079,7 +2079,7 @@
   volume = {10},
   number = {8},
   pages = {198},
-  publisher = {{Multidisciplinary Digital Publishing Institute}},
+  publisher = {Multidisciplinary Digital Publishing Institute},
   doi = {10.3390/educsci10080198},
   url = {https://www.mdpi.com/2227-7102/10/8/198},
   urldate = {2021-10-01},
@@ -2097,7 +2097,7 @@
   year = {2010},
   volume = {11},
   pages = {237},
-  publisher = {{HeinOnline}}
+  publisher = {HeinOnline}
 }
 
 @article{jiangExploringEffectsSPOCbased2023,
@@ -2108,7 +2108,7 @@
   volume = {0},
   number = {0},
   pages = {1--18},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {1049-4820},
   doi = {10.1080/10494820.2023.2294774},
   url = {https://doi.org/10.1080/10494820.2023.2294774},
@@ -2126,7 +2126,7 @@
   volume = {16},
   number = {2},
   pages = {185--192},
-  publisher = {{Citeseer}},
+  publisher = {Citeseer},
   file = {/home/charlotte/sync/Zotero/storage/XWEESBAS/Jones - 2001 - Grading student programs- a software testing appro.pdf}
 }
 
@@ -2173,8 +2173,8 @@
   volume = {83},
   number = {2},
   pages = {221--230},
-  publisher = {{American Psychological Association}},
-  address = {{US}},
+  publisher = {American Psychological Association},
+  address = {US},
   issn = {1939-2176},
   doi = {10.1037/0022-0663.83.2.221},
   abstract = {Correlates of help seeking among college students were examined. In the 1st study (N{\enspace}={\enspace}612), college students' help-seeking tendencies, given the prospect of poor performance, were (a) directly related to their rated likelihood of engaging in instrumental achievement activities, (b) directly related to persistent global self-esteem, and (c) inversely related to students' perceptions that seeking help is threatening. In Study 2 (N{\enspace}={\enspace}541), help seeking was directly related to the use of cognitive, metacognitive, and resource management learning strategies. Study 3 (N{\enspace}={\enspace}386) replicated the results of Study 2 and also found that correlations between help seeking and learning strategy use were unchanged when controlling for individual differences in the perceived threat to self-esteem posed by help seeking. Evidence from all 3 studies is consistent with viewing help seeking in an academic context as an achievement-related rather than as a dependent behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)},
@@ -2189,7 +2189,7 @@
   year = {2002},
   volume = {2},
   pages = {35--36},
-  publisher = {{Citeseer}}
+  publisher = {Citeseer}
 }
 
 @article{keuningSystematicLiteratureReview2018,
@@ -2235,8 +2235,8 @@
   month = may,
   series = {{{ICSE}} '18},
   pages = {946--957},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3180155.3180187},
   url = {https://dl.acm.org/doi/10.1145/3180155.3180187},
   urldate = {2023-11-23},
@@ -2253,8 +2253,8 @@
   year = {1994},
   series = {Statistics in the {{Health}} Sciences},
   pages = {1--38},
-  publisher = {{Springer}},
-  address = {{New York, NY}},
+  publisher = {Springer},
+  address = {New York, NY},
   doi = {10.1007/978-1-4757-4108-7_1},
   url = {https://doi.org/10.1007/978-1-4757-4108-7_1},
   urldate = {2021-02-19},
@@ -2272,8 +2272,8 @@
   year = {2008},
   series = {Lecture {{Notes}} in {{Computer Science}}},
   pages = {343--354},
-  publisher = {{Springer}},
-  address = {{Berlin, Heidelberg}},
+  publisher = {Springer},
+  address = {Berlin, Heidelberg},
   doi = {10.1007/978-3-540-78139-4_31},
   abstract = {The paper contains a description of the SPOJ online judge and contester system, used for E-Learning of programming, which has been successfully applied in the tuition of students at the Gda{\'n}sk University of Technology. We study the implementation of the system with security demands and present our experiences connected with the use of such systems in academic courses at an undergraduate and graduate level in the last four years.},
   isbn = {978-3-540-78139-4},
@@ -2303,8 +2303,8 @@
   month = feb,
   series = {{{SIGCSE}} '18},
   pages = {284--289},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3159450.3159602},
   url = {https://dl.acm.org/doi/10.1145/3159450.3159602},
   urldate = {2023-08-21},
@@ -2322,8 +2322,8 @@
   month = aug,
   series = {{{ESEC}}/{{FSE}} 2013},
   pages = {345--355},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/2491411.2491452},
   url = {https://doi.org/10.1145/2491411.2491452},
   urldate = {2022-06-30},
@@ -2337,7 +2337,7 @@
   title = {What Every Engineer Should Know about Software Engineering},
   author = {Laplante, Philip A},
   year = {2007},
-  publisher = {{CRC Press}}
+  publisher = {CRC Press}
 }
 
 @article{lebudaTellMeYour2013,
@@ -2350,7 +2350,7 @@
   volume = {25},
   number = {1},
   pages = {137--142},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {1040-0419},
   doi = {10.1080/10400419.2013.752297},
   url = {https://doi.org/10.1080/10400419.2013.752297},
@@ -2425,7 +2425,7 @@
   volume = {57},
   number = {2},
   pages = {448--470},
-  publisher = {{SAGE Publications Inc}},
+  publisher = {SAGE Publications Inc},
   issn = {0735-6331},
   doi = {10.1177/0735633117752614},
   url = {https://doi.org/10.1177/0735633117752614},
@@ -2442,7 +2442,7 @@
   author = {Looi, C.-K. and McCalla, G. and Bredeweg, B.},
   year = {2005},
   month = jul,
-  publisher = {{IOS Press}},
+  publisher = {IOS Press},
   abstract = {The field of Artificial Intelligence in Education has continued to broaden and now includes research and researchers from many areas of technology and social science. This study opens opportunities for the cross-fertilization of information and ideas from researchers in the many fields that make up this interdisciplinary research area, including artificial intelligence, other areas of computer science, cognitive science, education, learning sciences, educational technology, psychology, philosophy, sociology, anthropology, linguistics, and the many domain-specific areas for which Artificial Intelligence in Education systems have been designed and built. An explicit goal is to appeal to those researchers who share the perspective that true progress in learning technology requires both deep insight into technology and also deep insight into learners, learning, and the context of learning. The theme reflects this basic duality.},
   googlebooks = {OALvAgAAQBAJ},
   isbn = {978-1-60750-120-6},
@@ -2478,7 +2478,7 @@
   number = {arXiv:2102.04664},
   eprint = {2102.04664},
   primaryclass = {cs},
-  publisher = {{arXiv}},
+  publisher = {arXiv},
   doi = {10.48550/arXiv.2102.04664},
   url = {http://arxiv.org/abs/2102.04664},
   urldate = {2023-11-23},
@@ -2497,8 +2497,8 @@
   month = jan,
   series = {{{ACE}} '23},
   pages = {1--10},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3576123.3576124},
   url = {https://dl.acm.org/doi/10.1145/3576123.3576124},
   urldate = {2023-12-02},
@@ -2517,8 +2517,8 @@
   month = jul,
   series = {{{ITiCSE}} 2018 {{Companion}}},
   pages = {55--106},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3293881.3295779},
   url = {https://doi.org/10.1145/3293881.3295779},
   urldate = {2022-02-25},
@@ -2553,8 +2553,8 @@
   month = jun,
   series = {{{ITiCSE}} 2023},
   pages = {632},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3587103.3594166},
   url = {https://dl.acm.org/doi/10.1145/3587103.3594166},
   urldate = {2023-11-16},
@@ -2611,7 +2611,7 @@
   volume = {60},
   number = {3},
   pages = {245--256},
-  publisher = {{SAGE Publications Ltd}},
+  publisher = {SAGE Publications Ltd},
   issn = {0004-9441},
   doi = {10.1177/0004944116664618},
   url = {https://doi.org/10.1177/0004944116664618},
@@ -2630,7 +2630,7 @@
   volume = {40},
   number = {3},
   pages = {233--237},
-  publisher = {{SAGE Publications Inc}},
+  publisher = {SAGE Publications Inc},
   issn = {0098-6283},
   doi = {10.1177/0098628313487425},
   url = {https://doi.org/10.1177/0098628313487425},
@@ -2647,7 +2647,7 @@
   author = {Mani, Anaga and Venkataramani, Divya and Petit Silvestre, Jordi and Roura Ferret, Salvador},
   year = {2014},
   pages = {176--183},
-  publisher = {{SciTePress}},
+  publisher = {SciTePress},
   doi = {10.5220/0004842801760183},
   url = {https://upcommons.upc.edu/handle/2117/28174},
   urldate = {2022-08-16},
@@ -2668,8 +2668,8 @@
   month = jun,
   series = {{{ITiCSE}} '05},
   pages = {4--8},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/1067445.1067451},
   url = {https://doi.org/10.1145/1067445.1067451},
   urldate = {2022-02-25},
@@ -2687,8 +2687,8 @@
   month = apr,
   series = {{{LAK21}}},
   pages = {216--225},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3448139.3448160},
   url = {https://doi.org/10.1145/3448139.3448160},
   urldate = {2022-09-15},
@@ -2740,8 +2740,8 @@
   month = dec,
   series = {{{ITiCSE-WGR}} '01},
   pages = {125--180},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/572133.572137},
   url = {https://doi.org/10.1145/572133.572137},
   urldate = {2022-02-24},
@@ -2759,7 +2759,7 @@
   volume = {42},
   number = {3},
   pages = {285--307},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {1539-1523},
   doi = {10.1080/15391523.2010.10782552},
   url = {https://doi.org/10.1080/15391523.2010.10782552},
@@ -2824,8 +2824,8 @@
   month = aug,
   series = {{{EASEAI}} 2021},
   pages = {1--8},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3472673.3473958},
   url = {https://doi.org/10.1145/3472673.3473958},
   urldate = {2022-07-06},
@@ -2851,7 +2851,7 @@
   volume = {6},
   number = {2},
   pages = {58--63},
-  publisher = {{ACM New York, NY, USA}},
+  publisher = {ACM New York, NY, USA},
   file = {/home/charlotte/sync/Zotero/storage/I225QATU/Miller and Maloney - 1963 - Systematic mistake analysis of digital computer pr.pdf}
 }
 
@@ -2880,8 +2880,8 @@
   month = mar,
   series = {{{SIGCSE}} 2023},
   pages = {395--401},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3545945.3569734},
   url = {https://dl.acm.org/doi/10.1145/3545945.3569734},
   urldate = {2024-01-05},
@@ -2941,8 +2941,8 @@
   month = may,
   series = {{{ICSE}} '18},
   pages = {464--467},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3183440.3183453},
   url = {https://doi.org/10.1145/3183440.3183453},
   urldate = {2022-06-30},
@@ -2978,7 +2978,7 @@
   volume = {33},
   number = {1},
   pages = {5--30},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0158-7919},
   doi = {10.1080/01587919.2012.667957},
   url = {https://doi.org/10.1080/01587919.2012.667957},
@@ -3013,8 +3013,8 @@
   month = jun,
   series = {{{CompSysTech}} '14},
   pages = {341--348},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/2659532.2659628},
   url = {https://doi.org/10.1145/2659532.2659628},
   urldate = {2021-02-22},
@@ -3030,7 +3030,7 @@
   year = {2021},
   month = aug,
   journal = {ACM Transactions on Computing Education (TOCE)},
-  publisher = {{ACM}},
+  publisher = {ACM},
   doi = {10.1145/3517133},
   url = {https://dl.acm.org/doi/abs/10.1145/3517133},
   urldate = {2022-04-01},
@@ -3049,7 +3049,7 @@
   volume = {94},
   number = {1},
   pages = {3--17},
-  publisher = {{The University of Chicago Press}},
+  publisher = {The University of Chicago Press},
   issn = {0013-5984},
   doi = {10.1086/461747},
   url = {https://www.journals.uchicago.edu/doi/abs/10.1086/461747},
@@ -3067,7 +3067,7 @@
   volume = {31},
   number = {2},
   pages = {199--218},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0307-5079},
   doi = {10.1080/03075070600572090},
   url = {https://doi.org/10.1080/03075070600572090},
@@ -3112,7 +3112,7 @@
   volume = {133},
   number = {1},
   pages = {31--37},
-  publisher = {{American Society of Civil Engineers}},
+  publisher = {American Society of Civil Engineers},
   issn = {1052-3928},
   doi = {10.1061/(ASCE)1052-3928(2007)133:1(31)},
   url = {https://ascelibrary.org/doi/abs/10.1061/%28ASCE%291052-3928%282007%29133%3A1%2831%29},
@@ -3145,7 +3145,7 @@
   author = {Oberkampf, William L. and Roy, Christopher J.},
   year = {2010},
   month = oct,
-  publisher = {{Cambridge University Press}},
+  publisher = {Cambridge University Press},
   abstract = {Advances in scientific computing have made modelling and simulation an important part of the decision-making process in engineering, science, and public policy. This book provides a comprehensive and systematic development of the basic concepts, principles, and procedures for verification and validation of models and simulations. The emphasis is placed on models that are described by partial differential and integral equations and the simulations that result from their numerical solution. The methods described can be applied to a wide range of technical fields, from the physical sciences, engineering and technology and industry, through to environmental regulations and safety, product and plant safety, financial investing, and governmental regulations. This book will be genuinely welcomed by researchers, practitioners, and decision makers in a broad range of fields, who seek to improve the credibility and reliability of simulation results. It will also be appropriate either for university courses or for independent study.},
   googlebooks = {7d26zLEJ1FUC},
   isbn = {978-1-139-49176-1},
@@ -3169,7 +3169,7 @@
   year = {2007},
   month = aug,
   number = {1008839},
-  address = {{Rochester, NY}},
+  address = {Rochester, NY},
   url = {https://papers.ssrn.com/abstract=1008839},
   urldate = {2024-02-08},
   abstract = {This paper was the first initiative to try to define Web 2.0 and understand its implications for the next generation of software, looking at both design patterns and business modes. Web 2.0 is the network as platform, spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an architecture of participation, and going beyond the page metaphor of Web 1.0 to deliver rich user experiences.},
@@ -3186,7 +3186,7 @@
   volume = {10},
   number = {1},
   pages = {3--12},
-  publisher = {{Tuzla: University of Tuzla, Faculty of Economics}},
+  publisher = {Tuzla: University of Tuzla, Faculty of Economics},
   file = {/home/charlotte/sync/Zotero/storage/HN484VJ9/Osmanbegovic and Suljic - 2012 - Data mining approach for predicting student perfor.pdf;/home/charlotte/sync/Zotero/storage/AGG6SJ86/193806.html}
 }
 
@@ -3235,7 +3235,7 @@
   volume = {13},
   number = {2},
   pages = {45},
-  publisher = {{Multidisciplinary Digital Publishing Institute}},
+  publisher = {Multidisciplinary Digital Publishing Institute},
   issn = {2078-2489},
   doi = {10.3390/info13020045},
   url = {https://www.mdpi.com/2078-2489/13/2/45},
@@ -3255,8 +3255,8 @@
   month = jun,
   series = {{{ITiCSE}} '17},
   pages = {92--97},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3059009.3059026},
   url = {https://dl.acm.org/doi/10.1145/3059009.3059026},
   urldate = {2023-10-05},
@@ -3290,7 +3290,7 @@
   year = {2019},
   journal = {Computational thinking education},
   pages = {31--49},
-  publisher = {{Springer Singapore}}
+  publisher = {Springer Singapore}
 }
 
 @inproceedings{pawlikMinimalEditBasedDiffs2020,
@@ -3301,8 +3301,8 @@
   month = oct,
   series = {{{CIKM}} '20},
   pages = {1225--1234},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3340531.3412026},
   url = {https://doi.org/10.1145/3340531.3412026},
   urldate = {2022-07-01},
@@ -3345,8 +3345,8 @@
   month = feb,
   series = {{{SIGCSE}} '12},
   pages = {445--450},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/2157136.2157267},
   url = {https://doi.org/10.1145/2157136.2157267},
   urldate = {2021-10-07},
@@ -3364,8 +3364,8 @@
   month = feb,
   series = {{{SIGCSE}} '19},
   pages = {139--145},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3287324.3287507},
   url = {https://doi.org/10.1145/3287324.3287507},
   urldate = {2022-08-16},
@@ -3383,8 +3383,8 @@
   year = {2019},
   series = {Lecture {{Notes}} in {{Computer Science}}},
   pages = {471--480},
-  publisher = {{Springer International Publishing}},
-  address = {{Cham}},
+  publisher = {Springer International Publishing},
+  address = {Cham},
   doi = {10.1007/978-3-030-33778-0_35},
   abstract = {Discovering regularities in source code is of great interest to software engineers, both in academia and in industry, as regularities can provide useful information to help in a variety of tasks such as code comprehension, code refactoring, and fault localisation. However, traditional pattern mining algorithms often find too many patterns of little use and hence are not suitable for discovering useful regularities. In this paper we propose FREQTALS, a new algorithm for mining patterns in source code based on the FREQT tree mining algorithm. First, we introduce several constraints that effectively enable us to find more useful patterns; then, we show how to efficiently include them in FREQT. To illustrate the usefulness of the constraints we carried out a case study in collaboration with software engineers, where we identified a number of interesting patterns in a repository of Java code.},
   isbn = {978-3-030-33778-0},
@@ -3506,7 +3506,7 @@
   volume = {23},
   number = {3},
   pages = {316--347},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {1050-8406},
   doi = {10.1080/10508406.2013.836656},
   url = {https://doi.org/10.1080/10508406.2013.836656},
@@ -3535,8 +3535,8 @@
   month = feb,
   series = {{{SIGCSE}} '89},
   pages = {112--116},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/65293.71198},
   url = {https://dl.acm.org/doi/10.1145/65293.71198},
   urldate = {2024-02-07},
@@ -3553,8 +3553,8 @@
   month = sep,
   series = {{{ICSE-SEET}} '20},
   pages = {173--183},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3377814.3381712},
   url = {https://dl.acm.org/doi/10.1145/3377814.3381712},
   urldate = {2024-01-10},
@@ -3594,7 +3594,7 @@
   volume = {13},
   number = {2},
   pages = {137--172},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0899-3408},
   doi = {10.1076/csed.13.2.137.14200},
   url = {https://doi.org/10.1076/csed.13.2.137.14200},
@@ -3612,8 +3612,8 @@
   month = mar,
   series = {L@{{S}} '14},
   pages = {191--192},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/2556325.2567876},
   url = {https://doi.org/10.1145/2556325.2567876},
   urldate = {2022-08-16},
@@ -3685,8 +3685,8 @@
   month = jun,
   series = {{{ITiCSE-WGR}} '04},
   pages = {101--104},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/1044550.1041669},
   url = {https://doi.org/10.1145/1044550.1041669},
   urldate = {2021-02-19},
@@ -3709,7 +3709,7 @@
   author = {Salazar Paredes, Pedro},
   year = {2020},
   journal = {instname:Universidad de los Andes},
-  publisher = {{Universidad de los Andes}},
+  publisher = {Universidad de los Andes},
   url = {https://repositorio.uniandes.edu.co/handle/1992/44754},
   urldate = {2022-07-06},
   abstract = {"Determinar si dos programas son similares no es una tarea simple. En este trabajo exploramos e implementamos un acercamiento hacia determinar qu{\'e} tan similares son dos programas de Python usando arboles sint{\'a}cticos abstractos similar al trabajo realizado por Avery et al. [1]. Luego se us{\'o} esta implementaci{\'o}n para analizar los programas previamente recopilados y clasificados por la herramienta Senecode con la intenci{\'o}n de poder dar retroalimentaci{\'o}n autom{\'a}tica significativa." -- Tomado del Formato de Documento de Grado.},
@@ -3728,8 +3728,8 @@
   month = feb,
   series = {{{SIGCSE}} '19},
   pages = {421--427},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3287324.3287384},
   url = {https://doi.org/10.1145/3287324.3287384},
   urldate = {2022-03-03},
@@ -3748,8 +3748,8 @@
   month = jun,
   series = {{{SIGMOD}} '03},
   pages = {76--85},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/872757.872770},
   url = {https://doi.org/10.1145/872757.872770},
   urldate = {2022-08-16},
@@ -3777,7 +3777,7 @@
   volume = {13},
   number = {4},
   pages = {269--288},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0899-3408},
   doi = {10.1076/csed.13.4.269.17492},
   url = {https://doi.org/10.1076/csed.13.4.269.17492},
@@ -3790,7 +3790,7 @@
   title = {Self-Regulation of Learning and Performance: {{Issues}} and Educational Applications.},
   author = {Schunk, Dale H and Zimmerman, Barry J},
   year = {1994},
-  publisher = {{Lawrence Erlbaum Associates, Inc}}
+  publisher = {Lawrence Erlbaum Associates, Inc}
 }
 
 @mastersthesis{selsTESTedProgrammeertaalonafhankelijkTesten2021,
@@ -3819,7 +3819,7 @@
   volume = {25},
   number = {9},
   pages = {45--48},
-  publisher = {{Citeseer}},
+  publisher = {Citeseer},
   file = {/home/charlotte/sync/Zotero/storage/9JUYK7I5/Shana and Venkatachalam - 2011 - Identifying key performance indicators and predict.pdf}
 }
 
@@ -3833,7 +3833,7 @@
   volume = {5},
   number = {1},
   pages = {201--219},
-  publisher = {{Informing Science Institute}},
+  publisher = {Informing Science Institute},
   issn = {1539-3585},
   url = {https://www.learntechlib.org/p/111541/},
   urldate = {2021-04-30},
@@ -3849,7 +3849,7 @@
   author = {Soares, Jos{\'e} M. and Brito, Miguel and Gon{\c c}alves, Celestino},
   year = {2023},
   pages = {40--67},
-  publisher = {{IGI Global}},
+  publisher = {IGI Global},
   doi = {10.4018/978-1-6684-9039-6.ch003},
   url = {https://www.igi-global.com/chapter/codeflex-20/www.igi-global.com/chapter/codeflex-20/333551},
   urldate = {2023-12-01},
@@ -3868,8 +3868,8 @@
   year = {2015},
   series = {Lecture {{Notes}} in {{Computer Science}}},
   pages = {790--793},
-  publisher = {{Springer International Publishing}},
-  address = {{Cham}},
+  publisher = {Springer International Publishing},
+  address = {Cham},
   doi = {10.1007/978-3-319-19773-9_117},
   abstract = {This paper proposes a prediction framework for student performance based on comment data mining. Given the comments containing multiple topics, we seek to discover the topics that help to predict final student grades as their performance. To this end, the paper proposes methods that analyze students' comments by two topic models: Probabilistic Latent Semantic Analysis (PLSA), and Latent Dirichlet Allocation (LDA). The methods employ Support Vector Machine (SVM) to generate prediction models of final student grades. In addition, Considering the student grades predicted in a range of lessons can deal with prediction error occurred in each lesson, and achieve further improvement of the student grade prediction.},
   isbn = {978-3-319-19773-9},
@@ -3898,7 +3898,7 @@
   year = {1998},
   month = nov,
   number = {RFC 2445},
-  institution = {{Internet Engineering Task Force}},
+  institution = {Internet Engineering Task Force},
   doi = {10.17487/RFC2445},
   url = {https://datatracker.ietf.org/doc/rfc2445},
   urldate = {2022-08-16},
@@ -3963,8 +3963,8 @@
   month = jun,
   series = {{{ITiCSE}} 2023},
   pages = {648},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3587103.3594189},
   url = {https://dl.acm.org/doi/10.1145/3587103.3594189},
   urldate = {2023-11-16},
@@ -4011,8 +4011,8 @@
   month = nov,
   series = {{{FSE}} 2016},
   pages = {702--714},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/2950290.2950321},
   url = {https://dl.acm.org/doi/10.1145/2950290.2950321},
   urldate = {2023-11-23},
@@ -4032,7 +4032,7 @@
   volume = {43},
   number = {6},
   pages = {1947--1958},
-  publisher = {{American Chemical Society}},
+  publisher = {American Chemical Society},
   issn = {0095-2338},
   doi = {10.1021/ci034160g},
   url = {https://doi.org/10.1021/ci034160g},
@@ -4077,7 +4077,7 @@
   author = {Tirronen, Ville and Lappalainen, Vesa and Isom{\"o}tt{\"o}nen, Ville and Lakanen, Antti-Jussi and Taipalus, Toni and Nieminen, Paavo and Ogbechie, Anthony},
   year = {2020},
   journal = {Conference proceedings : Frontiers in Education Conference},
-  publisher = {{IEEE}},
+  publisher = {IEEE},
   doi = {10.1109/FIE44824.2020.9274123},
   url = {https://jyx.jyu.fi/handle/123456789/73098},
   urldate = {2022-09-15},
@@ -4108,7 +4108,7 @@
   volume = {17},
   number = {2},
   pages = {209--221},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {1356-2517},
   doi = {10.1080/13562517.2011.611870},
   url = {https://doi.org/10.1080/13562517.2011.611870},
@@ -4144,8 +4144,8 @@
   month = feb,
   series = {{{SIGCSE}} '19},
   pages = {738--744},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3287324.3287463},
   url = {https://doi.org/10.1145/3287324.3287463},
   urldate = {2022-02-25},
@@ -4161,7 +4161,7 @@
   author = {Van Petegem, Peter and De Loght, Toby},
   year = {2002},
   pages = {2577--2578},
-  publisher = {{Association for the Advancement of Computing in Education (AACE)}},
+  publisher = {Association for the Advancement of Computing in Education (AACE)},
   url = {https://www.learntechlib.org/primary/p/9603/},
   urldate = {2024-01-31},
   abstract = {The starting point of this contribution is the concept of Powerful Learning. It contains 6 characteristics which we transformed into a structured model. The centre of the model consists of student-centred education and it's accompanying coaching component. Surrounding the centre, there are three satellites: Content, problem-based learning and collaborative learning which are linked and in constant interaction with each other and the centre part. The improved concept is then illustrated with cases from different teacher education programmes at the university of Antwerp. In these cases we...},
@@ -4205,8 +4205,8 @@
   month = jun,
   series = {{{ITiCSE}} 2023},
   pages = {633},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3587103.3594165},
   url = {https://dl.acm.org/doi/10.1145/3587103.3594165},
   urldate = {2023-11-16},
@@ -4223,7 +4223,7 @@
   month = jun,
   journal = {Journal of Educational Computing Research},
   pages = {68--95},
-  publisher = {{SAGE Publications Inc}},
+  publisher = {SAGE Publications Inc},
   issn = {0735-6331},
   doi = {10.1177/07356331221085595},
   url = {https://doi.org/10.1177/07356331221085595},
@@ -4242,7 +4242,7 @@
   journal = {E-Journal of Instructional Science and Technology},
   volume = {7},
   number = {1},
-  publisher = {{University of Southern Queensland}},
+  publisher = {University of Southern Queensland},
   issn = {1324-0781},
   url = {https://eric.ed.gov/?id=EJ850351},
   urldate = {2024-01-31},
@@ -4281,7 +4281,7 @@
   year = {2008},
   journal = {Olympiads in Informatics},
   pages = {192},
-  publisher = {{Citeseer}}
+  publisher = {Citeseer}
 }
 
 @inproceedings{vihavainenPredictingStudentsPerformance2013,
@@ -4306,8 +4306,8 @@
   month = jul,
   series = {{{ITiCSE}} '13},
   pages = {117--122},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/2462476.2462501},
   url = {https://dl.acm.org/doi/10.1145/2462476.2462501},
   urldate = {2023-08-21},
@@ -4322,7 +4322,7 @@
   booktitle = {Educational {{Data Mining}} 2013},
   author = {Vihavainen, Arto and Luukkainen, Matti and Kurhila, Jaakko},
   year = {2013},
-  publisher = {{Citeseer}},
+  publisher = {Citeseer},
   file = {/home/charlotte/sync/Zotero/storage/PQRWFWLJ/Vihavainen et al. - 2013 - Using students' programming behavior to predict su.pdf}
 }
 
@@ -4354,7 +4354,7 @@
   volume = {13},
   number = {1},
   pages = {65--84},
-  publisher = {{Society for Information Technology \& Teacher Education}},
+  publisher = {Society for Information Technology \& Teacher Education},
   issn = {1059-7069},
   url = {https://www.learntechlib.org/primary/p/18892/},
   urldate = {2021-10-01},
@@ -4368,7 +4368,7 @@
   year = {2000},
   journal = {The University of Texas at San Antonio Division Computer Science San Antonio, TX},
   volume = {78249},
-  publisher = {{Citeseer}},
+  publisher = {Citeseer},
   file = {/home/charlotte/sync/Zotero/storage/NHLWSAV9/Wagner - 2000 - Plagiarism by student programmers.pdf}
 }
 
@@ -4398,7 +4398,7 @@
   journal = {SHS Web of Conferences},
   volume = {77},
   pages = {01004},
-  publisher = {{EDP Sciences}},
+  publisher = {EDP Sciences},
   issn = {2261-2424},
   doi = {10.1051/shsconf/20207701004},
   url = {https://www.shs-conferences.org/articles/shsconf/abs/2020/05/shsconf_etltc2020_01004/shsconf_etltc2020_01004.html},
@@ -4417,8 +4417,8 @@
   month = jun,
   series = {{{ITiCSE}} '14},
   pages = {39--44},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/2591708.2591749},
   url = {https://doi.org/10.1145/2591708.2591749},
   urldate = {2021-02-19},
@@ -4462,7 +4462,7 @@
   title = {Creating a Software Engineering Culture},
   author = {Wiegers, Karl Eugene},
   year = {1996},
-  publisher = {{Pearson Education}}
+  publisher = {Pearson Education}
 }
 
 @inproceedings{wilcoxTestingStrategiesAutomated2016,
@@ -4473,8 +4473,8 @@
   month = feb,
   series = {{{SIGCSE}} '16},
   pages = {437--442},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/2839509.2844616},
   url = {https://doi.org/10.1145/2839509.2844616},
   urldate = {2022-08-16},
@@ -4492,8 +4492,8 @@
   editor = {Spector, J. Michael and Merrill, M. David and Elen, Jan and Bishop, M. J.},
   year = {2014},
   pages = {781--789},
-  publisher = {{Springer}},
-  address = {{New York, NY}},
+  publisher = {Springer},
+  address = {New York, NY},
   doi = {10.1007/978-1-4614-3185-5_63},
   url = {https://doi.org/10.1007/978-1-4614-3185-5_63},
   urldate = {2022-10-03},
@@ -4532,7 +4532,7 @@
   volume = {3},
   number = {1},
   pages = {160018},
-  publisher = {{Nature Publishing Group}},
+  publisher = {Nature Publishing Group},
   issn = {2052-4463},
   doi = {10.1038/sdata.2016.18},
   url = {https://www.nature.com/articles/sdata201618},
@@ -4553,7 +4553,7 @@
   volume = {12},
   number = {3},
   pages = {197--212},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0899-3408},
   doi = {10.1076/csed.12.3.197.8618},
   url = {https://doi.org/10.1076/csed.12.3.197.8618},
@@ -4569,7 +4569,7 @@
   volume = {49},
   number = {3},
   pages = {33--35},
-  publisher = {{ACM New York, NY, USA}}
+  publisher = {ACM New York, NY, USA}
 }
 
 @article{winstoneItBeUseful2017,
@@ -4582,7 +4582,7 @@
   volume = {42},
   number = {11},
   pages = {2026--2041},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {0307-5079},
   doi = {10.1080/03075079.2015.1130032},
   url = {https://doi.org/10.1080/03075079.2015.1130032},
@@ -4600,8 +4600,8 @@
   month = jan,
   series = {{{SIGCSE}} '03},
   pages = {137--141},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/611892.611952},
   url = {https://doi.org/10.1145/611892.611952},
   urldate = {2022-08-16},
@@ -4620,7 +4620,7 @@
   volume = {7},
   number = {3},
   pages = {353--357},
-  publisher = {{Routledge}},
+  publisher = {Routledge},
   issn = {1356-2517},
   doi = {10.1080/13562510220144833},
   url = {https://doi.org/10.1080/13562510220144833},
@@ -4638,7 +4638,7 @@
   volume = {57},
   number = {3},
   pages = {547--570},
-  publisher = {{SAGE Publications Inc}},
+  publisher = {SAGE Publications Inc},
   issn = {0735-6331},
   doi = {10.1177/0735633118757015},
   url = {https://doi.org/10.1177/0735633118757015},
@@ -4658,7 +4658,7 @@
   volume = {14},
   number = {01},
   pages = {2341001},
-  publisher = {{World Scientific Publishing Co.}},
+  publisher = {World Scientific Publishing Co.},
   issn = {1793-9623},
   doi = {10.1142/S1793962323410015},
   url = {https://www.worldscientific.com/doi/abs/10.1142/S1793962323410015},
@@ -4696,8 +4696,8 @@
   month = may,
   series = {{{ICSE}} 2014},
   pages = {1059--1070},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/2568225.2568319},
   url = {https://doi.org/10.1145/2568225.2568319},
   urldate = {2022-06-30},
@@ -4715,8 +4715,8 @@
   month = apr,
   series = {{{ICEIT}} 2020},
   pages = {89--94},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/3383923.3383939},
   url = {https://dl.acm.org/doi/10.1145/3383923.3383939},
   urldate = {2023-08-21},
@@ -4745,8 +4745,8 @@
   month = jul,
   series = {{{KDD}} '02},
   pages = {71--80},
-  publisher = {{Association for Computing Machinery}},
-  address = {{New York, NY, USA}},
+  publisher = {Association for Computing Machinery},
+  address = {New York, NY, USA},
   doi = {10.1145/775047.775058},
   url = {https://doi.org/10.1145/775047.775058},
   urldate = {2022-09-01},
@@ -4800,7 +4800,7 @@
   volume = {1840},
   number = {1},
   pages = {012029},
-  publisher = {{IOP Publishing}},
+  publisher = {IOP Publishing},
   issn = {1742-6596},
   doi = {10.1088/1742-6596/1840/1/012029},
   url = {https://dx.doi.org/10.1088/1742-6596/1840/1/012029},
diff --git a/book.org b/book.org
index 8d75003..5775aa1 100644
--- a/book.org
+++ b/book.org
@@ -398,7 +398,8 @@ In one case at MIT over 30% of students were found to be plagiarizing\nbsp{}[cit
 If students carelessly copied another student's submission, they would also copy the whitespace.
 [cite/t:@schleimerWinnowingLocalAlgorithms2003] also published MOSS around this time.
 
-Another important platform[fn:: Especially in our context, since we used this platform for a long time.] is SPOJ\nbsp{}[cite:@kosowskiApplicationOnlineJudge2008].
+Another important platform is SPOJ\nbsp{}[cite:@kosowskiApplicationOnlineJudge2008].
+SPOJ is especially important in the context of this dissertation, since it was the platform we used before Dodona.
 SPOJ specifically notes the influence of online contest platforms (and in fact, is a platform that can be used to organize contests).
 Online contest platforms usually differ from the automated assessment platforms for education in the way they handle feedback.
 For online contests, the amount of feedback given to participants is often far less than the feedback given in education to students.
@@ -507,7 +508,15 @@ Computer science students are taught a plethora of languages, from Python and Ja
 :CUSTOM_ID: sec:introstructure
 :END:
 
-Chapters\nbsp{}[[#chap:what]],\nbsp{}[[#chap:use]],\nbsp{}and\nbsp{}[[#chap:technical]] focus on Dodona[fn:: https://dodona.be/] itself.
+This dissertation is centred around Dodona[fn:: https://dodona.be/].
+Dodona is an online learning environment that recognizes the importance of active learning and just-in-time feedback in courses involving programming assignments.
+Dodona was started because our own educational needs outgrew SPOJ\nbsp{}[cite:@kosowskiApplicationOnlineJudge2008].
+SPOJ was chosen because it was one of the rare platforms that allowed the addition of courses, exercises (and even judges) by teachers.
+This also informed the development of Dodona.
+Every year since its inception in 2016, more and more teachers have started using Dodona.
+It is now used in most higher education institutions in Flanders, and many secondary education institutions as well.
+
+Chapters\nbsp{}[[#chap:what]],\nbsp{}[[#chap:use]],\nbsp{}and\nbsp{}[[#chap:technical]] focus on Dodona itself.
 In Chapter\nbsp{}[[#chap:what]] we will give an overview of the user-facing features of Dodona, from user management to how feedback is represented.
 Chapter\nbsp{}[[#chap:use]] then focuses on how Dodona is used in practice, by presenting some facts and figures of its use, students' opinions of the platform, and an extensive case study on how Dodona's features are used to optimize teaching.
 This case study also provides insight into the educational context for the research described in Chapters\nbsp{}[[#chap:passfail]]\nbsp{}and\nbsp{}[[#chap:feedback]].
@@ -528,10 +537,6 @@ Finally, Chapter\nbsp{}[[#chap:discussion]] concludes the dissertation with some
 :CUSTOM_ID: chap:what
 :END:
 
-Dodona is an online learning environment that recognizes the importance of active learning and just-in-time feedback in courses involving programming assignments.
-Dodona was started because our own educational needs outgrew SPOJ\nbsp{}[cite:@kosowskiApplicationOnlineJudge2008], the platform we were using before.
-Every year since its inception in 2016, more and more teachers have started using Dodona.
-It is now used in most higher education institutions in Flanders, and many secondary education institutions as well.
 In this chapter, we will give an overview of Dodona's most important features.
 We finish the chapter with a short overview of Dodona's most important releases and which features they included.
 
@@ -1334,7 +1339,7 @@ Given that cohort sizes are large enough, historical data from a single course e
 
 Dodona and its ecosystem comprise a lot of code.
 This chapter discusses the technical background of Dodona itself\nbsp{}[cite:@vanpetegemDodonaLearnCode2023] and a stand-alone online code editor, Papyros (\url{https://papyros.dodona.be}), that was integrated into Dodona\nbsp{}[cite:@deridderPapyrosSchrijvenUitvoeren2022].
-We will also discuss two judges that we were involved with the development of.
+We also discuss two judges that were developed in the context of this dissertation.
 The R judge was written entirely by myself\nbsp{}[cite:@nustRockerversePackagesApplications2020].
 The TESTed judge was first prototyped in a master's thesis\nbsp{}[cite:@vanpetegemComputationeleBenaderingenVoor2018] and was further developed in two other master's theses\nbsp{}[cite:@selsTESTedProgrammeertaalonafhankelijkTesten2021; @strijbolTESTedOneJudge2020].
 In this chapter we assume the reader is familiar with Dodona's features and how they are used, as detailed in Chapters\nbsp{}[[#chap:what]]\nbsp{}and\nbsp{}[[#chap:use]].
@@ -1514,7 +1519,7 @@ Since Dodona is accessible over the public web, it would be problematic if we co
 
 The way we release Dodona has seen a few changes over the years.
 We've gone from a few large releases with bugfix point-releases between them, to lots of smaller releases, to now a /release/ per pull request.
-Since ours is the only instance of Dodona, releasing every pull request immediately after merging makes getting feedback from our users a very quick process.
+Releasing every pull request immediately after merging makes getting feedback from our users a very quick process.
 When we did versioned releases we also wrote release notes at the time of release.
 Because we don't have versioned releases any more, we now bundle the changes into release notes for every month.
 They are mostly autogenerated from the merged PRs, but bigger features are given more context and explanation.
@@ -1536,7 +1541,7 @@ Backups of the database are automatically saved every day and kept for 12 months
 The backups are rotated according to a grandfather-father-son scheme\nbsp{}[cite:@jessen2010overview].
 The backups are taken by dumping a replica database.
 The replica database is used because dumping the main database write-locks it while it is being dumped, which would result in Dodona being unusable for a significant amount of time.
-The backups are regularly tested by restoring them on Naos.
+We regularly test the backups by restoring them on Naos.
 
 We also have an extensive monitoring and alerting system in place, based on Grafana[fn:: https://grafana.com/].
 This gives us some superficial analytics about Dodona usage, but can also tell us if there are problems with one of our servers.
@@ -3243,14 +3248,14 @@ Using those skills, we could try to estimate a student's mastery of those skills
 
 This leads right into another possibility for future research: exercise recommendation.
 Right now, learning paths in Dodona are static, determined by the teacher of the course the student is following.
-Dodona has a rich library of extra exercises, which is linked to in some courses, but it is not always easy for students to know what exercises would be good for them.
+Dodona has a rich library of extra exercises, which some courses point to as opportunities for extra practice, but it is not always easy for students to know what exercises would be good for them.
 The research from Chapter\nbsp{}[[#chap:passfail]] could also be used to help solve this problem.
 If we know a student has a higher chance of failing the course, we might want to recommend some easier exercises.
 The other way around, if a student has a higher chance of passing, we could suggest harder exercises, so they can keep up their good progress in their course.
 
 The use of LLMs in Dodona could also be an opportunity.
 As mentioned in Section\nbsp{}[[#subsec:feedbackpredictionconclusion]], a possibility for using LLMs could be to generate feedback while grading.
-Another option is to integrate an LLM as an AI tutor.
+Another option is to integrate an LLM as an AI tutor (as, for example, Khan Academy has done with Khanmigo[fn:: https://www.khanmigo.ai/]).
 This way, it could interactively help students while they are learning.
 The final possibility we will present here is to prepare suggestions for answers to student questions on Dodona.
 At first glance, LLMs should be quite good at this.
@@ -3277,7 +3282,7 @@ However, the funding for a full-time developer was always, and still is, tempora
 PhD students who can devote some of their time to it are attracted, grants are applied for (and sometimes granted), but there is no stable source of funding.
 We have the advantage that we can kindly make use of Ghent University's data centre, resulting in very few operational costs.
 A full-time developer, which Dodona is big enough to need, is expensive though.
-This puts Dodona's future in a precarious situation, where we constantly have to be on the lookout for new funding opportunities.
+This puts Dodona's future in a precarious situation, where there is a constant need to look for new funding opportunities.
 
 As much as generative AI can be an asset for Dodona, it is also a threat.
 Most exercises in Dodona can be solved by LLMs without issues.[fn:: Or at least with some nudging.]
@@ -3287,7 +3292,9 @@ Another aspect is the fairness and integrity of evaluations using Dodona.
 The case study in Chapter\nbsp{}[[#chap:use]] details the use of open-book/open-internet evaluations.
 If students can use generative AI during these evaluations (either locally or via a webservice), and knowing that LLMs can solve most exercises on Dodona, these evaluations will test the students' abilities less and less, if students can use LLMs.
 The way to solve these issues is not clear.
-It seems like LLMs are here to stay, and just like the calculator is a commonplace tool these days, the same could be true for LLMs in the future.
+It seems like LLMs are here to stay, and just like the calculator is a commonplace tool these days, the same could be true for LLMs in the future[fn::
+The IMEC digimeter (a yearly survey on technology use in Flanders) showed that 18% of Flemish people used generative AI at least monthly in 2023.
+].
 Instead of banning the use of LLMs, teachers could integrate the use of them in their courses.
 On the other hand, when children first learn to count and add, they do not use calculators.
 The same might be necessary when learning to program: to learn the basics, students might need to do a lot of things themselves, to really get a feel for what they are doing.