In a survey of existing research on the teaching of concurrency, many teachers/researchers write that students have problems in learning concurrency. Several suggestions for how to improve teaching concurrency by using specific tools, languages, or curricula are given. Much of this advice appears to have no empirical background but is based on ``common knowledge'' or teacher's/researcher's personal experience.
This paper reports on a study where students were interviewed about their experience of learning concurrency. During the interviews the students reported that concurrency was both fun and interesting, and that the increased complexity only acted as a challenge, making the learning more interesting.