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ENHANCING COMPUTATIONAL THINKING IN CONSTRUCTION EDUCATION: THE ROLE OF SENSOR DATA ANALYTICS WITH block-BASED programming

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JOURNAL OF INFORMATION TECHNOLOGY IN CONSTRUCTION 2025年 30卷 65-91页

作者： Khalid, Mohammad Akanmu, Abiola Murzi, Homero Awolusi, Ibukun Virginia Polytech Inst & State Univ Blacksburg VA 24061 USA Marquette Univ Milwaukee WI USA Univ Texas San Antonio San Antonio TX USA

The construction industry's shift to data-driven project management has led to the increasing adoption of various sensing technologies. The transition triggers a demand forAa workforce skilled in both the technical and analytical aspects of these tools. While sensing technologies and data analytics can support construction processes, the inherent complexity of sensor data processing often exceeds the skill sets of the graduating workforce. Further, integrating sensor-based applications into construction curricula lacks evidence to support effectiveness in training future professionals. Computational thinking-supported data practices can allow construction students to perform sensor data analytics, spanning from data generation to visualization. This pilot study utilizes InerSens, a block programming interface, as a pedagogical tool to develop construction students' computational thinking through sensor-based ergonomic risk assessment. Twenty-six undergraduate students were engaged in instructional units using wearable sensors, data, and InerSens. AThe effectiveness of the approach was evaluated by examining students' perceived self-efficacy in sensor data analytics skills, task performance and reflections, and technology acceptance. Results show gains in self-efficacy, positive technology acceptance, and satisfactory performance on course assignments. The study contributes to the Learning-for-Use, constructivism, and constructionism frameworks by integrating computational thinking into graphical and interactive programming objects to develop procedural knowledge and by summatively assessing how construction students learn to address challenges with sensor data analytics.

关键词： sensor data analytics computational thinking construction safety block programming construction education

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Evaluating Preschoolers' block programming Using Complexity and Personality Traits 36

Evaluating Preschoolers' Block Programming Using Complexity ...

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36th International Conference on Software Engineering Education and Training (CSEE and T)

作者： Ono, Yui Saito, Daisuke Washizaki, Hironori Waseda Univ Tokyo Japan Takachiho Univ Tokyo Japan

ISBN: (纸本)9798350378986;9798350378979

programming learning at an early age effectively fosters logical thinking and self-centeredness, but an appropriate evaluation method for young learners has yet to be established. Herein we propose a new learning evaluation method that incorporates problem constructs and the complexity metrics used in software engineering quality assessments. Specifically, we investigate the relationships between changes in block programming complexity, personality traits, and learning effects. Evaluation rubrics and log data assess complexity, while personality traits are based on Big-5. Then the learning effects of 34 kindergarten children participating in workshops are analyzed in terms of complexity and personality traits. After learning, first-time programmers tend to show a large increase in complexity. The correlation with the rubric score is rho = 0.43, and the correlation with log data is r = 0.92. Furthermore, analysis using the Big-5 gives rho = 0.609 for the rate of increase in extraversion and complexity, indicating a strong relationship between learning effects and personality traits. In the future, this data will be used to build AI tools for automatic evaluations, feedback, and learning curriculum recommendations.

关键词： Preschool programming education block programming Complexity Personality traits

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Nextblocks: An Interactive block programming Platform 29

NextBlocks: An Interactive Block Programming Platform

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29th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Pereira, Duarte Barbosa, Fernanda Morgado, Carmen Nova Sch Sci & Technol Dept Comp Sci Caparica Setubal Portugal

ISBN: (纸本)9798400706004

Since Seymour Papert's work with the Logo programming language in the 1960s, there has been a prevailing belief in the effectiveness of visual programming environments for teaching programming to children and novices. As these platforms evolved and became more prevalent, using block programming to teach children and beginners became increasingly more common. However, modern block programming platforms like Scratch and *** excessively restrict educators by not allowing them to create custom exercises in the platform. They also tend to make programming a solo activity, not allowing for collaboration and cooperation between learners (Scratch is an exception in this regard). Additionally, they are usually located in standalone websites instead of being implemented in locations that students already frequent regularly. Having identified these gaps in the field of block programming environments, this paper proposes Nextblocks, a new block programming platform implemented as a Moodle plugin. This platform enables educators to create custom exercises, emphasizing social perception and collaboration features. It supports features that are uncommon in block programming environments, contributing to a more interactive and engaging learning experience. Furthermore, being integrated into the Moodle Learning Management System makes Nextblocks more easily accessible within the educational framework. As an open-source platform, besides solving current challenges, it can also serve as a foundation for future expansion by the education community. This paper explores some of the unique features of Nextblocks, presents a case study on the platform, and discusses its potential contributions to enhancing programming education for beginners within a collaborative learning environment.

关键词： Visual programming Environments block programming Moodle Computer Science Education Social Perception and Collaboration

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Types of Errors in block programming: Driven by Learner, Learning Environment

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2023年第1期61卷 178-207页

作者： Ben-Yaacov, Anat Hershkovitz, Arnon Tel Aviv Univ Sch Educ POB 39040 IL-6997801 Tel Aviv Israel

block programming has been suggested as a way of engaging young learners with the foundations of programming and computational thinking in a syntax-free manner. Indeed, syntax errors-which form one of two broad categories of errors in programming, the other one being logic errors-are omitted while block programming. However, this does not mean that errors are omitted at large in such environments. In this exploratory case study of a learning environment for early programming (Kodetu), we explored errors in block programming of middle school students (N = 123), using log files drawn from a block-based online. Analyzing 1033 failed executions, we found that errors may be driven by either learners' knowledge and behavior, or by the learning environment design. The rate of error types was not associated with the learners' and contextual variables examined, with the exception of task complexity (as defined by SOLO taxonomy). Our findings highlight the importance of learning from errors and of learning environment design.

关键词： block programming computational thinking student errors error classification log files learning analytics

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CodeBox64: A Tactile Input Modality for block programming (Abstract Only) 17

CodeBox64: A Tactile Input Modality for Block Programming (A...

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Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education

作者： Max Paulk Amber Wagner Kennesaw State University Kennesaw GA USA

ISBN: (纸本)9781450346986

Many K-12 and university classrooms are now using block programming languages (e.g., Scratch, App Inventor, ***) to help students learn how to program. These block programming languages are popular because of their simplicity and "tinkerability" allowing novice users to create a project within minutes of first being exposed to the language. Unfortunately, these languages are highly dependent on the mouse and keyboard making them nearly inaccessible for those users with visual or motor impairments. This poster presents CodeBox64, a simplified input modality that is able to program block programming languages in a more tactile approach; it is a Tactile Input Modality (TIM). Because of the simplicity of CodeBox64, it allows visually impaired students to navigate the buttons and knobs with ease. CodeBox64 consists of four navigational buttons (i.e., up, down, left, right), a back button, and an enter button. It also contains an RFID sensor board that allows the user to use physical Lego blocks to execute commands of a block language. While CodeBox64 was originally developed to work with a custom, blockly language, Jamblocks, it has the potential to work with other block languages. CodeBox64 demonstrates one possible methodology for enabling block languages to be accessible to those users with visual impairments.

关键词： human computer interaction accessible computing block programming

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Computational Thinking and block-Based programming for Beginning Engineering Students: Systematic Review of the Literature 6

Computational Thinking and Block-Based Programming for Begin...

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16th Latin American Conference on Learning Technologies (LACLO)

作者： Paucar Curasma, Ronald Orlando Villalba-Condori, Klinge Jara Jara, Nolan Quispe Llamoca, Rosa Cabrera Chavez, Julio Cesar del Pilar Ponce-Aranibar, Maria Univ Nacl Autonoma Tayacaja Daniel Hernandez Mori Carrera Profes Ingn Ind Pampas Peru Univ Continental Invest Arequipa Peru Univ Nacl Mayor San Marcos Escuela Profes Ingn Elect Lima Peru Univ Lima Econ Lima Peru Univ Nacl Ingn Fac Ingn Ambiental Lima Peru Univ Catolica Santa Maria Escuela Profes Publicidad & Multimedia Arequipa Peru

ISBN: (纸本)9781665423588

In the article, the authors conduct a systematic review of computational thinking in higher education. For this review, the following research topics were taken into account: computational thinking skills in higher education, programming teaching methods in beginning engineering students, and block-based programming tools in higher education.

关键词： computational thinking higher education block programming engineering students

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End-user Development for Smart Spaces: A Comparison of block and Data-flow programming 11

End-user Development for Smart Spaces: A Comparison of Block...

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11th International Conference on Smart Cities and Green ICT Systems (SMARTGREENS)

作者： Altendeitering, Marcel Schimmler, Sonja Fraunhofer ISST Dortmund Germany Fraunhofer FOKUS Berlin Germany

ISBN: (纸本)9789897585722

block and data-flow programming are well-known concepts for enabling end users to visually create their own customized solutions. They both offer comprehensive visual interfaces and are becoming popular within the smart spaces domain. However, there is currently no systematic, comparative evaluation of the two concepts in the domain. In this user study, we implemented two prototypes for block and data-flow programming and compared their performance on typical usage scenarios in common smart spaces. We used a mixed methods approach of quantitative and qualitative analysis to gain an in-depth understanding of the user experience. Our results show that data-flow programming is overall better received by users than block programming and is considered being state-of-the art and visually more appealing. For block programming, our results reveal that participants appreciate the playful character and the feedback provided. Our study contributes to the improvement of block and data-flow solutions in place and discusses aspects relevant to the future advancement of end-user development in smart spaces.

关键词： block programming Data-flow programming Visual Languages Smart Spaces

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programming Tasks in the Bebras Challenge: Are They a Good Idea in Terms of the Contestants’ Workload? 17th

Programming Tasks in the Bebras Challenge: Are They a Good ...

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17th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2024

作者： Šimandl, Václav Dobiáš, Václav Vaníček, Jiří University of South Bohemia České Budějovice Czech Republic

ISBN: (纸本)9783031734731

In the Czech version of the Bebras Challenge, programming tasks in which a programming code is built from blocks are used alongside traditional contest tasks. This paper deals with the comparison of these programming tasks with other informatics tasks in terms of the workload of their solvers. programming tasks can strongly attract the contestants’ attention. The aim of the paper is to find out to what extent pupils pay attention to programming tasks at the expense of other tasks and how this differs for successful and unsuccessful contestants. We prepared national round tests in which there were typically two programming tasks and ten other tasks in each age category. We conducted quantitative research with a total of 184,949 respondents from the 2023 contest. We discovered that pupils spend more time on programming tasks than on the other tasks. When designing tests that include programming tasks, it is necessary to take this into account, and thus either limit the number of tasks, increase the test time, or include less challenging tasks. Our research on programming tasks revealed that, for most age categories, successful pupils ran different versions of their solution fewer times than unsuccessful ones. We also discovered that successful solvers spent more time on the task than unsuccessful solvers. The youngest pupils were the outliers in these findings. Our paper contributes to the understanding of the extent to which it is a good idea to include programming tasks in informatics contests like the Bebras Challenge. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

关键词： Algorithmization Bebras Challenge block programming Computational thinking Time consumption Workload of pupils

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The Signal Game: Missions and Playground to Motivate Vocational Education Students Toward Periodic Signals

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2015年第5期23卷 771-777页

作者： Marzo, Asier Univ Publ Navarra Math & Comp Engn Navarra 31006 Spain

Vocational Education is a modality of regulated learning that emphasizes practical and applied skills over theoretical approaches. Nevertheless, some theoretical subjects are contained in the program. These subjects are not well perceived by the students, even when the concepts taught in them represent physically perceptible phenomena. The Signal Game represents periodical signals as audible sounds to help students learning concepts such as frequency, amplitude and summation, or multiplexing of signals. To play the game, the students can drag and wire blocks visually and thus it does not require a strong theoretical background. The game allows the users to play through sequential missions. Thereby, the student can learn and assimilate the concepts gradually. The other game mode is the playground, in it the students have all the possibilities enabled. A user study revealed that the game increased intrinsic motivation and that the students acquired applicable concepts about signal theory. (C) 2015 Wiley Periodicals, Inc.

关键词： intrinsic motivation block programming digital signal processing vocational education

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TabGO: Towards Accessible Computer Science in Secondary School 15th

TabGO: Towards Accessible Computer Science in Secondary Scho...

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15th International Conference on Universal Access in Human-Computer Interaction (UAHCI) part of the 25th International Conference on Human-Computer Interaction (HCI)

作者： Andriamahery-Ranjalahy, Ken H. Berquez, Lea Jessel, Nadine Truillet, Philippe Univ Toulouse II Jean Jaures LLA CREATIS Musicol Dept Toulouse France Univ Toulouse III Paul Sabatier IRIT CS Dept Toulouse France Univ Toulouse II Jean Jaures IRIT INSPE Toulouse France

ISBN: (纸本)9783030780944;9783030780951

While computing skills grow in importance in today's technology-centered society, the learning of these skills still isn't accessible easily for young visually-impaired students: in French schools for example, online platforms (like Scratch) are more and more used by teachers, but unfortunately these platforms rely heavily on visual elements. As an inclusive approach would suggest, modifications and adaptations of such platforms would favour collaboration between sighted and visually-impaired users: tangible stimuli are then favoured to compensate for visual elements, while visually-impaired and sighted communities are prompted to use the same tools. Even if tangible solutions are suggested through scientific studies in the accessibility field, a young visually-impaired student still can't use these solutions autonomously: many of these prototypes still require the intervention of a sighted third party. In this article, we describe our solution TaBGO (Tangible blocks Go Online) which consists of enhanced tangible Scratch's blocks and an associated optical recognition software. We then present a planned user study to establish if this solution is usable and easily handled by young visually impaired and sighted students, considering users' feedback about usability, satisfaction and cognitive load.

关键词： Algorithmic Accessibility block programming Tangible objects Optical recognition

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