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17th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Greifenstein, Luisa Grassl, Isabella Heuer, Ute Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9781450398534

Computational thinking is increasingly introduced at primary school level, usually with some form of programming activity. In particular, educational robots provide an opportunity for engaging students with programming through hands-on experiences. However, primary school teachers might not be adequately prepared for teaching computer science related topics, and giving feedback to students can often be challenging: Besides the content of the feedback (e.g., what problems have to be handled), the way the feedback is given is also important, as it can lead to negative emotional effects. To support teachers with the way of giving feedback on common problems when teaching programming with robotics, we conducted a study consisting of seven workshops with three third and four fourth grade primary school classes. Within seven different activities, the 116 primary school children first programmed the Ozobot Evo robot in the pen-and-paper mode and then on a digital device. Throughout these activities we collected data on the problems the students encountered, the feedback given, and the fun they experienced. Our analysis reveals eight categories of problems, which we summarise in this paper together with corresponding possible feedback. We observed that problems that are urgent or can harm the students' self-efficacy have a negative impact on how enjoyable an activity is perceived. While direct instruction significantly decreased the experienced fun, hints had a positive effect. Generally, we found programming the Ozobot Evo to be encouraging for both girls and boys. To support teachers, we discuss ideas for giving encouraging feedback on common problems of Ozobot Evo programming activities and how our findings transfer to other robots.

关键词： block-based programming Feedback Fun Interest Motivation Ozobot Evo Physical programming Primary Education Robotics

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Automated Prediction of Novice Programmer Performance Using programming Trajectories 21st

Automated Prediction of Novice Programmer Performance Using ...

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21st International Conference on Artificial Intelligence in Education (AIED)

作者： Rubio, Miguel A. Univ Granada Dept Comp Sci Granada Spain

ISBN: (纸本)9783030522407;9783030522391

Online programming courses have become widely available and host thousands of learners every year. In these courses, participants must solve programming exercises by submitting partial solutions and checking the outcome. The sequence of partial solutions submitted by a student constitutes the programming trajectory followed by the student. In our work, we define a supervised machine learning algorithm that takes as input these programming trajectories and predicts whether a student will successfully complete the next exercise. We have validated our model with two different datasets: the first one is a set of problems from the online learning platform Robomission with over one hundred thousand exercises submitted. The second one comprises one hundred thousand exercises submitted to the Hour of Code challenge. The results obtained indicate that our model can accurately predict the future performance of the students. This work provides not only a new method to represent students' programming trajectories but also an efficient approach to predict the students' future performance. Furthermore, the information provided by the model can be used to select the students that would benefit from an intervention.

关键词： Machine learning Introductory programming Novice programmer Educational data mining block-based programming

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Do Scratchers Fix Their Bugs? Detecting Fixes of Scratch Static Analysis Warnings 24

Do Scratchers Fix Their Bugs? Detecting Fixes of Scratch Sta...

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19th WiPSCE Conference on Primary and Secondary Computing Education Research (WiPSCE)

作者： Obermueller, Florian Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9798400710056

Although block-based programming languages like Scratch simplify the creation of programs, learning to program can nevertheless be challenging. Program analysis tools such as linters therefore support learners by providing feedback about potential bugs in their programs. What such tools cannot do, however, is detect whether these bugs are subsequently fixed correctly, even though this is a crucial aspect of learning to program. In this paper, we therefore introduce fix patterns as a way to automatically detect whether instances of bug patterns found by program analysis tools have been correctly fixed, in contrast to the relevant code just having been deleted. Using fix patterns to analyse a dataset of 32,000 publicly shared Scratch projects containing bug patterns reveals that only 2,566 projects received changes and out of these changes not even 8% fix the bug. This implies most Scratchers do not actually fix the bug patterns in their projects. This not only demonstrates that fix patterns are a valuable tool to understand what learners do, but they also hold promise to help encourage learners, and to inform instructors about the progress of their learners.

关键词： block-based programming Linting Bug fixing Scratch

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blockArt: Visualizing the 'Hundred Languages' of Code in Children's Creations 19

BlockArt: Visualizing the 'Hundred Languages' of Code in Chi...

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12th Creativity and Cognition Conference (C&C)

作者： Dhariwal, Shruti MIT Media Lab Cambridge MA 02142 USA

ISBN: (纸本)9781450359177

This paper introduces blockArt - a colorful visualization tool designed to let users discover their own unique programming patterns on Scratch, the leading blockbased online creative coding platform for children. Existing tools and dashboards often utilize data about the types of blocks used in children's projects to generate a narrow quantitative assessment of a project's computational complexity. blockArt serves both as an alternative approach and an artistic provocation that challenges this view. Rather than datafying children's creations, the tool utilizes data to reveal a hundred ways children create and express their ideas with code. For any given username, the tool dynamically generates colorful visualizations representing the diversity of blocks used in each of their shared projects over time. I discuss the design rationale and illustrate the functionality through examples. I conclude by discussing future work exploring the social potential of the tool in helping young creators connect with others in the community based on their creative computational styles.

关键词： Data visualization children computing education block-based programming social computing

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Exploring programming Task Creation of Primary School Teachers in Training 2023

Exploring Programming Task Creation of Primary School Teache...

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28th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Greifenstein, Luisa Heuer, Ute Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9798400701382

Introducing computational thinking in primary school curricula implies that teachers have to prepare appropriate lesson material. Typically this includes creating programming tasks, which may overwhelm primary school teachers with lacking programming subject knowledge. Inadequate resulting example code may negatively affect learning, and students might adopt bad programming habits or misconceptions. To avoid this problem, automated program analysis tools have the potential to help scaffolding task creation processes. For example, static program analysis tools can automatically detect both good and bad code patterns, and provide hints on improving the code. To explore how teachers generally proceed when creating programming tasks, whether tool support can help, and how it is perceived by teachers, we performed a pre-study with 26 and a main study with 59 teachers in training and the LitterBox static analysis tool for Scratch. We find that teachers in training (1) often start with brainstorming thematic ideas rather than setting learning objectives, (2) write code before the task text, (3) give more hints in their task texts and create fewer bugs when supported by LitterBox, and (4) mention both positive aspects of the tool and suggestions for improvement. These findings provide an improved understanding of how to inform teacher training with respect to support needed by teachers when creating programming tasks.

关键词： assignments automated feedback block-based programming elementary school LitterBox preservice teacher education Scratch

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An Experience in Explicitly Training Pre-Service Early Childhood Teachers in programming Concepts with ScratchJr 22

An Experience in Explicitly Training Pre-Service Early Child...

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17th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Velazquez-Iturbide, J. Angel Paredes-Barragan, Pedro Urquiza-Fuentes, Jaime Rey Juan Carlos Univ Madrid Spain

ISBN: (纸本)9781450398534

ScratchJr is a block-based language intended for young children aged 5 to 7 years old. The language and its app were developed using a learner-centered approach to make it usable and understandable to children. Obviously, Early Childhood teachers using ScratchJr must develop, as part of their content knowledge, an understanding of both the language and programming basics. Unfortunately, the materials made available by the constructors of ScratchJr were not envisaged for teacher development but for teacher instruction. based on our concern with providing teachers a deep understanding of block-based programming, we present in the paper a study about teaching ScratchJr to pre-service teachers. It involved two groups, one trained with the materials developed by the ScratchJr creators and another one with materials that explain the run-time semantics of the different blocks of ScratchJr. The performance of both groups was compared with six questions extracted from the global exam of the course. The results show that pre-service teachers instructed with the novel approach performed better in predictive exercises or exercises focused on block understanding but performed worse in exercises consisting in translating a written behavior into scripts.

关键词： block-based programming ScratchJr Teacher development learner difficulties

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Unmixing Remixes: The How and Why of Not Starting Projects from Scratch

Unmixing Remixes: The How and Why of Not Starting Projects f...

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IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)

作者： Khawas, Prapti Techapalokul, Peeratham Tilevieh, Eli Virginia Tech Software Innovat Lab Dept Comp Sci Blacksburg VA 24061 USA

ISBN: (纸本)9781728108100

One of the greatest achievements of Scratch as an educational tool is the eager willingness of programmers to use existing projects as the starting point for their own projects, a practice known as remixing. Despite the importance of remixing as a foundation of collaborative and communal learning, the practice remains poorly understood, with the Scratch programming community remaining in the dark about which programming practices encourage and facilitate remixing. Scratch designers lack feedback on bow the remixing facility is used in the wild. To gain a deeper insight into remixing, this paper investigates heretofore unexplored dimensions of remixing: (1) the prevailing modifications that remixes perform on existing projects, (2) the impact of the original project's code quality on the granularity, extent, and development time or the modifications in the remixes, and (3) the propensity of the dominant programming practices in the original project to remain so in the remixes. Our findings can encourage remixing and improve its effectiveness, benefiting the educational and end-user programming communities.

关键词： Scratch block-based programming remixing program analysis code quality learning

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Code Perfumes: Reporting Good Code to Encourage Learners 21

Code Perfumes: Reporting Good Code to Encourage Learners

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16th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Obermueller, Florian Bloch, Lena Greifenstein, Luisa Heuer, Ute Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9781450385718

block-based programming languages like SCRATCH enable children to be creative while learning to program. Even though the block-based approach simplifies the creation of programs, learning to program can nevertheless be challenging. Automated tools such as linters therefore support learners by providing feedback about potential bugs or code smells in their programs. Even when this feedback is elaborate and constructive, it still represents purely negative criticism and by construction ignores what learners have done correctly in their programs. In this paper we introduce an orthogonal approach to linting: We complement the criticism produced by a linter with positive feedback. We introduce the concept of code perfumes as the counterpart to code smells, indicating the correct application of programming practices considered to be good. By analysing not only what learners did wrong but also what they did right we hope to encourage learners, to provide teachers and students a better understanding of learners' progress, and to support the adoption of automated feedback tools. Using a catalogue of 25 code perfumes for SCRATCH, we empirically demonstrate that these represent frequent practices in SCRATCH, and we find that better programs indeed contain more code perfumes.

关键词： Scratch block-based programming Linting Code quality

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Impact of Usability Heuristics on User Satisfaction Among Coding Apps for Children

Impact of Usability Heuristics on User Satisfaction Among Co...

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IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)

作者： Morgan, Mika Ludi, Stephanie Cook, Leslie Warren, Ally Univ North Texas Denton TX 76203 USA Midwestern State Univ Wichita Falls TX 76308 USA

ISBN: (纸本)9798350329469

The design of software influences its usability and user satisfaction. To ensure an effective user interface, Human-Computer Interaction (HCI) identifies several heuristics to follow when developing applications. Conducting heuristic evaluations can help identify potential design flaws and usability issues. User reviews are commonly used for requirements elicitation, but can also be analyzed for mentions of heuristics and HCI concerns. In this study we analyzed 300 random user reviews, scraped from the Apple App Store and Google Play Store, for three popular coding apps for children: CodeSpark, ScratchJr, and Tynker. These applications allow young people to create programs through block-based, drag-and-drop methods. A team of three researchers then codified the reviews based on Jakob Nielsen's 10 HCI heuristics. We found that users of novice coding applications most frequently discussed user control and freedom, flexibility and efficiency of use, error prevention, and consistency in online user reviews. These usability heuristics were mentioned as being present in highly-rated user reviews (4 or 5 stars) and absent in lowly-rated user reviews (1 or 2 stars). Consistency and error prevention were found to have a statistically significant impact on overall user satisfaction. Knowing the most critical usability heuristics for end users can effectively guide the design and development of coding applications for novices.

关键词： human-computer interaction child-computer interaction block-based programming usability user reviews

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Developing Educational 3D Games With StarLogo: The Role of Backwards Fading in the Transfer of programming Experience

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2019年第6期57卷 1468-1494页

作者： Boldbaatar, Nomin Sendurur, Emine Ulaanbaatar Elite Int Sch Ulaanbaatar Mongolia Ondokuz Mayis Univ Comp Educ & Instruct Technol Dept Samsun Turkey

The emergence of block-based environments aims to facilitate the problems caused by the abstractness of text-based languages. Recent studies generally focus on the effect of having block-based experience on programming education. This study is an attempt to observe the transfer of previous programming experiences (block-based vs. text-based) into a three-dimensional game-making environment through the use of backwards fading. In addition to observation of transfer, students' perceptions about the difficulty of practices were also investigated. Twenty-one senior university students participated in the study. They practiced through worked example, completion example, and full practice. Moreover, the comparison of the contribution of three examples, their perceived difficulty, and cognitive load has also been observed. There are four main findings that add value to the current literature. First, students having text-based programming experience had higher scores, which may be a sign of far transfer;second, completion example format was more efficient for students having block-based programming experience;third, full practice format was perceived as more difficult than either worked example or completion example;and fourth, based on the efficiency of example formats, completion example represented high efficiency for all students. However, average efficiency of all example formats has represented high efficiency for students, who had text-based programming experience.

关键词： programming and programming languages teaching learning strategies backwards fading completion example worked example efficient instruction game development game-based learning block-based programming text-based programming

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