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ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Tumlin, Nath Univ Alabama Dept Comp Sci Tuscaloosa AL 35487 USA

ISBN: (纸本)9781450346986

COPPER (CustOmizable Puzzle programming EnviRonment) is a meta-configurable tool for creating coding puzzles on a grid using a blocks-based programming language, similar to puzzles in ***'s Hour of Code. COPPER has the potential to increase student interest and engagement by allowing a teacher to customize levels for individual classes or students. Teachers can create characters for specialized puzzles by uploading pictures to customize their appearance and using the block-language to design the character's behavior. They can then place these characters onto a grid, and arrange them into a puzzle for their students to solve. A teacher can specify the goal of each coding puzzle, as well as restrict which blocks a student may use, allowing a teacher to gradually introduce programming concepts. For example, an elementary school teacher could highlight concepts from a history lesson by building a customized grid where characters from a historical context navigate around objects relevant to the topic being studied. COPPER uses Google's blockly framework to eliminate the mental overhead of memorizing textual syntax, allowing students to focus on building computational thinking skills. block-based languages have been shown to be more effective than text-based languages when teaching programming to first-learners. Combined with customization, COPPER has the potential to lead to higher student interest and comprehension of programming concepts in a customized context. This poster will also summarize results obtained through initial experimentation through collaboration with K-8 teachers and their students.

关键词： blockly block-based programming Customizable Puzzles

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Catnip: An Automated Hint Generation Tool for Scratch 22

Catnip: An Automated Hint Generation Tool for Scratch

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27th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

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

ISBN: (纸本)9781450392013

Taking the first steps when learning how to program can be hard. block-based programming languages like Scratch lower this hurdle, but learners may nevertheless get stuck when trying to solve a specific task and need help. This can also challenge teachers when facing many raised hands at the same time in the classroom. Consequently, it is desirable for learners and teachers alike to have access to systems that automatically generate hints on which steps to take next in a programming assignment. In this paper we introduce Catnip, a tool that generates next step hints for the Scratch programming language based on a structural comparison between model solutions and the current student attempt. Catnip uses extensive postprocessing to improve the generated hints, and displays them directly inside the Scratch framework, suggesting where to add or reorder blocks while working on a programming task.

关键词： Scratch block-based programming Hints

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MakerArcade: Using Gaming and Physical Computing for Playful Making, Learning, and Creativity

MakerArcade: Using Gaming and Physical Computing for Playful...

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CHI Conference on Human Factors in Computing Systems (CHI)

作者： Seyed, Teddy de Halleux, Peli Moskal, Michal Devine, James Finney, Joe Hodges, Steve Ball, Thomas Univ Calgary Calgary AB T2N 1N4 Canada Microsoft Res Redmond WA USA Univ Lancaster Lancaster England Microsoft Res Cambridge England

ISBN: (纸本)9781450359719

The growing maker movement has created a number of hardware and construction toolkits that lower the barriers of entry into programming for youth and others, using a variety of approaches, such as gaming or robotics. For constructionist-like kits that use gaming, many are focused on designing and programming games that are single player, and few explore using physical and craft-like approaches that move beyond the screen and single player experiences. Moving beyond the screen to incorporate physical sensors into the creation of gaming experiences provides new opportunities for learning about concepts in a variety of areas in computer science and making. In this early work, we elucidate our design goals and prototype for a mini-arcade system that builds upon principles in constructionist gaming- making games to learn programming - as well as physical computing.

关键词： construction kits physical computing tangible user interfaces game design maker-activities block-based programming STEM STEAM

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block-based Realtime Big-Data Processing for Smart Cities 2

Block-based Realtime Big-Data Processing for Smart Cities

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2nd IEEE International Smart Cities Conference (ISC2)

作者： Bonino, Dario Rizzo, Federico Pastrone, Claudio Soto, Jose Angel Carvajal Ahlsen, Matts Axling, Mathias Ist Super Mario Boella Turin Italy Fraunhofer FIT Bonn Germany CNet Svenska AB Stockholm Sweden

ISBN: (纸本)9781509018451

Administrators and operators of next generation cities will likely be required to exhibit a good understanding of technical features, data issues, and complex information that, up to few years ago, were quite far from day-to-day administration tasks. In the smart city era, the increased attention to data harvested from the city fosters a more informed approach to city administration, requiring involved operators to drive, direct and orient technological processes in the city, more effectively. Such an increasing need, requires tools and platforms that can easily and effectively be controlled by non-technical people. In this paper, an approach for enabling "easier" composition of real-time data processing pipelines in smart-cities is presented, exploiting a block-based design approach, similar to the one adopted in the Scratch programming language for elementary school students. Language primitives and corresponding REST representations are discussed, showing the viability of the approach. Future works will include experimentation of the proposed concepts in the context of a smart city pilot in Turin, Italy.

关键词： Complex Event Processing block-based programming Big Data Analysis Smart City Implementation

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Designing a programming Game to Improve Children's Procedural Abstraction Skills in Scratch

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2020年第7期58卷 1372-1411页

作者： P. Rose, Simon Habgood, M. P. Jacob Jay, Tim Sheffield Hallam Univ Comp Sci Sheffield S Yorkshire England Sheffield Hallam Univ Game Dev Sheffield S Yorkshire England Sheffield Hallam Univ Studies Simons PhD Sheffield S Yorkshire England Loughborough Univ Math Educ Ctr Math Cognit Loughborough Leics England

The recent shift in compulsory education from ICT-focused computing curricula to informatics, digital literacy and computer science, has resulted in children being taught computing using block-based programming tools such as Scratch, with teaching that is often limited by school resources and teacher expertise. Even without these limitations, Scratch users often produce code with 'code smells' such as duplicate blocks and long scripts which impact how they understand and debug projects. These code smells can be removed using procedural abstraction, an important concept in computer science rarely taught to this age group. This article describes the design of a novel educational block-based programming game, Pirate Plunder, which concentrates on how procedural abstraction is introduced and reinforced. The article then reports an extended evaluation to measure the game's efficacy with children aged 10 and 11, finding that children who played the game were then able to use procedural abstraction in Scratch. The article then uses game analytics to explore why the game was effective and gives three recommendations for educational game design based on this research: using learning trajectories and restrictive success conditions to introduce complex content, increasing learner investment through customisable avatars and suggestions for improving the evaluations of educational games.

关键词： block-based programming game-based learning game design Pirate Plunder procedural abstraction computer science education computational thinking

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SSPOT-VR: An immersive and affordable mobile application for supporting K-12 students in learning programming concepts

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EDUCATION AND INFORMATION TECHNOLOGIES 2024年第13期29卷 16411-16439页

作者： Avellar, Gustavo Martins Nunes Fioravanti, Maria Lydia William, Simao de Deus Branco, Kalinka Regina Lucas Jaquie Castelo Barbosa, Ellen Francine Univ Sao Paulo ICMC USP Sao Carlos SP Brazil

High-resolution displays on mobile devices, accurate motion sensors, and efficient mobile processors have taken virtual reality (VR), essentially employed in laboratory, to everyday environments, including homes, workplaces, and classrooms. Regarding programming education, it has been investigated in conjunction with various educational strategies, such as block-based programming (BBP), metaphors, and storytelling. However, studies that adopt VR predominantly employ high-end head-mounted displays (HMDs) and powerful computers to deliver interactive and immersive learning experiences. Conversely, investigations involving mobile platforms and low-cost HMDs often lack user interactivity. Towards filling that gap, this study introduces SSPOT-VR (Space Station for programming Training in Virtual Reality), a cost-effective solution tailored for children and teenagers that integrates interactive methods for the teaching and learning of programming concepts and the simulated experience of an immersive digitally created world. Three surveys, namely S1\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$S_1$$\end{document}, S2\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$S_2$$\end{document} and S3\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$S_3$$\end{document}, involving SSPOT-VR and K-12 students were conducted. S1\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{

关键词： Teaching and learning of programming concepts Mobile immersive virtual reality block-based programming Storytelling K-12 education

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A block-based IDE Extension for the ESP32 1

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11th International Conference on Robotics in Education (RiE)

作者： Lamprecht, Patrick Haller-Seeber, Simon Piater, Justus Univ Innsbruck Dept Comp Sci Technikerstr 21a A-6020 Innsbruck Austria

ISBN: (数字)9783030674113

ISBN: (纸本)9783030674106;9783030674113

Robotics with state-of-the-art microcontrollers leads to plenty of unique opportunities for computer science education at school. This paper introduces an ESP32 extension to Ardublockly specifically designed for educational purposes. It discusses the advantages of blockbased programming for school education and presents the new key features within the IDE. To demonstrate the capabilities of the developed extension for computer science education in schools, an exercise in the field of swarm robotics was developed.

关键词： Physical computing Swarm robotics at school block-based programming

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How do students develop computational thinking? Assessing early programmers in a maze-based online game

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COMPUTER SCIENCE EDUCATION 2021年第2期31卷 259-289页

作者： Guenaga, Mariluz Eguiluz, Andoni Garaizar, Pablo Gibaja, Juanjo Univ Deusto Engn Fac Avda Univ 24 Bilbao 48007 Spain Univ Deusto Deusto Business Sch Bilbao Spain

Background and Context: Despite many initiatives to develop Computational Thinking (CT), not much is known about how early programmers develop CT and how we can assess their learning. Objective: Determine if the analysis of students' interactions with an online platform allows understanding the development of CT, how we can convert data collected into valuable insights, and the aspects that should be considered in platforms design. Method: We developed an online platform with a fine-grained log-recording system. We analysed the data collected from 1004 students (ages 8-14) to understand the difficulties they face. We explain our platform and the tools to process and filter the interaction logs. We calculate additional indicators that provide useful information about student's behaviour. Findings: Age and gender have shown to influence on CT learning. Generating additional indicators from basic interaction data provide valuable insights. We provide a list of recommendations for developing more effective programming learning platforms.

关键词： Computational thinking block-based programming student assessment

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It's as Easy as 123: Multiple programming Approaches on a Single Device to Support Novices

It's as Easy as 123: Multiple Programming Approaches on a Si...

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

作者： Lin, Yuhan Weintrop, David Selkowitz, Audra McKenna, Jason Univ Maryland Dept Teaching & Learning Policy & Leadership College Pk MD 20742 USA VEX Robot Greenville TX USA

ISBN: (纸本)9798350329469

This paper introduces VEX 123, a robot that can be programmed via four distinct methods designed to support users at all levels of programming ability, ranging from young users who cannot yet read to professional programmers. The VEX 123 can be programmed by: (1) directly pressing buttons on its exterior;(2) using a tangible programming approach based on a physical Coder and Coder Cards;(3) defining instructions with a block-based programming language;and (4) using the Python programming language. In providing a range of programming approaches, the VEX 123 can meet the user at their current level of ability and comfort while also providing mechanisms to help them move from basic to more sophisticated and powerful programming approaches. In supporting four distinct programing approaches that span physical and virtual contexts, the VEX 123 contributes a novel addition to the growing ecosystem of tools designed to introduce novices to the practice of programming.

关键词： Design of programming Environments Educational Robotics block-based programming

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Motivational Value of ***'s Code Studio Tutorials in an Undergraduate programming Course 47th

Motivational Value of ***'s Code Studio Tutorials in an Unde...

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47th Annual Conference of the Southern-African-Computer-Lecturers-Association (SACLA)

作者： Nel, Guillaume Nel, Liezel Cent Univ Technol Dept Informat Technol Bloemfontein Free State South Africa Univ Free State Dept Comp Sci & Informat Bloemfontein South Africa

ISBN: (纸本)9783030058135;9783030058128

As part of an instructional strategy to improve undergraduate software development students' basic understanding of programming constructs, students completed a selection of Code Studio tutorials during the first three weeks of their programming course. block-based environments, such as the one used by the Code Studio tutorials, typically make it easier for students to learn programming as they can focus on concepts instead of syntax. Students are, however, less likely to regard an instructional strategy as meaningful if it presents no motivational value for them. In this paper, Keller's ARCS Model is used to organize the knowledge gained regarding student motivation and the motivational strategies supported by the Code Studio tutorials. Results obtained from analysis of numeric and narrative data collected through a paper-based self-completion questionnaire confirm the high motivation value of the Code Studio tutorials. The results provide insights regarding students' perceptions of Code Studio tutorials as a motivational instructional strategy in an undergraduate programming course. Since students perceive the Code Studio tutorials to have some educational value, further investigations should be conducted to consider more appropriate and effective ways to integrate Code Studio tutorials with undergraduate programming curricula.

关键词： block-based programming Motivation ARCS model Undergraduate students

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