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检索条件"主题词=Block-Based Programming"

共 222 条记录，以下是141-150 订阅

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Children as players, modders, and creators of simulation games: A design for making sense of complex real-world problems Children as players, modders and creators of simulation games 21

Children as players, modders, and creators of simulation gam...

引用

20th ACM Interaction Design and Children (IDC) Conference

作者： Grizioti, Marianthi Kynigos, Chronis Natl & Kapodistrian Univ Athens Educ Technol Lab Dept Secondary Educ Athens Greece Linnaeus Univ CeLeKT Uppsala Sweden

ISBN: (纸本)9781450384520

Could computational thinking be a strong tool for children to understand complex 21st-century issues? Our knowledge is limited since most designs focus on sequential programming and on the cognitive aspects of computational thinking. This paper discusses a design that integrates ill-structured socio-scientific issues with programming and other computational concepts, in a playful and meaningful context. The design, called ChoiCo (Choices with Consequences), builds on the idea of "integrated affordances" that enables layered computational access, allowing children to be players and designers of choice-driven simulation games. We elaborate on a design-based research that studied children's activity, who progressively played, modified and co-created games that simulated realworld issues. We describe four strategies developed by the children to make sense of the simulated problems through a systems thinking approach. We also discuss how they formulated these strategies by utilizing the affordances of map design, data manipulation and coding.

关键词： computational thinking game-based learning real-world problems block-based programming systems thinking simulation games

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Teaching programming with Gamified Semantics 17

Teaching Programming with Gamified Semantics

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ACM SIGCHI Conference on Human Factors in Computing Systems (CHI)

作者： Arawjo, Ian Wang, Cheng-Yao Myers, Andrew C. Andersen, Erik Guimbretiere, Francois Cornell Univ Dept Informat Sci Ithaca NY 14853 USA Cornell Univ Dept Comp Sci Ithaca NY 14853 USA

ISBN: (纸本)9781450346559

Dominant approaches to programming education emphasize program construction over language comprehension. We present Reduct, an educational game embodying a new, comprehension-first approach to teaching novices core programming concepts which include functions, Booleans, equality, conditionals, and mapping functions over sets. In this novel teaching strategy, the player executes code using reduction-based operational semantics. During gameplay, code representations fade from concrete, block-based graphics to the actual syntax of JavaScript ES2015. We describe our design rationale and report on the results of a study evaluating the efficacy of our approach on young adults (18+) without prior coding experience. In a short timeframe, novices demonstrated promising learning of core concepts expressed in actual JavaScript. We also present results from an online deployment. Finally, we discuss ramifications for the design of future computational thinking games.

关键词： Educational games block-based programming concreteness fading novice programming

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A block based editor for Python 18

A block based editor for Python

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13th Workshop in Primary and Secondary Computing Education (WiPSCE)

作者： Strong, Glenn O'Carroll, Sean Bresnihan, Nina Trinity Coll Dublin Dublin Ireland

ISBN: (纸本)9781450365888

The transition from commonly used block-based environments to traditional text-based programming systems presents an educational challenge. Solutions to this problem tend to be either purely pedagogical, focusing on developing educational frameworks to assist learners in the transition, or technological and focused on innovative ways to organise the editing of text to support the transition to pure text editing. The difficulty of this transition is in part caused by the need for learners to tackle many changes at once. In this paper we propose a block based environment targeting learners transitioning to traditional programming languages which supports precisely the syntax of the desired text-based language while providing the supportive block-based affordances of the learning environment. In this way it is hoped that the learner can focus on the new syntactic and conceptual material while avoiding the need to also learn the nuances of syntax and text editing. A prototype implementation based on blockly is described, and application areas are discussed.

关键词： Novice programming block-based programming visual programming language Computer Science Education

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Position: A Novice Oriented Dual-Modality programming Tool for Brain-Computer Interfaces Application Development 3

Position: A Novice Oriented Dual-Modality Programming Tool f...

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IEEE blocks and Beyond Workshop (B&B)

作者： Mehul, Ajay Cioli, Nicholas Crawford, Chris S. Denham, Andre Univ Alabama Dept Comp Sci Tuscaloosa AL 35487 USA Univ Alabama Coll Educ Tuscaloosa AL USA

ISBN: (纸本)9781728148496

Brain-Computer Interfaces (BCI) are commonly used to translate brain activity to commands. The emergence of more affordable electroencephalography (EEG) hardware is gradually making neurotechnology more accessible to a broader audience. However, there is limited work investigating ways to design software that supports novice BCI developers. To address these issues, we have designed NeuroSquare, a hybrid block-flow based programming tool that provides a live environment designed to assist educators with introducing novice programmers to BCI. NeuroSquare divides applications into three parts: signal acquisition, signal processing, and application logic. It provides a flow-based environment for signal processing and a block-based environment for the application logic. The flow-based section provides the freedom to process EEG signals. Furthermore, the hybrid design may also provide insights into the efficacy of dual-modality environments in the context of neurofeedback application development. This paper discusses NeuroSquares software design, limitations, and future work.

关键词： block-based programming programming Environments Design CS Education BCI EEG

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Exploring Novices' Problem-Solving Strategies in Computing and Math Domains 24

Exploring Novices' Problem-Solving Strategies in Computing a...

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24th Koli Calling

作者： Marwan, Samiha Choquette, Nicki Catete, Veronica Morrison, Briana B. Univ Virginia Charlottesville VA 22904 USA North Carolina State Univ Comp Sci Raleigh NC USA Univ Virginia Comp Sci Charlottesville VA USA

ISBN: (纸本)9798400710384

The hardship students face when beginning to problem solve can lessen motivation and confidence in their programming ability. An initial mitigation step is to explore students' mindsets when first approaching a programming task, and distinguish between correct/incorrect models of problem-solving. This will help researchers and instructors realize what methods and tools can scaffold students' problem-solving skill development in programming classrooms. Our goal is to uncover this information by investigating successful problem-solving approaches across the computing and math domains, and exploring whether it is possible to transfer a successful approach from math to the computing domain. We also explore whether students can apply a successful problem-solving strategy, such as problem decomposition, after being reminded or taught that such a strategy exists. We conducted an exploratory qualitative study with high-school students solving math and programming problems. Our data analysis reveals a number of problem-solving strategies in both programming and math, highlights their differences, and demonstrates the transfer problem-solving benefits across domains. We also found that simply instructing students how to apply a problem-solving strategy does not ensure its application. Overall, this research highlights the need to design tools that teach students how to apply successful problem-solving strategies.

关键词： problem decomposition block-based programming math problem-solving

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Barriers, Challenges and Strategy Use of Students with High-Incidence Disabilities 20

Barriers, Challenges and Strategy Use of Students with High-...

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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Lash, Todd Univ Illinois Champaign IL 61820 USA

ISBN: (纸本)9781450367936

Computer science (CS) education K-12 has spread at a remarkable pace over the last few years. As CS education becomes more and more a part of the general curriculum, students with disabilities, who spend much of their time in general education classrooms, will be included. Yet, there is little research on how to equitably and rigorously include students with disabilities in CS education. To begin to understand how best to provide CS educational services to diverse learners, we must first understand the challenges and barriers they face and what strategies they are already using to enable their success. This basic qualitative interpretative study utilized video screencast data of three upper-elementary students with high-incidence disabilities engaged in block-based programming. Findings confirmed students encountered multiple barriers and challenges, both unique and shared, across classrooms. While students utilized several problem solving and debugging strategies, they seldom did so in a systematic fashion.

关键词： K-12 computer science education debugging accessibility problem solving block-based programming

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Coder and Coder Cards: A Novel Tangible programming Approach for Young Programmers

Coder and Coder Cards: A Novel Tangible Programming Approach...

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

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

ISBN: (纸本)9798350329469

This paper introduces the VEX 123 Coder and Coder cards, a novel approach for supporting novices programming a small robotic device. The VEX 123 Coder is a plastic device, similar in size and shape to a smartphone, that connects to the VEX 123 Robot via Bluetooth, and allows young users to define robot instructions by sliding predefined Coder cards into slots on the Coder. This approach blends features of tangible programming with key conceptual underpinnings and interaction patterns used in block-based programming and beyond. In this paper, we present key design and technical features of the Coder and Coder cards, and the results of elementary classroom testing sessions showing how the Coder and Coder cards can support youth in authoring programs. This work contributes a new programming approach to the literature on how to introduce youth to the practice of programming.

关键词： Computer Science Education block-based programming Tangible programming Child-computer interaction

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Position: Manual Refactoring (by Novice Programmers) Considered Harmful 3

Position: Manual Refactoring (by Novice Programmers) Conside...

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IEEE blocks and Beyond Workshop (B&B)

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

ISBN: (纸本)9781728148496

In recent years, the issue of quality in introductory and end-user programming has become increasingly prominent. In particular, the poor quality of block-based programs has been shown to harm the educational effectiveness in this programming domain. As a result, there has been a growing interest in code quality and its improvement practices among researchers and educators. Refactoring-transforming code to remove quality problems while preserving semantics-is taught as a common and practical technique for improving code quality. To maximize pedagogical effectiveness, some educators advocate teaching students to refactor by hand to elucidate the mechanics behind refactoring instead of relying on tools that transform code automatically. In this position paper, we argue that this pedagogical approach is counterproductive. We advocate teaching refactoring similarly to compilation, a technique that students start applying automatically right away, but learn its inner workings only much later in the curriculum. Even professional developers are advised to avoid carrying out complex refactoring transformations by hand, as this activity leads to hard-to-trace bugs as well as wastes time and effort. To put appropriate tools for improving software quality into the hands of Scratch programmers, we created an automated refactoring infrastructure for Scratch, and we argue that such facility should become a mainstay of programming environments for blocks.

关键词： block-based programming refactoring code quality introductory computing Scratch

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How Teachers of the Visually Impaired Compensate with the Absence of Accessible block-based Languages 21

How Teachers of the Visually Impaired Compensate with the Ab...

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23rd International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS)

作者： Mountapmbeme, Aboubakar Ludi, Stephanie Univ North Texas Dept Comp Sci & Engn Denton TX 76203 USA

ISBN: (纸本)9781450383066

The past five years have witnessed an increase in research to improve the accessibility of block-based programming environments to people with visual impairments. This has led to the creation of a few accessible block-based programming environments with some researchers considering tangible alternatives or hybrid environments. However, the literature says little about the learning experiences of K-12 students with visual impairments on these systems in educational settings. We try to fill this gap of knowledge with a report on an interview study with twelve teachers of K-12 students with visual impairments. Through the lens of the teachers, we discovered that factors such as the students background, the teacher's CS background and the design of existing curricula influence the learning process of students with visual impairments learning how to code. In addition to discussing how they go about to mitigate the challenges that stem from these factors, teachers also reported on how they compensate for the lack of accessible block-based languages. Through this work, we offer insights into how the research community can improve the learning experiences of students with visual impairments including training teachers, ensuring students have basic computing skills, improving the curriculum and designing accessible on-screen block-based programming environments.

关键词： block-based programming Accessible Computing Visually impaired programming K-12 computing

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Aiding the Transition from Novice to Traditional programming Environments 17

Aiding the Transition from Novice to Traditional Programming...

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16th International ACM Conference on Interaction Design and Children (IDC)

作者： Moors, Luke Sheehan, Robert Univ Auckland Auckland New Zealand

ISBN: (纸本)9781450349215

Novice programming environments are increasingly popular as introductory tools for teaching programming. Many of these tools differ significantly from traditional programming environments and are successful in motivating novices and making it simple to start programming. However, it has been reported that students still struggle when transitioning to general-purpose languages and have difficulties learning certain concepts. In this paper, we briefly describe some of the problems novices have when learning to program and identify drawbacks to existing novice programming environments. We then present two different works in progress with features designed to keep some of the advantages of current novice programming environments but in such a way that students are led to deeper concepts. Such features include immediate feedback, loop construction, and automated identifier updating. This report references the feasibility of these approaches.

关键词： Novice programming programming environments block-based programming

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