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IEEE blocks and Beyond Workshop (B&B)

作者： Bauer, Aaron Butler, Eric Popovic, Zoran Univ Washington Ctr Game Sci Comp Sci & Engn Seattle WA 98195 USA

ISBN: (纸本)9781467383677

Computer science is expanding into K12 education and numerous educational games and systems have been created to teach programming skills, including many block-based programming environments. Teaching computational thinking has received particular attention, and more research is needed on using educational games to directly teach computational thinking skills. We propose to investigate this using Dragon Architect, an educational block-based programming game we are developing. Specifically, we wish to study ways of directly teaching computational thinking strategies such as divide and conquer in an educational game, as well as ways to evaluate our approaches.

关键词： block-based programming game-based learning computational thinking CS education

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blocklySQL - A new block-based editor for SQL 19

BlocklySQL - A new block-based editor for SQL

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14th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Poehner, Nicolai Schmidt, Timo Greubel, Andre Hennecke, Martin Ehmann, Matthias Univ Wurzburg Wurzburg Germany Univ Bayreuth Bayreuth Germany

ISBN: (纸本)9781450377041

This paper introduces blocklySQL, a new block-based editor for SQL. blocklySQL was developed on the basis of Google's JavaScript library blockly, a tool for developing own block-based editors, which comes with several technological and pedagogical advantages. blocklySQL is also integrated into the learning platform dbup2date, which provides daily updated databases for the use in CS classrooms.

关键词： Computer Science Education block-based programming Databases SQL

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Generating Timed UI Tests from Counterexamples 15th

Generating Timed UI Tests from Counterexamples

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15th International Conference on Tests and Proofs (TAP) Held as Part of Software Technologies - Applications and Foundations (STAF) Conference

作者： Diner, Dominik Fraser, Gordon Schweikl, Sebastian Univ Passau Passau Germany

ISBN: (纸本)9783030793791;9783030793784

One of the largest communities on learning programming and sharing code is built around the SCRATCH programming language, which fosters visual and block-based programming An essential requirement for building learning environments that support learners and educators is automated program analysis. Although the code written by learners is often simple, analyzing this code to show its correctness or to provide support is challenging, since SCRATCH programs are graphical, game-like programs that are controlled by the user using mouse and keyboard. While model checking offers an effective means to analyze such programs, the output of a model checker is difficult to interpret for users, in particular for novices. In this work, we introduce the notion of SCRATCH error witnesses that help to explain the presence of a specification violation. SCRATCH error witnesses describe sequences of timed inputs to SCRATCH programs leading to a program state that violates the specification. We present an approach for automatically extracting error witnesses from counterexamples produced by a model checking procedure. The resulting error witnesses can be exchanged with a testing framework, where they can be automatically re-played in order to reproduce the specification violations. Error witnesses can not only aid the user in understanding the misbehavior of a program, but can also enable the interaction between different verification tools, and therefore open up new possibilities for the combination of static and dynamic analysis.

关键词： Error witnesses Model checking Reachability Dynamic analysis Test generation block-based programming UI testing

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Exploration of the Use of Auditory Cues in Code Comprehension and Navigation for Individuals with Visual Impairments in a Visual programming Environment 16

Exploration of the Use of Auditory Cues in Code Comprehensio...

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18th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS)

作者： Ludi, Stephanie Simpson, Jamie Merchant, Wil Univ North Texas Dept Comp Sci & Engn Denton TX 76203 USA Coastal Carolina Univ Dept Phys Conway SC USA

ISBN: (纸本)9781450341240

Visual programming languages are commonplace in engaging novice programmers. Accessibility challenges persist in these systems. This study investigates whether auditory cues improves a visually impaired programmer's ability to navigate and understand source code in a block-based language. The type of auditory cue that best serves this purpose is also investigated. The participants' comprehension of source code using three trials with two tests each is presented, with each trial corresponding to a different form of audio cue. Participants are graded on how accurate their written source code is in comparison to the actual source code.

关键词： Audio cues accessibility block-based programming program understanding visually impaired

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block-based Comprehension: Exploring and Explaining Student Outcomes from a Read-only block-based Exam 19

Block-based Comprehension: Exploring and Explaining Student ...

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50th ACM-SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Weintrop, David Killen, Heather Munzar, Talal Franke, Baker Univ Maryland College Pk MD 20742 USA Code Org Seattle WA USA

ISBN: (纸本)9781450358903

The success of block-based programming environments like Scratch and Alice has resulted in a growing presence of the block-based modality in classrooms. For example, in the United States, a new, nationally-administered computer science exam is evaluating students' understanding of programming concepts using both block-based and text-based presentations of short programs written in a custom pseudocode. The presence of the block-based modality on a written exam in an unimplemented pseudocode is a far cry from the informal, creative, and live coding contexts where block-based programming initially gained popularity. Further, the design of the block-based pseudocode used on the exam includes few of the features cited in the research as contributing to positive learner experiences. In this paper, we seek to understand the implications of the inclusion of an unimplemented block-based pseudocode on a written exam. To do so, we analyze responses from over 5,000 students to a 20 item assessment that included both block-based and text-based questions written in the same pseudocode as the national exam. Our analysis shows students performing better on questions presented in the block-based form compared to text-based questions. Further analysis shows that this difference is consistent across conceptual categories. This paper contributes to our understanding of the affordances of block-based programming and if and how the modality can help learners succeed in early computer science learning experiences.

关键词： Introductory programming Environments High School Computer Science Education block-based programming Assessment

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Participatory Design with Teachers for block-based Learning with SnapClass

Participatory Design with Teachers for Block-based Learning ...

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

作者： Limke, Ally Lytle, Nicholas Mahmoud, Sana Lin, Maggie Hill, Marnie Catete, Veronica Barnes, Tiffany North Carolina State Univ Raleigh NC 27695 USA

ISBN: (纸本)9798350329469

As computer science is increasingly taught in secondary schools, tools need to integrate block-based environments into learning platforms. This way, teachers can more effectively lead lessons, help students, and assess students' programs in their classrooms. We conducted a participatory design process with three K-12 computing teachers to understand their struggle and needs for block coding within their classrooms. The teachers identified 14 needs that were not already addressed by our tool, SnapClass. SnapClass, a new web-based learning platform for Snap!, integrates assignments with starter code, executable student submissions, rubric-based assessment, and a gradebook into one platform. The teachers designed prototypes for three features important to their classrooms: assignment differentiation, help-requests, and peer and self-assessment. This paper begins by introducing SnapClass and the motivation for its development. Then through thematic analysis of the session transcripts, we identify the common struggles teachers face while instructing programming and summarize how they would address those struggles through the design of SnapClass.

关键词： K-12 computing block-based programming Participatory Design computer science education K-12 teachers

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Finding Anomalies in Scratch Assignments 43

Finding Anomalies in Scratch Assignments

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43rd IEEE/ACM International Conference on Software Engineering - Joint Track on Software Engineering Education and Training (ICSE-JSEET) / IEEE/ACM 43rd International Conference on Software Engineering -Software Engineering in Society (ICSE-SEIS)

作者： Koerber, Nina Geldreich, Katharina Stahlbauer, Andreas Fraser, Gordon Univ Passau Passau Germany Tech Univ Munich Munich Germany

ISBN: (纸本)9780738133201

In programming education, teachers need to monitor and assess the progress of their students by investigating the code they write. Code quality of programs written in traditional programming languages can be automatically assessed with automated tests, verification tools, or linters. In many cases these approaches rely on some form of manually written formal specification to analyze the given programs. Writing such specifications, however, is hard for teachers, who are often not adequately trained for this task. Furthermore, automated tool support for popular block-based introductory programming languages like SCRATCH is lacking. Anomaly detection is an approach to automatically identify deviations of common behavior in datasets without any need for writing a specification. In this paper, we use anomaly detection to automatically find deviations of SCRATCH code in a classroom setting, where anomalies can represent erroneous code, alternative solutions, or distinguished work. Evaluation on solutions of different programming tasks demonstrates that anomaly detection can successfully be applied to tightly specified as well as open-ended programming tasks.

关键词： Anomaly Detection Scratch block-based programming Program Analysis Teaching

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Supporting End-to-End Coding and Use of Arduinos in a Formal Classroom Environment

Supporting End-to-End Coding and Use of Arduinos in a Formal...

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

作者： Magda, David Gardner-McCune, Christina Kulkarni, Abhishek Jimenez, Yerika Chu, Sharon Univ Florida Gainesville FL 32611 USA

ISBN: (纸本)9798350329469

This paper presents the design of a browser-based Arduino programming tool and learning management system (LMS), CASMM, that offers end-to-end support for learners utilizing Chromebooks in a classroom environment. This tool aims to support learners through the entire process of coding and using Arduinos in group projects at scale in formal classrooms. The novelty of this tool and its discussion for the VL/HCC community lies in the design and customization of this tool to meet real world constraints of formal classrooms. In addition, it encourages expansion of who we consider users and requires inclusion of where and how learning takes place to truly support human-centered development of programming tools. In this paper, we shift the focus from individual users to multiple groups of student users and 1-3 teachers/mentors in a classroom environment. In particular, this paper aims to make explicit the unique needs of teachers and students who may have limited technology expertise both in coding and using Arduinos in formal classroom environments, the human and technological constraints of a formal classroom and features we've designed into CASMM to address these needs. Through this paper, we aim to spark discussion about the human-centered requirements of these users and how tools that support learners end-to-end in the development process may be necessary to truly provide accessible programming languages and environments for a wide range of novices (i.e., students, classroom teachers, and college mentors/volunteers).

关键词： K-12 Education physical computing Arduino computational thinking design block-based programming

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An exploratory study of pre-service teachers' computational thinking and programming skills

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JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION 2022年第5期54卷 754-768页

作者： Umutlu, Duygu Bogazici Univ Comp Educ & Educ Technol Istanbul Turkey Bogazici Univ North Campus ETA B Bldg TR-34342 Istanbul Turkey

This qualitative case study was designed to explore pre-service teachers' computational thinking and programming skills in an educational technology course in which block-based programming was introduced in a teacher education program. 12 teacher candidates from different subject areas participated in the study. The findings show that participants' views about computational thinking along with their programming skills evolved over the semester. They were mainly involved pattern recognition, debugging and trial-and-error to program coding tasks. They also used simple codes within a context and implemented remixing to solve complex problems. It can be concluded that well-designed educational technology courses for programming might be effective even for pre-service teachers who are novice coders. Further research and implications for teacher education curricula are also discussed in the paper.

关键词： Pre-service teacher education programming computational thinking block-based programming computer science education

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Discriminating programming Strategies in Scratch - Making the Difference between Novice and Experienced Programmers 19

Discriminating Programming Strategies in Scratch - Making th...

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14th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Kesselbacher, Max Bollin, Andreas Univ Klagenfurt Klagenfurt Austria

ISBN: (纸本)9781450377041

Nowadays, block-based programming environments are often used to offer a gentle introduction to learning a programming language. However, an assessment of students' programming skills based on the results of a programming task is not sufficient to determine all areas students are struggling with. We therefore introduce a learning analytics approach of measuring and evaluating the programming sequences of students that program with Scratch 3. With our measurement framework, it is possible to record, store and analyze programming sequences done on a publicly-available, instrumented Scratch 3 environment. Changes in the programming sequence are categorized regarding the used block types and types of program change. We conducted an exploratory programming trial with lower and upper secondary school students to investigate small-scale programming strategies in the recorded programming sequences. Our goals are to identify students in need of support and to identify recurring patterns used by students successful in the trial. Clustering with k-means makes it possible to identify struggling students based on both interacted block types and types of program changes. Recurring patterns in the programming sequences of successful students show that small-scale programming strategies are very diverse.

关键词： block-based programming learning analytics programming patterns

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