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

作者： Greifenstein, Luisa Obermueller, Florian Wasmeier, Ewald Heuer, Ute Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9781450385718

Bugs in learners' programs are often the result of fundamental misconceptions. Teachers frequently face the challenge of first having to understand such bugs, and then suggest ways to fix them. In order to enable teachers to do so effectively and efficiently, it is desirable to support them in recognising and fixing bugs. Misconceptions often lead to recurring patterns of similar bugs, enabling automated tools to provide this support in terms of hints on occurrences of common bug patterns. In this paper, we investigate to what extent the hints improve the effectiveness and efficiency of teachers in debugging learners' programs using a cohort of 163 primary school teachers in training, tasked to correct buggy Scratch programs, with and without hints on bug patterns. Our experiment suggests that automatically generated hints can reduce the effort of finding and fixing bugs from 8.66 to 5.24 minutes, while increasing the effectiveness by 34% more correct solutions. While this improvement is convincing, arguably teachers in training might first need to learn debugging "the hard way" to not miss the opportunity to learn by relying on tools. We therefore investigate whether the use of hints during training affects their ability to recognise and fix bugs without hints. Our experiment provides no significant evidence that either learning to debug with hints or learning to debug "the hard way" leads to better learning effects. Overall, this suggests that bug patterns might be a useful concept to include in the curriculum for teachers in training, while tool-support to recognise these patterns is desirable for teachers in practice.

关键词： Scratch block-based programming Bug patterns Hints Teachers

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Search-based Testing for Scratch Programs 12th

Search-Based Testing for Scratch Programs

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12th International Symposium on Search-based Software Engineering (SSBSE)

作者： Deiner, Adina Fraedrich, Christoph Fraser, Gordon Geserer, Sophia Zantner, Niklas Univ Passau Innstr 33 D-94032 Passau Germany

ISBN: (纸本)9783030597610;9783030597627

block-based programming languages enable young learners to quickly implement fun programs and games. The Scratch programming environment is particularly successful at this, with more than 50 million registered users at the time of this writing. Although Scratch simplifies creating syntactically correct programs, learners and educators nevertheless frequently require feedback and support. Dynamic program analysis could enable automation of this support, but the test suites necessary for dynamic analysis do not usually exist for Scratch programs. It is, however, possible to cast test generation for Scratch as a search problem. In this paper, we introduce an approach for automatically generating test suites for Scratch programs using grammatical evolution. The use of grammatical evolution clearly separates the search encoding from framework-specific implementation details, and allows us to use advanced test acceleration techniques. We implemented our approach as an extension of the Whisker test framework. Evaluation on sample Scratch programs demonstrates the potential of the approach.

关键词： Search-based testing block-based programming Scratch

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Effects of a programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic programming Concepts

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Journal of Educational Computing Research 2024年第3期62卷 702-724页

作者： Tsai, Chun-Yen Chen, Yun-An Hsieh, Fu-Pei Chuang, Min-Hsiung Lin, Chien-Liang National Sun Yat-sen University Taiwan National Kaohsiung Normal University Taiwan Krik University Taiwan National Chung-Hsing University Taiwan

In higher education, it is challenging to cultivate non-computer science majors’ programming concepts. This study used the GAME model (gamification, assessment, modeling, and enquiry) in a programming education course to enhance undergraduates’ self-efficacy and performance of basic programming concepts. There were 83 undergraduates taking part in this study, which adopted a quasi-experimental research design. Students in the experimental group (n = 43) experienced a course in which the GAME model was used to design the block-based programming course. The control group (n = 40) was given a general information education course covering similar learning concepts without the game-based learning strategy. The analysis of covariance (ANCOVA) was adopted to investigate the effect of the GAME model on students’ learning outcomes for the quantitative data. In the qualitative analysis, students’ responses to the course perception questionnaire were coded and analyzed. The results showed that students in the experimental group outperformed their counterparts regarding self-efficacy and basic programming concepts. The experimental treatment resulted in a small to medium effect size difference between the two groups. The results showed that incorporating the GAME model into block-based programming teaching helped improve undergraduates’ self-efficacy and performance of basic programming concepts. In addition, these experimental group undergraduates also perceived the pedagogic GAME model positively. Several research suggestions are proposed based on the findings of the present study. © The Author(s) 2023.

关键词： block-based programming GAME model game-based learning programming concept self-efficacy

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Game Modding for Computational Thinking: An Integrated Design Approach 18

Game Modding for Computational Thinking: An Integrated Desig...

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ACM Conference on Interaction Design and Children (IDC)

作者： Grizioti, Marianthi Kynigos, Chronis Natl & Kapodistrian Univ Athens Educ Technol Lab Fac Philosophy Pedag & Psychol Athens Greece

ISBN: (纸本)9781450351522

In this paper, we explore the possible contribution of game modification (or modding) process to the development of Computational Thinking skills by discussing the design of ChoiCo (Choices with Consequences), an online digital environment for game creation and modding. ChoiCo integrates three different affordances for designing its games: a map-based (GIS) game scene, a simplified database and block-based programming editors. We also present a pilot study in which Junior High School students used ChoiCo for creating mods of a given digital game, based on a three-step modding scenario.

关键词： Computational Thinking Game Modding block-based programming

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Brain-Computer Interface for Novice Programmers 18

Brain-Computer Interface for Novice Programmers

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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Crawford, Chris S. Gardner-McCune, Christina Gilbert, Juan E. Univ Alabama Dept Comp Sci Tuscaloosa AL 35487 USA Univ Florida Dept Comp & Informat Sci & Engn Gainesville FL USA

ISBN: (纸本)9781450351034

As CS + X courses become more common, it is important for us to investigate ways to leverage interdisciplinary learning tools to expand the types of experiences available to students. This paper discusses our experiences introducing CS undergraduates to basic Brain-Computer Interface (BCI) concepts using Neuroblock. Neuroblock is a visual programming environment that allows users to build applications driven by near-real-time neurophysiological (i.e., brainwaves) data. Brainwave data is captured using a commercial-grade BCI device. Students use brainwave data from the BCI device to create interactive hybrid-BCI applications (e.g., games) featuring objects that respond to students' affective states (e.g. engagement, relaxation, and attention) and keyboard events. In this paper, we describe Neuroblock, three example activities, and results from an exploratory empirical study that suggests exposure to Neuroblock increased students' confidence in their ability to develop applications that leverage neurophysiological signals. Neuroblock and the discussed activities have the potential to supplement future CS + X courses by providing students hands on experiences with emerging physiological devices.

关键词： Brain-Computer Interface block-based programming Neurofeedback

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Adapting an OER Textbook for the Inverted Classroom Model - How To Flip the Classroom with BBC micro:bit Example Tasks

Adapting an OER Textbook for the Inverted Classroom Model - ...

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IEEE Frontiers in Education Conference (FIE)

作者： Kastner-Hauler, Oliver Tengler, Karin Demarle-Meusel, Heike Sabitzer, Barbara Univ Educ Lower Austria Dept Media Educ 4 Baden Austria Johannes Kepler Univ Linz Dept STEM Educ Linz Austria

ISBN: (纸本)9781665438513

The current COVID-19 crisis has created significant challenges for schools. The growing importance of "flipping the classroom" and the needful emphasizing of online-learning were owed to the situation. To meet these requirements, materials and tasks must be adapted. The Open Educational Resource (OER) textbook "Computational Thinking with the BBC micro:bit" was developed for the introduction of Computational Thinking (CT) for 10-14-year-old pupils in Austria's secondary schools. Example tasks in the textbook are designed with an open end and present extensions with ideas for further development instead of ending abruptly. This article provides a guideline for a clear distinction in redesigning existing lessons following the Inverted Classroom Model (ICM) using videos for pre-class work and live task extensions for in-class work. Which parts in the learning design must remain as live lessons and which parts can be adapted for video lessons? The respective research shows that examples that have a makerspace activity as an extension are especially helpful for an efficient determination of the appropriate part in the learning design and particularly suitable for an adaptation with ICM. The central advantage of the ICM is that it responds flexibly to the individual learning needs of each student. It allows students to take their time reviewing the material at their own pace without getting left behind. The textbook used here encourages pupils to find their own solutions by explorative learning using the block-based programming environment MakeCode. Additional information to be uncovered by the learner is provided for every single step in the accompanying online wiki website. Results from observations showed that this uncover-function, being a central element of the online material, encouraged the learners to explore their own way in finding a solution with playful elements and increased motivation. The many haptic elements of a makerspace activity are in particular usefu

关键词： microbit inverted classroom flipped classroom makerspace block-based programming computational thinking computer science

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Poster: Designing GradeSnap for block-based Code

Poster: Designing GradeSnap for Block-Based Code

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

作者： Milliken, Alexandra Catete, Veronica Isvik, Amy Barnes, Tiffany North Carolina State Univ Comp Sci Dept Raleigh NC 27695 USA

ISBN: (纸本)9781728169019

Many K-12 CS education instructors are new to teaching computing and use block-based programming (BBP), allowing them and their students to learn computing concepts with less frustration. based on prior work with instructors, we found that they need assistance with grading student projects as they are new to coding and developing corresponding assessments. Existing methods are either not intuitive and too restrictive for custom assignments, or tediously unnecessary. Additionally, providing a grading support tool will help increase adoption of our Advanced Placement Computer Science Principles curriculum. Therefore, we began developing a tool to assist teachers with grading BBP projects. This paper reports on a modified User Experience Research method, which we used to determine the critical and necessary features needed for the tool to allow teachers to successfully and efficiently assess BBP student artifacts.

关键词： block-based programming Computing Assessment K12 education

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Are There Differences in Learning Gains When programming a Tangible Object or a Simulation? 19

Are There Differences in Learning Gains When Programming a T...

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

作者： Fessard, Gregoire Wang, Patrick Renna, Ilaria Inst Super Elect Paris Paris France

ISBN: (纸本)9781450363013

Physical computing is about programming and interacting with a tangible object to learn fundamental concepts of Computer Science (CS). This approach presents several benefits regarding motivation, creativity, and learning gains. Yet, these learning gains hardly are compared with those resulting from the programming of a simulation of a tangible object. In this article we present the results of a comparative study that has been conducted to explore this issue. With this study, we aimed to determine whether the programming of a tangible object or its digital simulation yields significantly different learning gains. In the experiment we conducted, participants (aged 14-17 with little or no prior programming knowledge) were divided into two groups: one programmed a tangible electronic board (the BBC micro:bit) while the other programmed a simulation of it. The results of this experiment suggest that, while each group significantly improved their understandings of fundamental CS concepts (i.e., variables, conditions, and loops), no significant difference was found when comparing the learning gains between the two groups.

关键词： computer science education comparative study physical computing digital computing block-based programming

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The effects of goal-based scenarios used for programming education of 5th graders

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INTERACTIVE LEARNING ENVIRONMENTS 2023年第10期31卷 6335-6355页

作者： Kandin, Emine Sendurur, Emine Turkish Minist Natl Educ Samsun Turkey Ondokuz Mayis Univ Comp Educ & Instruct Technol Samsun Turkey

The aim of this study is to investigate the effects of the integration of goal-based scenario (GBS) approach into a block-based coding instruction. Scratch platform was used to find out the effects of GBSs on programming skills of students, who did not have any programming experience. GBSs were used during practice and the development in students' weekly products was examined. This study was designed on the basis of mixed methodology. The quasi-experimental part includes experimental and control groups. The groups received the same lecture by the same lecturer, but in the laboratory sessions the practicing approach was designed separately. The experimental group received GBS integrated tasks. The scenario flow of each week occurred through an existing character. The students completed 10 products during one semester. The scores of students' weekly products, observation notes of the researchers, pre and post-test scores, and interview data were analyzed and used in a complimentary manner. The analyses showed that GBS integration significantly affected the knowledge and skill improvement in block-based programming. The knowncontributions of block-based tools were also observed, but the realistic nature of GBSs contributed the programming instruction in the affective dimension. They served as tools for motivation, scaffolding, and monitoring.

关键词： Goal-based scenario programming pedagogy programming education visual programming block-based programming

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Sniffing Through Millions of blocks for Bad Smells 17

Sniffing Through Millions of Blocks for Bad Smells

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ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Techapalokul, Peeratham Virginia Tech Software Innovat Lab Blacksburg VA 24061 USA

ISBN: (纸本)9781450346986

Code smells codify poor coding patterns known to degrade software quality. block-based languages have proven to be a viable educational and end-user programming paradigm with increasing adoption across a broad spectrum of users and domains. This rising popularity of this programming paradigm calls for a serious look at the program quality written in block-based languages. While code smells in the context of text-based languages have been studied extensively, the research community lacks a comprehensive understanding of code smells in block-based software. To address this problem, we present the results of a large-scale study of code smells prevalent in programs written in the highly popular Scratch programming language. We analyzed programs submitted to the public Scratch repository in 2016, considering a million programs altogether. We discovered interesting relationships between the prevalence of certain smells and the levels of proficiency of the programmers commonly introducing them. Our findings not only can help block-based programmers improve the quality of their software, but also establish the requirements for refactoring support in this programming domain.

关键词： Software quality Code smells block-based programming Scratch Introductory computing CS education

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