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CHI conference on Human Factors in Computing Systems (CHI)

作者： Zhu, Zhengzhe Liu, Ziyi Zhang, Youyou Zhu, Lijun Huang, Joey Villanueva, Ana Qian, Xun Peppler, Kylie Ramani, Karthik Purdue Univ W Lafayette IN 47907 USA Univ Calif Irvine Irvine CA 92717 USA

ISBN: (纸本)9781450394215

The rapid growth of Internet-of-Things (IoT) applications has generated interest from many industries and a need for graduates with relevant knowledge. An IoT system is comprised of spatially distributed interactions between humans and various interconnected IoT components. These interactions are contextualized within their ambient environment, thus impeding educators from recreating authentic tasks for hands-on IoT learning. We propose LearnIoTVR, an end-to-end virtual reality (VR) learning environment which helps students to acquire IoT knowledge through immersive design, programming, and exploration of real-world environments empowered by IoT (e.g., a smart house). The students start the learning process by installing virtual IoT components we created in different locations inside the VR environment so that the learning will be situated in the same context where the IoT is applied. With our custom-designed 3D block-based language, students can program IoT behaviors directly within VR and get immediate feedback on their programming outcome. In the user study, we evaluated the learning outcomes among students using LearnIoTVR with a pre- and post-test to understand to what extent does engagement in LearnIoTVR lead to gains in learning programming skills and IoT competencies. Additionally, we examined what aspects of LearnIoTVR support usability and learning of programming skills compared to a traditional desktop-based learning environment. The results from these studies were promising. We also acquired insightful user feedback which provides inspiration for further expansions of this system.

关键词： Virtual Reality IoT block-based programming Project-based Learning Immersive programming Embodied Interaction

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Using Learners' Self-Explanations of Subgoals to Guide Initial Problem Solving in App Inventor 17

Using Learners' Self-Explanations of Subgoals to Guide Initi...

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13th ACM Conference on International Computing Education Research (ICER)

作者： Margulieux, Lauren Catrambone, Richard Georgia State Univ Learning Technol Div Atlanta GA 30302 USA Georgia Inst Technol Sch Psychol Atlanta GA 30332 USA

ISBN: (纸本)9781450349680

Our goal for the present research was to improve upon the subgoal learning framework and further enhance problem solving performance for novice programmers learning to use a block-based programming language. In particular, we are expanding upon recent work done by Margulieux and Morrison that prompts learners to self-explain the subgoals, or functional pieces, of a problem solving process to create their own instructional explanations of the process. We added to this work by exploring whether learners' self-explained instructions could be used to effectively scaffold initial problem solving attempts (i.e., practice problems) to further improve performance. In this experiment, learners self-explained subgoals using the most successful conditions from Margulieux and Catrambone's [1] prior work and then were given practice problems that were either unscaffolded (control condition), scaffolded with their own subgoal explanations, or scaffolded with explanations constructed by an instructional designer and computer scientist. Learners who were scaffolded with their own explanations performed better on later problem solving (i.e., an assessment test) than those scaffolded with the experts' explanations or those with no scaffolding. The results show that scaffolding initial problem solving with learners' explanations of the problem solving process can lead to better problem solving performance than scaffolding from experts if the learners construct explanations with adequate support.

关键词： problem solving constructive learning subgoal learning self-explanation block-based programming

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Fostering Engagement and Creativity through programming: The Beauty and Joy of Computing in a First-year Engineering class 39

Fostering Engagement and Creativity through Programming: The...

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39th International Conference of the Chilean-Computer-Science-Society (SCCC)

作者： Meza, Federico Torres, Nicolas Vasquez, Andrea Univ Tecn Federico Santa Maria Dept Informat Valparaiso Chile

ISBN: (纸本)9781728183282

There is a growing interest in learning computer programming even among students from majors other than computer science (CS). Many universities offer a common Introduction to programming (CS1) course, but this approach is usually detrimental to those who are not pursuing a CS major. This article is an experience report that summarizes the results of adapting and implementing the course "The Beauty and Joy of Computing" (BJC) in an Engineering in Product Design first-year class, a group that showed below-average performance in the past. BJC is a course for undergraduate non-CS majors at UC Berkeley, designed to broaden student participation in Computer Science. After a fully online semester of BJC at UTFSM, students showed greater responsibility and commitment when compared to previous cohorts. They also reported greater satisfaction with programming while having a lower attrition rate and comparable final grades to students in the regular CS1 class.

关键词： Computer science education CS0 introduction to programming block-based programming BJC Snap

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Starting from Scratch: Outcomes of Early Computer Science Learning Experiences and Implications for What Comes Next 18

Starting from Scratch: Outcomes of Early Computer Science Le...

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14th ACM Annual International Conference on International Computing Education Research (ICER)

作者： Weintrop, David Hansen, Alexandria K. Harlow, Danielle B. Franklin, Diana Univ Maryland College Pk MD 20742 USA UC Santa Barbara Santa Barbara CA USA Univ Chicago Chicago IL 60637 USA

ISBN: (纸本)9781450356282

Visual block-based programming environments (VBBPEs) such as Scratch and Alice are increasingly being used in introductory computer science lessons across elementary school grades. These environments, and the curricula that accompany them, are designed to be developmentally-appropriate and engaging for younger learners but may introduce challenges for future computer science educators. Using the final projects of 4th, 5th, and 6th grade students who completed an introductory curriculum using a VBBPE, this paper focuses on patterns that show success within the context of VBBPEs but could pose potential challenges for teachers of follow-up computer science instruction. This paper focuses on three specific strategies observed in learners' projects: (1) wait blocks being used to manage program execution, (2) the use of event-based programming strategies to produce parallel outcomes, and (3) the coupling of taught concepts to curricular presentation. For each of these outcomes, we present data on how the course materials supported them, what learners achieved while enacting them, and the implications the strategy poses for future educators. We then discuss possible design and pedagogical responses. The contribution of this work is that it identifies early computer science learning strategies, contextualizes them within developmentally-appropriate environments, and discusses their implications with respect to future pedagogy. This paper advances our understanding of the role of VBBPEs in introductory computing and their place within the larger K-12 computer science trajectory.

关键词： Elementary Computer Science Education Introductory Computing Curricula block-based programming Learning

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Integration of problem-based learning in elementary computer science education: effects on computational thinking and attitudes

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2021年第5期69卷 2761-2787页

作者： Kwon, Kyungbin Ottenbreit-Leftwich, Anne T. Brush, Thomas A. Jeon, Minji Yan, Ge Indiana Univ Bloomington 201 N Rose Ave Bloomington IN 47405 USA

This study investigated how a computer science (CS) problem-based curriculum impacted elementary students' CS learning and attitudes. Four sixth-grade teachers and 200 of their students participated in the study. Researchers developed a CS curriculum in collaboration with the teachers, which consisted of two main units: (1) an introduction to block-based coding and (2) a problem-based learning (PBL) applied coding project. Overall, students significantly improved their knowledge of CT concepts after the introductory block-based coding lessons and retained that knowledge after completing the PBL activities approximately three months later. Results suggest that Event and Parallelism were challenging concepts for most of the students, whereas Loop and Sequence were easily grasped by most of the students. Further analysis based on prior knowledge levels revealed that the high-prior knowledge (HK) group outperformed the low-prior knowledge (LK) group on every measure. However, LK narrowed the gap of CT concepts after the introductory block-based coding lessons. Students also communicated relatively positive attitudes towards CS at the conclusion of the PBL unit. These results provide support for further exploring the integration of inquiry-oriented instructional strategies such as PBL to support CS instruction.

关键词： Computer science education Computational thinking Problem-based learning Elementary CS education block-based programming

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Scratch Community blocks: Supporting Children as Data Scientists 17

Scratch Community Blocks: Supporting Children as Data Scient...

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

作者： Dasgupta, Sayamindu Hill, Benjamin Mako MIT Media Lab Cambridge MA 02142 USA Univ Washington Seattle WA 98195 USA

ISBN: (纸本)9781450346559

In this paper, we present Scratch Community blocks, a new system that enables children to programmatically access, analyze, and visualize data about their participation in Scratch, an online community for learning computer programming. At its core, our approach involves a shift in who analyzes data: from adult data scientists to young learners themselves. We first introduce the goals and design of the system and then demonstrate it by describing example projects that illustrate its functionality. Next, we show through a series of case studies how the system engages children in not only representing data and answering questions with data but also in self-reflection about their own learning and participation.

关键词： data science learning computers and children creativity support tools social computing and social navigation block-based programming

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Primary School Students programming with Real-Time Environmental Sensor Data 22

Primary School Students Programming with Real-Time Environme...

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24th Australasian Computing Education Conference (ACE)

作者： Suriyaarachchi, Hussel Denny, Paul Cortes, Juan Pablo Forero Weerasinghe, Chamod Nanayakkara, Suranga Univ Auckland Augmented Human Lab Auckland New Zealand Univ Auckland Sch Comp Sci Auckland New Zealand

ISBN: (纸本)9781450396431

programming is now introduced as an essential skill at a very young age, often through block-based programming environments. Interaction with programs created using such platforms typically occurs through the use of keyboard and mouse. Incorporating environmental data as real-time input to programs through physical computing devices can deliver an engaging programming experience that fosters creativity. However, using such devices with block-based environments often requires significant technical configuration, which can be challenging in the classroom, especially for very young learners. In this paper, we describe our design, development and use of a sensor toolkit and a companion Scratch extension that is very easy for young students to use. The toolkit allows students to focus on constructive exploration while providing teachers with an easy way to incorporate sensor-driven programming lessons in a time-constrained classroom setting. We deployed our toolkit in a primary school classroom with 19 students aged between 7 and 9, and two teachers who were introducing sensor-driven programming for the first time. We report how these young students used our toolkit to control actions in their programs, their post-session views of programming as an interesting and creative task, and the teachers' perspectives of using the toolkit with young learners.

关键词： Scratch Sensors Kiwrious Real-time Creativity block-based programming Physical Computing Computational Thinking Computer Science Education

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Exploring the Pair programming Process: Characteristics of Effective Collaboration 17

Exploring the Pair Programming Process: Characteristics of E...

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ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Rodriguez, Fernando J. Price, Kimberly Michelle Boyer, Kristy Elizabeth Univ Florida Dept Comp & Informat Sci & Engn Gainesville FL 32611 USA

ISBN: (纸本)9781450346986

Pair programming is a collaboration paradigm that has been increasingly adopted in computer science education. Research has established that pair programming can hold benefits for students' learning and attitudes, but comparatively little is known about the ways in which the collaborative process benefits students' CS learning. This paper examines the collaboration process, comparing important outcomes with how students' dialogue and problem-solving approaches unfolded. The results show that the collaboration is more effective when both partners make substantive dialogue contributions, express uncertainty, and resolve it. In particular, driver dialogue expressivity is associated with improved outcomes. The findings provide insight into the ways in which pair programming dialogue benefits student learning during CS problem solving.

关键词： Collaborative learning pair programming block-based programming student-student dialogue problem solving

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Affinder: Expressing Concepts of Situations that Afford Activities using Context-Detectors 22

Affinder: Expressing Concepts of Situations that Afford Acti...

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CHI Conference on Human Factors in Computing Systems (CHI)

作者： Louie, Ryan Gergle, Darren Zhang, Haoqi Northwestern Univ Evanston IL 60208 USA

ISBN: (纸本)9781450391573

Context-aware applications have the potential to act opportunistically to facilitate human experiences and activities, from reminding us of places to perform personal activities, to identifying coincidental moments to engage in digitally-mediated shared experiences. However, despite the availability of context-detectors and programming frameworks for defining how such applications should trigger, designers lack support for expressing their human concepts of a situation and the experiences and activities they afford (e.g., situations to toss a frisbee) when context-features are made available at the level of locations (e.g., parks). This paper introduces Affinder, a block-based programming environment that supports constructing concept expressions that effectively translate their conceptions of a situation into a machine representation using available context features. During pilot testing, we discovered three bridging challenges that arise when expressing situations that cannot be encoded directly by a single context-feature. To overcome these bridging challenges, Affinder provides designers (1) an unlimited vocabulary search for discovering features they may have forgotten;(2) prompts for reflecting and expanding their concepts of a situation and ideas for foraging for context-features;and (3) simulation and repair tools for identifying and resolving issues with the precision of concept expressions on real use-cases. In a comparison study, we found that Affinder's core functions helped designers stretch their concepts of how to express a situation, find relevant context-features matching their concepts, and recognize when the concept expression operated differently than intended on real-world cases. These results show that Affinder and tools that support bridging can improve a designer's ability to express their concepts of a human situation into detectable machine representations-thus pushing the boundaries of how computing systems support our activities in the wo

关键词： context-aware programming expressing concepts of situations context-features design fixation bridging challenges block-based programming

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Collaborative Modding of a Simulation Game: An Approach to the Development of Computational Thinking 13

Collaborative Modding of a Simulation Game: An Approach to t...

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13th International European Conference on Games based Learning (ECGBL)

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

ISBN: (纸本)9781912764372

The development of Computational Thinking is usually associated with solving closed coding exercises and quizzes. However, most of these approaches focus on teaching fragmented programming knowledge without enabling students to access and develop computational practices such as abstraction, pattern recognition and generalization, which are equally important for computational problem-solving. As a result, many students keep facing difficulties in describing and using these practices, even if they can successfully solve common programming tasks. This paper discusses game modification (modding) as a pedagogical approach to support students in exploring and expressing meanings about computational practices and concepts in an integrated context. In this approach, the game is seen as a complex system that incorporates powerful computational ideas and modding as a tool that makes these, otherwise complex, ideas accessible to students. The paper discusses the results of a design-based study with middle school students who played, evaluated and modified a simulation game in ChoiCo (Choices with Consequences) environment. The environment integrates three affordances for game design and modding: a) A map-based editor b) a database and c) block-based programming. The aim of the study was to investigate how construct meanings about computational thinking concepts and practices when they collaboratively modify the simulation game with the above affordances. The results indicate that game modding can provide a scaffold for students to gradually develop their understanding of computational practices and concepts. As students transformed from players to designers they discussed, changed and constructed increasingly complex modifications to the rules, the mechanics and the relations of the game system. During modding, they developed meanings about computational practices such as pattern recognition and abstraction and concepts such as conditionals and variables.

关键词： game modding computational thinking simulation game constructionist learning block-based programming

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