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作者： Long, Xingyu Virginia Tech | University

As Scratch has become one of the most popular educational programming languages, understanding its common programming idioms can benefit both computing educators and learners. This understanding can fine-tune the curricular development to help learners master the fundamentals of writing idiomatic code in their programming pursuits. Unfortunately, the research community’s understanding of what constitutes idiomatic Scratch code has been limited. To help bridge this knowledge gap, we systematically identified idioms as based on canonical source code, presented in widely available educational materials. We implemented a tool that automatically detects these idioms to assess their prevalence within a large dataset of over 70K Scratch projects in different demographic and project categories. Since communal learning and the practice of remixing are one of the cornerstones of the Scratch programming community, we studied the relationship between common programming idioms and remixes. Having analyzed the original projects and their remixes, we observed that different idioms may associate with dissimilar types of code changes. Code changes in remixes are desirable, as they require a meaningful programming effort that spurs the learning process. The ability to substantially change a project in its remixes hinges on the project’s code being easy to understand and modify. Our findings suggest that the presence of certain common idioms can indeed positively impact the degree of code changes in remixes. Our findings can help form a foundation of what comprises common Scratch programming idioms, thus benefiting both introductory computing education and Scratch programming tools.

关键词： programming idioms Scratch block-based programming Novice programmers Project remixing Thesis

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An Exploratory Study of the Remixing Practices in the Scratch programming Community: Trends, Causalities, and Influences

An Exploratory Study of the Remixing Practices in the Scratc...

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作者： Khawas, Prapti Prakash Virginia Tech | University

One of the greatest achievements of Scratch as an educational tool is the eager willingness of programmers to use existing projects as the starting point for their own projects, a practice known as remixing. Despite the importance of remixing as a foundation of collaborative and communal learning, the practice remains poorly understood. Without a clear picture of how and why Scratch programmers remix a project as a starting point of their own projects, this programming community would remain in the dark about which programming practices encourage and facilitate remixing. The designers of programming environments for blocks lack feedback on how the remixing facility is used in the wild. To gain a deeper insight into remixing, this thesis presents the results of a comprehensive study of this practice in Scratch that investigates the following heretofore unexplored dimensions of remixing: (1) the prevailing modifications that remixes perform on existing projects, (2) the impact of the original project’s code quality on the granularity, extent, and development time of the modifications in the remixes, and (3) the propensity of the dominant programming practices in the original project to remain so in the remixes. Our findings can be used to promote those programming practices in the Scratch community that encourage remixing while also improving this practice’s effectiveness, thus benefiting the educational and end-user programming communities.

关键词： Scratch block-based programming remixing program analysis code quality introductory computing education Thesis

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Can playing a video game foster computational thinking skills?

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COMPUTERS & EDUCATION 2019年 141卷 103633-000页

作者： Zhao, Weinan Shute, Valerie J. Olivet Univ 181 Hutchinson Ave Wingdale NY 12594 USA Florida State Univ Coll Educ 1114 West Call St Tallahassee FL 32306 USA

In this study, we evaluated the cognitive and attitudinal influences of playing a video game, Penguin Go, designed to target the development of middle school students' computational thinking (CT) skills. In addition to the overall effectiveness of the game, we investigated the impact of a specific game feature-constraints on the number of blocks in a solution. Results showed that after playing Penguin Go for less than two hours, students' CT skills improved significantly, but the additional constraints did not generate a significant impact on learning. In addition, the game overall did not influence students' attitudes toward computer science, but the constraints condition of the game negatively influenced students' attitudes toward computer science. Implications of the findings and possible directions for future research regarding using these types of games to foster computational thinking skills are discussed.

关键词： Computational thinking Video games Abstraction block-based programming

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A hybrid approach to user-oriented programming of collaborative robots

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ROBOTICS AND COMPUTER-INTEGRATED MANUFACTURING 2022年 73卷 102234-102234页

作者： Fogli, Daniela Gargioni, Luigi Guida, Giovanni Tampalini, Fabio Univ Brescia Dept Informat Engn Brescia Italy

The research reported in this paper proposes a new approach to collaborative robots that aims at improving the simplicity and efficiency of the programming task for non-technical users. It is grounded on three standpoints: (i) an elementary and disciplined paradigm for robot programming, called the simple programming journey, (ii) a hybrid interaction mode where robot tasks can be programmed using a natural language chat and, if necessary, can be completed and finalized through a block-based interface, and (iii) a robust cognitive match between the mental models of the user and the programming interface. The proposed approach has been implemented and tested through the development of a prototype programming environment called CAPIRCI, which can be tailored to different application domains through the definition of objects, locations, and actions. CAPIRCI has been tested by real users with a COBOTTA robot by DENSO WAVE Ltd. Two experimental tests have been carried out in order to validate the novel approach proposed and to assess its impact on end-user programming. The results obtained show that a hybrid approach exploiting both natural language dialogue and block-based interaction can help make the programming task easy and efficient for non-technical users.

关键词： Collaborative robot Natural language interface block-based programming End-user development

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Utilizing Smartphones for Approachable IoT Education in K-12

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SENSORS 2022年第24期22卷 9778页

作者： Jean, Devin Broll, Brian Stein, Gordon Ledeczi, Akos Vanderbilt Univ Comp Sci Dept Nashville TN 37235 USA Inst Software Integrated Syst 1025 16th Ave S Nashville TN 37212 USA

Distributed computing, computer networking, and the Internet of Things (IoT) are all around us, yet only computer science and engineering majors learn the technologies that enable our modern lives. This paper introduces PhoneIoT, a mobile app that makes it possible to teach some of the basic concepts of distributed computation and networked sensing to novices. PhoneIoT turns mobile phones and tablets into IoT devices and makes it possible to create highly engaging projects through NetsBlox, an open-source block-based programming environment focused on teaching distributed computing at the high school level. PhoneIoT lets NetsBlox programs-running in the browser on the student's computer-access available sensors. Since phones have touchscreens, PhoneIoT also allows building a Graphical User Interface (GUI) remotely from NetsBlox, which can be set to trigger custom code written by the student via NetsBlox's message system. This approach enables students to create quite advanced distributed projects, such as turning their phone into a game controller or tracking their exercise on top of an interactive Google Maps background with just a few blocks of code.

关键词： IoT mobile devices sensors user interaction block-based programming

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Blink: An educational software debugger for Scratch

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SOFTWAREX 2024年 25卷

作者： Strijbol, Niko De Proft, Robbe Goethals, Klaas Mesuere, Bart Dawyndt, Peter Scholliers, Christophe Univ Ghent Dept Appl Math Comp Sci & Stat Ghent Belgium

The process of teaching children to code is often slowed down by the delay in providing feedback on each student's code. Especially in larger classrooms, teachers often lack the time to give individual feedback to each student. That is why it is important to equip children with tools that can provide immediate feedback and thus enhance their independent learning skills. This article presents Blink, a debugging tool specifically designed for Scratch, the most commonly taught programming language for children. Blink comes with basic debugging features such as 'step' and 'pause', allowing precise monitoring of the execution of Scratch programs. It also provides users with more advanced debugging options, such as back-in-time debugging and programmable pause. A group of children attending an extracurricular coding class have been testing the usefulness of Blink. Feedback from these young users indicates that Blink helps them pinpoint programming errors more accurately, and they have expressed an overall positive view of the tool.

关键词： programming Debugging Scratch block-based programming

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Using Informed Design in Informal Computer Science Programs to Increase Youths' Interest, Self-efficacy, and Perceptions of Parental Support

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2019年第4期19卷 37-37页

作者： Clarke-Midura, Jody Sun, Chongning Pantic, Katarina Poole, Frederick Allan, Vicki Utah State Univ Logan UT 84322 USA 2830 Old Main Hill Logan UT 84322 USA 4205 Old Main Hill Logan UT 84322 USA

Our work is situated in research on Computer Science (CS) learning in informal learning environments and literature on the factors that influence girls to enter CS. In this article, we outline design choices around the creation of a summer programming camp for middle school youth. In addition, we describe a near-peer mentoring model we used that was influenced by Bandura's self-efficacy theory. The purpose of this article, apart from promoting transparency of program design, was to evaluate the effectiveness of our camp design in terms of increasing youths' interest, self-efficacy beliefs, and perceptions of parental support. We found significant gains for all three of these concepts. Additionally, we make connections between our design choices (e.g., videos, peer support, mentor support) and the affective gains by thematically analyzing interview data concerning the outcomes found in our camps.

关键词： Informal CS learning environments near-peer mentors block-based programming

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Brains and blocks: Introducing Novice Programmers to Brain-Computer Interface Application Development

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2019年第4期19卷 39-39页

作者： Crawford, Chris S. Gilbert, Juan E. Univ Alabama 3047 HM Corner245 7th Ave Tuscaloosa AL 35487 USA Univ Florida 432 Newell Dr Gainesville FL 32611 USA

Brain-Computer Interface (BCI) hardware is becoming more affordable and accessible. However, there is limited work investigating ways to design software that broadens participation with BCI technology. In this article, we present a block-based programming environment designed to assist novice programmers with creating BCI applications. We also discuss learning barriers encountered by novice programmers developing neurofeedback applications. Our findings suggest that visual programming assists novice programmers with building basic BCI applications;however, students may experience understanding and learning barriers initially.

关键词： Brain-computer interface block-based programming neurofeedback

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Automated test generation for Scratch programs

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EMPIRICAL SOFTWARE ENGINEERING 2023年第3期28卷 79-79页

作者： Deiner, Adina Feldmeier, Patric Fraser, Gordon Schweikl, Sebastian Wang, Wengran Univ Passau Innstr 33 D-94032 Passau Germany North Carolina State Univ 890 Oval Dr Raleigh NC 27606 USA

The importance of programming education has led to dedicated educational programming environments, where users visually arrange block-based programming constructs that typically control graphical, interactive game-like programs. The Scratch programming environment is particularly popular, with more than 90 million registered users at the time of this writing. While the block-based nature of Scratch helps learners by preventing syntactical mistakes, there nevertheless remains a need to provide feedback and support in order to implement desired functionality. To support individual learning and classroom settings, this feedback and support should ideally be provided in an automated fashion, which requires tests to enable dynamic program analysis. In prior work we introduced Whisker, a framework that enables automated testing of Scratch programs. However, creating these automated tests for Scratch programs is challenging. In this paper, we therefore investigate how to automatically generate Whisker tests. Generating tests for Scratch raises important challenges: First, game-like programs are typically randomised, leading to flaky tests. Second, Scratch programs usually consist of animations and interactions with long delays, inhibiting the application of classical test generation approaches. Thus, the new application domain raises the question of which test generation technique is best suited to produce high coverage tests capable of detecting faulty behaviour. We investigate these questions using an extension of the Whisker test framework for automated test generation. Evaluation on common programming exercises, a random sample of 1000 Scratch user programs, and the 1000 most popular Scratch programs demonstrates that our approach enables Whisker to reliably accelerate test executions, and even though many Scratch programs are small and easy to cover, there are many unique challenges for which advanced search-based test generation using many-objective algorithms is nee

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

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Looking Glass 15

Looking Glass

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Proceedings of the 46th ACM Technical Symposium on Computer Science Education

作者： Caitlin Kelleher Washington University in St. Louis St Louis MO USA

ISBN: (纸本)9781450329668

Looking Glass is the successor to Storytelling Alice designed for middle and high school students. By dragging and dropping, users can construct programs that direct the behavior of characters in a 3D scene. The system consists of a downloadable application and an online *** Glass is intended to support creative, open-ended programming. To help spark ideas, the Looking Glass community hosts a set of community-created templates and remixes, animations that can be imported into any new world. These templates and remixes can help to inspire a story line. In more formal settings, templates and remixes allow an instructor to provide shared resources for an assignment and for students to collaborate with each *** the behavior of existing code examples can be a powerful way to learn new skills. In addition to providing story inspiration, community remixes serve as code examples that students can explore. To support users in learning new skills based on code shared through remixes, Looking Glass includes a play and explore mode in which the environment records an execution history and changes to the 3D scene as a program runs. Users can scroll back in time, see which actions were executing, and replay individual statements.A free download is available at *** for Windows, Mac, and Linux.

关键词： online community interactive program visualization k-12 block-based programming

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