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24th International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS)

作者： Mountapmbeme, Aboubakar Okafor, Obianuju Ludi, Stephanie Univ North Texas Dept Comp Sci & Engn Denton TX 76205 USA

ISBN: (纸本)9781450392587

The visual and mouse-centric nature of block-based programming environments generally make them inaccessible and challenging to use by users with visual impairments who rely on assistive technologies to interact with computers. This prevents these users from participating in programming activities where these systems are used. This paper presents a prototype of an accessible block-based programming library called Accessible blockly that allows users to create and navigate block-based code using a screen reader and a keyboard. This is an attempt to make the famous blockly library accessible through a screen reader and keyboard. In this paper, we present the design and implementation of Accessible blockly. We also discuss the evaluation of the library for block-based code navigation in a study with 12 blind programmers. Analysis of the study results shows that Accessible blockly efectively aids users with reading and understanding block-based code. Participants found Accessible blockly easy to use and less frustrating for navigating block-based programs. The participants also expressed enthusiasm and interest in using the keyboard and screen reader to navigate block-based code and in the accessibility of block-based programming.

关键词： block-based programming Accessibility Keyboard Navigation Screen Reader Students with Visual Impairments Blind Programmers blockly

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Promoting Computer Science Learning with block-based programming and Narrative-Centered Gameplay

Promoting Computer Science Learning with Block-Based Program...

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IEEE Conference on Games (IEEE CoG)

作者： Min, Wookhee Mott, Bradford Park, Kyungjin Taylor, Sandra Akram, Bita Wiebe, Eric Boyer, Kristy Elizabeth Lester, James North Carolina State Univ Dept Comp Sci Raleigh NC 27695 USA North Carolina State Univ Dept STEM Educ Raleigh NC USA Univ Florida Comp & Informat Sci & Engn Gainesville FL USA

ISBN: (纸本)9781728145334

Recent years have seen increasing awareness of the need for all students in primary and secondary education to learn computer science (CS) concepts and skills. Educational games hold significant potential to serve as a platform for CS education because they integrate engaging problem solving with effective pedagogical strategies. This potential is especially high for narrative-centered educational games that embed learning activities within rich interactive stories. In this paper, we present an educational game featuring block-based programming challenges contextualized within an engaging narrative, designed to promote CS learning for middle school students (ages 11 to 13). In the game, students undertake problem-solving challenges that are aligned with the K-12 Computer Science Framework. Results from a classroom implementation of the game with middle grade students suggest that their perceived game control ratings are positively correlated with their progress in the game, which suggests the need for adaptively supporting students' game-based learning activities. Building on these findings, we discuss design implications for creating student-adaptive CS learning experiences in educational games that incorporate block-based programming enriched narrative-centered gameplay.

关键词： Game-based learning Computer science education Computational thinking block-based programming

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Attitudes of IT teacher candidates towards computer programming and their self-efficacy and opinions regarding to block-based programming

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EDUCATION AND INFORMATION TECHNOLOGIES 2020年第5期25卷 4097-4114页

作者： Coban, Emre Korkmaz, Ozgen Cakir, Recep Erdogmus, Feray Ugur Amasya Univ Sci Inst Dept Comp Educ & Instruct Technol Amasya Turkey Amasya Univ Technol Fac Dept Comp Engn Amasya Turkey Amasya Univ Educ Fac Dept Comp Educ & Instruct Technol Amasya Turkey

The aim of this study is to determine the attitudes of pre-service teachers towards programming, the perceptions of self-efficacy about block-based programming and the opinions of pre-service teachers on the use of educational robots. This research is a quantitative and qualitative research conducted using a mixed research design. The study group of the research consisted of 140 undergraduate students from the universities in Turkey, studying in the Department of Computer Education and Instructional Technologies. The data were collected through the Attitude Scale of Computer programming Learning, the Self-Efficacy Perception Scale Related to block-based programming and the interview form developed by the researchers. The quantitative data were analyzed by arithmetic mean, standard deviation, pearson r correlation, regression, t-test and ANOVA analysis, and the qualitative data were analyzed by content analysis method and the following results were obtained: the attitudes of pre-service teachers and their perceptions of self-efficacy are above average and interrelated. The pre-service teachers' perceptions of self-efficacy vary according to grade level. However, their attitudes do not differ according to class level. However, the perceptions of self-efficacy and the attitudes have been found to differ according to the university where they study gender and education. In addition, pre-service teachers' opinions about educational robots are that educational robots contribute to problem solving and programming skills.

关键词： programming learning Educational robot Perception of self-efficacy block-based programming IT teachers

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Co-located Collaborative block-based programming

Co-located Collaborative Block-Based Programming

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

作者： Selwyn-Smith, Ben Anslow, Craig Homer, Michael Wallace, James R. Victoria Univ Wellington Sch Engn & Comp Sci Wellington New Zealand Univ Waterloo Sch Publ Hlth & Hlth Syst Waterloo ON Canada

ISBN: (纸本)9781728108100

With the increasing need to teach programming to novices using collaborative methods like pair programming, it is important to understand how different input devices can help support collaborative learning In this paper we present Multi-Device Grace, the first application to explore block-based programming in a cross-device environment consisting of digital tabletops, mobile tablets, and laptops. We conducted a user study (n = 18) to explore how cross-device environments can support co-located collaborative block-based programming. The study used Tiled Grace, an existing block-based programming language, and our extensions: Tabletop Grace (designed for tabletops) and Mobile Grace (designed for tablets). Our results show that the majority of participants felt they were able to collaborate quickly and easily, and the cross device interaction would be particularly beneficial in an education setting.

关键词： block-based programming Collaboration Cross Device Interaction Tabletop Mobile

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Progression Of Computational Thinking Skills In Swedish Compulsory Schools With block-based programming 20

Progression Of Computational Thinking Skills In Swedish Comp...

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Proceedings of the 22nd Australasian Computing Education Conference (ACE)

作者： Zhang, LeChen Nouri, Jalal Rolandsson, Lennart Stockholm Univ Dept Comp & Syst Sci Stockholm Sweden Uppsala Univ Dept Educ Uppsala Sweden

ISBN: (纸本)9781450376860

Although Computational Thinking and programming have become obligatory in many national curricula, the majority of teachers in practice are currently in dire need of support from both the research and teaching community. A national research and teacher development project was initiated in Sweden to address this issue. To develop their pedagogical competence in these new subjects, 31 in-service teachers from the project performed lesson studies at their schools. This study collected and analyzed the documentation of 12 lesson studies regarding how computational thinking skills are taught and assessed in K-9, with block-based programming. The study applies a validated CT framework to identify the involved computational thinking skills. The result presents a progression stage scheme for these skills in compulsory schools. The paper also discusses the problems and challenges in the assessment of computational thinking skills.

关键词： Computational thinking programming Compulsory education Progression Assessment block-based programming

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Predictive Student Modeling in block-based programming Environments with Bayesian Hierarchical Models 20

Predictive Student Modeling in Block-Based Programming Envir...

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Proceedings of the 28th ACM Conference on User Modeling, Adaptation and Personalization (UMAP)

作者： Emerson, Andrew Geden, Michael Smith, Andy Wiebe, Eric Mott, Bradford Boyer, Kristy Elizabeth Lester, James North Carolina State Univ Raleigh NC 27695 USA Univ Florida Gainesville FL USA

ISBN: (纸本)9781450368612

Recent years have seen a growing interest in block-based programming environments for computer science education. Although block-based programming offers a gentle introduction to coding for novice programmers, introductory computer science still presents significant challenges, so there is a great need for block-based programming environments to provide students with adaptive support. Predictive student modeling holds significant potential for adaptive support in block-based programming environments because it can identify early on when a student is struggling. However, predictive student models often make a number of simplifying assumptions, such as assuming a normal response distribution or homogeneous student characteristics, which can limit the predictive performance of models. These assumptions, when invalid, can significantly reduce the predictive accuracy of student models. To address these issues, we introduce an approach to predictive student modeling that utilizes Bayesian hierarchical linear models. This approach explicitly accounts for individual student differences and programming activity differences by analyzing block-based programs created by students in a series of introductory programming activities. Evaluation results reveal that predictive student models that account for both the distributional and hierarchical factors outperform baseline models. These findings suggest that predictive student models based on Bayesian hierarchical modeling and representing individual differences in students can substantially improve models' accuracy for predicting student performance on posttests. By improving the predictive performance of student models, this work holds substantial potential for improving adaptive support in block-based programming environments.

关键词： Predictive Student Modeling Bayesian Hierarchical Modeling block-based programming

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Hybrid Estimation for Open-Ended Questions with Early-Age Students' block-based programming Answers 13

Hybrid Estimation for Open-Ended Questions with Early-Age St...

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13th Asian Conference on Machine Learning (ACML)

作者： Wu, Hao Chen, Tianyi Luo, Xianzhe Jin, Canghong Zhang, Yun Wu, Minghui Zhejiang Univ City Coll Hangzhou Zhejiang Peoples R China

block-based programming is of great significance for cultivating children's computational thinking. However, due to the following challenges, it is difficult to evaluate students' programming ability in online learning systems: 1) compared with the traditional Online Judge (OJ) system, there is no standard answer for a given task in block-based programming;2) in order to promote students' interests, although the programs are not totally correct and unrelated to the task, the teacher will give a comparatively higher score. Therefore, current approaches involving output comparison and code analysis do not work effectively. Furthermore, deep learning methods also suffer from the problem of how to represent block code for classification. We propose a novel hybrid estimation model to address these challenges. We first learn graph embedding from the parsed Abstract Syntax Tree (AST) to present the logicality of the code. Next, we provide some methods to measure the workload and complexity of the code. Then, we extracted some key variables and task-irrelevant properties, introduced teacher bias. Finally, XGBoost was constructed for classification. based on real-world data collected from an online Scratch platform by early-age students, our model outperforms KimCNN, ResNet-18, and Graph2Vec+XGBoost. Moreover, we provided statistical analyses and intuitive explanations to interpret the characteristics in various groups.

关键词： block-based programming open-ended question hybrid estimation model graph embedding program complexity

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Debugging during block-based programming

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INSTRUCTIONAL SCIENCE 2018年第5期46卷 767-787页

作者： Kim, ChanMin Yuan, Jiangmei Vasconcelos, Lucas Shin, Minyoung Hill, Roger B. Univ Georgia Coll Educ Athens GA 30602 USA West Virginia Univ Coll Educ & Human Serv Morgantown WV 26506 USA

In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into instruction. This study reports the types of errors that early childhood preservice teachers commonly made and how they debugged the errors. Findings are discussed in relation to research and practice that could benefit from debugging instruction. This study provides directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education. Though this study used robotics as a programming context, findings on early childhood preservice teachers' debugging processes could be applicable to other contexts involving block-based programming.

关键词： Early childhood education Computer science education Teacher preparation block-based programming Debugging Educational robotics

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Designing block-based programming Language Features to Support Upper Elementary Students in Creating Interactive Science Narratives 20

Designing Block-Based Programming Language Features to Suppo...

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

作者： Smith, Andy Mott, Bradford Taylor, Sandra Cheuoua, Aleata Hubbard Minogue, James Oliver, Kevin Ringstaff, Cathy North Carolina State Univ Raleigh NC 27695 USA WestEd Redwood City CA USA

ISBN: (纸本)9781450367936

Recent years have seen a growing recognition of the importance of enabling K-12 students to engage in computational thinking, particularly in elementary grades where students' dispositions toward STEM are developing. block-based programming has emerged as an effective tool for engaging these novice learners in computational thinking. At the same time, digital storytelling has emerged as a promising avenue for creating motivating problem-solving scenarios that engage students in science investigations. Although block-based programming and digital storytelling are in many ways synergistic, there is a lingering question of how to design block-based languages at an age-appropriate level to enable effective and engaging storytelling. In this work, we review design principles from prior block-based and digital storytelling systems as well as propose the design of block-based programming language features to enable the creation of rich, interactive science narratives by upper elementary students.

关键词： Digital storytelling block-based programming

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Parallel Instruction of Text-based and block-based programming: On Novice Programmers' Computational Thinking Practices

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TECHTRENDS 2024年第6期68卷 1033-1050页

作者： Jeon, Minji Kwon, Kyungbin Univ Nebraska Lincoln Dept Teaching Learning & Teacher Educ 840 N 14Th St Lincoln NE 68588 USA Indiana Univ Bloomington Dept Learning Design & Adult Educ 201 N Rose Ave Bloomington IN 47405 USA

This study investigated the computational thinking (CT) practices of eight pre-service teachers through their Scratch and Python programs. Conducted within an undergraduate-level computer science education course, students learned CT concepts via parallel instruction in block-based programming (Scratch) and text-based programming (Python). The research focused on the synergistic effects of this parallel instruction, investigating how novices' CT practice evolved while encountering unique features of each environment. Findings indicated that students' CT practices in one programming environment positively influenced their practices in the other, particularly where syntactic similarities existed. Overall, their strategies for controlling program flow progressed from time-based controls to message-passing controls, and finally to condition-based controls. However, the students demonstrated a lack of abstracting and modularizing skills in their computational problem-solving across both programming environments.

关键词： block-based programming Computational thinking practice Novice programming Parallel instruction Text-based programming

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