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Predicting programming performance by using process behavior in a block-based programming environment

INTERACTIVE LEARNING ENVIRONMENTS 2024年第6期32卷 2371-2385页

作者： Fu, Qian Tang, Wenjing Zheng, Yafeng Ma, Haotian Zhong, Tianlong Beijing Normal Univ Fac Educ Beijing Peoples R China Beijing Normal Univ Zhuhai Inst Adv Studies Humanities & Social Sci Zhuhai Peoples R China Nanping Expt Primary Sch Zhuhai Peoples R China

In this study, a predictive model is constructed to analyze learners' performance in programming tasks using data of programming behavioral events and behavioral sequences. First, this study identifies behavioral events from log data and applies lag sequence analysis to extract behavioral sequences that reflect learners' programming strategies. Then, learners' behavioral events and behavioral sequences are selected using linear regression. Finally, a predictive model is built using majority vote. The study uses data from 3151 programming tasks to compare the accuracy of predictive models with and without behavioral sequences. The results show that the accuracy of the predictive model with behavioral sequences is 75.75%, which is 2.06% higher than that of the model without behavioral sequences. This study finds that editing, debugging, and self-regulating behavior sequences can reflect the strategies learners employ during programming. These findings underscore that the model based on behavioral events and behavioral sequences in this study can successfully predict learners' programming performance and thereby has the potential to support programming instruction.

关键词： Behavior sequence performance prediction block-based programming majority vote programming process

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blockXR: A Novel Tangible block-based programming Platform

BlockXR: A Novel Tangible Block-Based Programming Platform

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

作者： De Siqueira, Alexandre G. Feijoo-Garcia, Pedro G. Stanley, Sean P. Univ Florida Dept CISE Gainesville FL 32611 USA

ISBN: (纸本)9781665445924

block-based programming is typically based solely on graphical user interfaces (GUIs). Some approaches, however, provide tangible interaction. They usually allow users to create block programs with GUIs to control physical robots or use physical blocks to create programs displayed on a vertical display. With these systems, users split their attention between the GUI and the physical objects. Split-attention effects have been shown to increase task completion time and hinder learning. blockXR applies projected augmented reality and computer vision to provide users with tangible interaction for programming and feedback in the same plane. A comparative study with a GUI-based system determined that blockXR scored significantly higher in the user experience scores of Attractiveness, Stimulation, and Novelty. We found no significant differences between usability scores. In this work, we describe the system and the quantitative and qualitative feedback from an user study.

关键词： block-based programming tangible interaction augmented reality split-attention effects physical blocks

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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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Accessible blockly: An Accessible block-based programming Library for People with Visual Impairments 22

Accessible Blockly: An Accessible Block-Based Programming Li...

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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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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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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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Tuk Tuk: A block-based programming Game 17

Tuk Tuk: A Block-Based Programming Game

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16th International ACM Conference on Interaction Design and Children (IDC)

作者： Koracharkornradt, Chonnuttida Stanford Univ 520 Galvez MallRoom 102CERAS Bldg Stanford CA 94305 USA

ISBN: (纸本)9781450349215

Studying computer programming helps children develop computational thinking, a problem-solving methodology that can be transferred to solve everyday problems. Additionally, exposing children to an advanced computational concept of search algorithm allows them to see how different problem-solving techniques are designed to tackle more challenging tasks, and improve their ability to solve problems. We present a block-based programming game called Tuk Tuk for children in kindergarten level (junior version), and elementary and middle school level (standard version). With Tuk Tuk, learners create a computer program in a block-based language to control a car to complete a given task, earn money, reach the next level, and unlock new coding blocks. By completing each task, learners will learn important computational concepts and algorithms, a basis of computational thinking, such as conditionals, iterations, depth-first search (DFS) and breadth-first search (BFS).

关键词： block-based programming Game

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Sketchnote: Sketch-based Visualization of Problem Decomposition in block-based programming 36

Sketchnote: Sketch-Based Visualization of Problem Decomposit...

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36th Annual ACM Symposium on User Interface Software and Technology (UIST)

作者： Han, Seung Hyeon Lee, Woohun Korea Adv Inst Sci & Technol Dept Ind Design Daejeon South Korea

ISBN: (纸本)9798400700965

block-based programming effectively supports processes based on the syntactic and conceptual knowledge of programming;however, its effectiveness is limited to processes that require strategic knowledge. To resolve the problem, we present Sketchnote, which visualizes the problem decomposition process with sketching and multi-layered structure in block-based programming. Sketchnote allows programmers to sketch in the block attachment slots before inserting the actual code blocks. The multi-layer structure of Sketchnote also visualizes the hierarchy of code while extending the brick metaphor of block-based programming.

关键词： block-based programming visual programming languages problem decomposition sketching

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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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