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Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2

作者： Yuhan Lin David Weintrop Jason McKenna University of Maryland College Park MD USA VEX Robotics Pittsburgh PA USA

ISBN: (纸本)9781450394338

Switch mode is a novel block-based programming feature that allows learners to author one or more lines of text-based code inside of a block-based program. The design of Switch mode seeks to support novices in authoring text-based code while keeping the scaffolds of block-based programming present. Switch mode blocks can be used like any other block but instead of specifying a specific behavior. Switch blocks have a text-based programming editor embedded with it to type in commands. In Switch mode, users can convert conventional blocks to Switch blocks or start from blank Switch blocks to immediately begin typing Python commands. Predefined Switch blocks support single line commands, multi-line programs, variables, nested structures, and function headers. This demo introduces the switch mode approach and will provide a hands-on tutorial on how to author switch mode programs. The session will also share a case study showcasing the potential of switch mode using data from in a 9th grade classroom study. This demo session will introduce attendees to a new and novel approach for helping novices transition from block-based to text-based programming and provide opportunities for hands-on exploration of the tool alongside discussions of how it might be used in classrooms.

关键词： switch mode block-based programming block-to-text transition

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Accessibility of low-code approaches: A systematic literature review

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INFORMATION AND SOFTWARE TECHNOLOGY 2025年 177卷

作者： Khalajzadeh, Hourieh Grundy, John Deakin Univ Sch Informat Technol 221 Burwood Highway Burwood Vic 3125 Australia Monash Univ Fac Informat Technol Wellington Rd Clayton Vic 3800 Australia

Context: Model-driven approaches are increasingly used in different domains, such as education, finance and app development, in order to involve non-developers in the software development process. Such tools are hugely dependent on visual elements and thus might not be accessible for users with specific challenges, e.g., visual impairments. Objectives: To locate and analyse existing literature on the accessibility of low-code approaches, their strengths and weaknesses and key directions for future research. Methods: We carried out a systematic literature review and searched through five leading databases for primary studies. We used both quantitative and qualitative methods for data synthesis. Results: After reviewing and filtering 918 located studies, and conducting both backward and forward snowballing, we identified 38 primary studies that were included in our analysis. We found most papers focusing on accessibility of visual languages and block-based programming. Conclusion: Limited work has been done on improving low code programming environment accessibility. The findings of this systematic literature review will assist researchers and developers in understanding the accessibility issues in low-code approaches and what has been done so far to develop accessible approaches.

关键词： Systematic literature review Low-code Visual languages block-based programming Accessibility

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Between a block and a Typeface: Designing and Evaluating Hybrid programming Environments 17

Between a Block and a Typeface: Designing and Evaluating Hyb...

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

作者： Weintrop, David Wilensky, Uri Univ Chicago UChicago STEM Educ Chicago IL 60637 USA Northwestern Univ Ctr Connected Learning & Comp Based Modeling Evanston IL 60208 USA

ISBN: (纸本)9781450349215

The last ten years have seen a proliferation of introductory programming environments designed for learners across the K-12 spectrum. These environments include visual block-based tools, text-based languages designed for novices, and, increasingly, hybrid environments that blend features of block-based and text-based programming. This paper presents results from a quasi-experimental study investigating the affordances of a hybrid block/text programming environment relative to comparable block-based and textual versions in an introductory high school computer science class. The analysis reveals the hybrid environment demonstrates characteristics of both ancestors while outperforming the block-based and text-based versions in certain dimensions. This paper contributes to our understanding of the design of introductory programming environments and the design challenge of creating and evaluating novel representations for learning.

关键词： block-based programming K-12 Education programming Environments Design

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UNITEN Smart programming Apps Using Combination of Robotic and block programming (Roblock)

UNITEN Smart Programming Apps Using Combination of Robotic a...

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IEEE International Conference on Computing (ICOCO)

作者： Azmi, Mohd M. S. Lim, K. C. Mohan, P. C. Kit, T. W. Univ Tenaga Nas Dept Comp CCI Kajang 43000 Malaysia

ISBN: (纸本)9781665436892

block-based programming is the latest and alternative approach to attract student in learning programming subject. In many schools and universities in Malaysia, text-based programming technique is widely use to teach programming subject and most of students unable to appreciate the approach especially when the output is something intangible. Visual-based programming has been introduced to tackle student's interest in learning programming subject, however according to our finding, chances of student to lost focus is still high and it is related to the output of programming. In this study, a UNITEN Smart programming Apps using combination robotic and block-based programming (Roblock) is proposed. Further, the performance (student's time spent and student focus) of the text-based programming (JAVA), Scratch and Roblock are compared. Results showed that our proposed Roblock tools outperforms conventional way to teach programming subject and native block-based programming tools (Scratch).

关键词： programming block-based programming text-based programming STEM Scratch JAVA robotic Roblock school programming

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Parallel programming with pictures is a Snap!

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JOURNAL OF PARALLEL AND DISTRIBUTED COMPUTING 2017年 105卷 150-162页

作者： Feng, Annette Gardner, Mark Fenga, Wu-Chun Virginia Tech Dept Comp Sci Blacksburg VA 24061 USA Virginia Tech Dept Elect & Comp Engn Blacksburg VA USA Virginia Tech Adv Res Comp Off IT Blacksburg VA USA

For decades, computing speeds seemingly doubled every 24 months by increasing the processor clock speed, thus giving software a "free ride" to better performance. This free ride, however, effectively ended by the mid-2000s. With clock speeds having plateaued and computational horsepower instead increasing due to increasing the number of cores per processor, the vision for parallel computing, which started more than 40 years ago, is a revolution that has now (ubiquitously) arrived. In addition to traditional supercomputing clusters, parallel computing with multiple cores can be found in desktops, laptops, and even mobile smartphones. This ubiquitous parallelism in hardware presents a major challenge: the difficulty in easily extracting parallel performance via current software abstractions. Consequently, this paper presents an approach that reduces the learning curve to parallel programming by introducing such concepts into a visual (but currently sequential) programming language called Snap!, which was inspired by MIT's Scratch project. Furthermore, our proposed visual abstractions can automatically generate parallel code for the end user to run in parallel on a variety of platforms from personal computing devices to supercomputers. Ultimately, this work seeks to increase parallel programming literacy so that users, whether novice or experienced, may leverage a world of ubiquitous parallelism to enhance productivity in all walks of life, including the sciences, engineering, commerce, and liberal arts. (C) 2017 Elsevier Inc. All rights reserved.

关键词： Explicit parallel computing Computer science education block-based programming Visual programming Parallel computational patterns Pedagogical tools programming environments Languages for PDC and HPC

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Design and Evaluation of a block-based Environment with a Data Science Context

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IEEE TRANSACTIONS ON EMERGING TOPICS IN COMPUTING 2020年第1期8卷 182-192页

作者： Bart, Austin Cory Tibau, Javier Kafura, Dennis Shaffer, Clifford A. Tilevich, Eli Virginia Tech Coll Engn Dept Comp Sci Blacksburg VA 24061 USA

As computing becomes pervasive across fields, introductory computing curricula needs new tools to motivate and educate the influx of learners with little prior background and divergent goals. We seek to improve curricula by enriching it with authentic, real-world contexts and powerful scaffolds that can guide learners to success using automated tools, thereby reducing the strain on limited human instructional resources. To address these issues, we have created the blockPy programming environment, a web-based, open-access, open-source platform for introductory computing students (https://***). blockPy has an embedded data science context that allows learners to connect the educational content with real-world scenarios through meaningful problems. The environment is block-based and gives guiding feedback to learners as they complete problems, but also mediates transfer to more sophisticated programming environments by supporting bidirectional, seamless transitions between block and text programming. Although it can be used as a stand-alone application, the environment has first-class support for the latest Learning Tools Interoperability standards, so that instructors can embed the environment directly within their Learning Management System. In this paper, we describe interesting design issues that we encountered during the development of blockPy, an evaluation of the environment from fine-grained logs, and our future plans for the environment.

关键词： Data science Tools programming environments programming profession Engineering profession Games Computer science education introductory computing block-based programming data science automatic guidance

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Complex Event Processing for City Officers: A Filter and Pipe Visual Approach

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IEEE INTERNET OF THINGS JOURNAL 2018年第2期5卷 775-783页

作者： Bonino, Dario De Russis, Luigi Ist Super Mario Boella Pervas Technol Res Area I-10138 Turin Italy Politecn Torino Dept Control & Comp Engn I-10129 Turin Italy

Administrators and operators of next generation cities will likely be required to exhibit a good understanding of technical features, data issues, and complex information that, up to few years ago, were quite far from day-to-day administration tasks. In the smart city era, the increased attention to data harvested from the city fosters a more informed approach to city administration, requiring involved operators to drive, direct, and orient technological processes in the city more effectively. Such an increasing need requires tools and platforms that can easily and effectively be controlled by nontechnical people. In this paper, an approach for enabling "easier" composition of real-time data processing pipelines in smart cities is presented, exploiting a visual and block-based design approach, similar to the one adopted in the Scratch programming language for elementary school students. The proposed approach encompasses both a graphical editor and a sound methodology and workflow, to allow city operators to effectively design, develop, test, and deploy their own data processing pipelines. The editor and the workflow are described in the context of a pilot of the ALMANAC European project.

关键词： Big data analysis block-based programming complex event processing (CEP) filter and pipe smart city visual programming

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Creating an On-ramp to programming for Arts and Humanities Students with Teaspoon Languages and Custom block Languages 2024

Creating an On-ramp to Programming for Arts and Humanities S...

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Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 2

作者： Mark Guzdial University of Michigan Ann Arbor MI USA

ISBN: (纸本)9798400704246

programming is a useful medium for artists and humanities majors. Learning to program provides a useful set of skills and concepts for critical computing scholars and conversational programmers. Introductory computing classes (at both secondary and post-secondary) level focus on job skills in software development or data science, which is a different focus from what arts and humanities students need. We have been developing new introductory computing courses for arts and humanities undergraduate students, explicitly including programming. The courses were designed using participatory methods with faculty who focus on creative expression and justice. The goal was to make them engaging with no requirement for prior programming background or mathematics past algebra. We use teaspoon (task-specific programming) languages and custom blocks in Snap to create a highly-scaffolded on-ramp into programming. These include supports for image processing, language recognition and generation, digital sound manipulation, creating Web pages, building chatbots, and manipulating databases. The workshop will include a presentation of the learning goals that emerged from our participatory design sessions. Participants will use our teaspoon languages and context-specific Snap! blocks during the workshop on their own laptops, and also try out the ebooks we use to help students transfer their knowledge to mainstream tools like Python, Processing, and SQL. These activities might also be useful in secondary school computing classes. (Links to all of the tools will be provided, though only some will be used hands-on in the workshop.)

关键词： arts block-based programming humanities non-majors programming teaspoon languages

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Exploring Force and Motion Concepts in Middle Grades Using Computational Modeling: a Classroom Intervention Study

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JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2020年第1期29卷 65-82页

作者： Aksit, Osman Wiebe, Eric N. Dhahran Ahliyya Sch POB 39333 Dhahran 31942 Saudi Arabia North Carolina State Univ Dept STEM Educ Box 7801326 Poe Hall Raleigh NC 27695 USA

Computational thinking (CT) and modeling are authentic practices that scientists and engineers use frequently in their daily work. Advances in computing technologies have further emphasized the centrality of modeling in science by making computationally enabled model use and construction more accessible to scientists. As such, it is important for all students to get exposed to these practices in K-12 science classrooms. This study investigated how a week-long intervention in a regular middle school science classroom that introduced CT and simulation-based model building through block-based programming influenced students' learning of CT and force and motion concepts. Eighty-two seventh-grade students from a public middle school participated in the study. Quantitative data sources included pre- and post-assessments of students' understanding of force and motion concepts and CT abilities. Qualitative data sources included classroom observation notes, student interviews, and students' reflection statements. During the intervention, students were introduced to CT using block-based programming and engaged in constructing simulation-based computational models of physical phenomena. The findings of the study indicated that engaging in building computational models resulted in significant conceptual learning gains for the sample of this study. The affordances of the dynamic nature of computational models let students both observe and interact with the target phenomenon in real time while the generative dimension of model construction promoted a rich classroom discourse facilitating conceptual learning. This study contributes to the nascent literature on integrating CT into K-12 science curricula by emphasizing the affordances and generative dimension of model construction through block-based programming.

关键词： Computational thinking Modeling block-based programming Force and motion Middle school Science

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A Comparison of Plugged and Unplugged Tools in Teaching Algorithms at the K-12 Level for Computational Thinking Skills

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TECHNOLOGY KNOWLEDGE AND LEARNING 2023年第4期28卷 1485-1513页

作者： Kircali, Aycan celik ozdener, Nesrin Minist Educ Istanbul Turkey Marmara Univ Comp Educ & Instruct Technol Ataturk Fac Educ Istanbul Turkey

This study examines the effects of plugged and unplugged programming tools used in algorithm teaching at the K-12 level on student computational thinking skills and to determine whether gender is a factor in this process. The study group was designed with a control group pre-test-post-test;quasi-experimental model, that consisted of 109 students in 6th grade at a secondary school. 3 of 4 branches in the school were randomly selected and the experiment and control groups were determined by random assignment. During the study, experiment group 1 was taught *** while experiment group 2 was taught unplugged tools, and the control group was taught Scratch. The study lasted for 6 weeks and had 2 lessons per week. The data collection tool used was the "Computational Thinking Levels Scale" as the pre- and post-tests. Our findings showed that while the group that was taught unplugged activities showed positive development for computational thinking skills, there were no significant improvements observed in the other groups. Also, when comparing computational thinking skills, again, there was no significant difference found among the groups. It was observed that group and gender cofactors did not create significant variation among the groups;and when examined on a group basis, differences were found to favor male students when they were performing unplugged activities.

关键词： Computational thinking Algorithm block-based programming Unplugged activities

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