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29th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Atashpendar, Aryobarzan Rothkugel, Steffen Univ Luxembourg Dept Comp Sci Esch Sur Alzette Luxembourg

ISBN: (纸本)9798400706004

block-based programming has been used as an introductory gateway to programming thanks to its simpler, visual approach for composing code. This work re-imagines this style of coding through the mobile-first framework Dartblock, which is intended to be integrated in a quiz application. It targets an older audience aiming to more quickly transition to the conventional programming language Java, by adopting a syntax visualization and interaction design inspired by integrated development environments. Dartblock focuses on teaching debugging through its included runtime which allows the execution of faulty code with descriptive exception throwing, as well as supporting automatic evaluation of programs given a sample solution to serve as feedback. To suit the smaller screen of mobile devices, the library relies on calculator-like visual editors for each primitive data type to facilitate the composition of complex boolean and numeric expressions without the need for textual input. Finally, we present preliminary student impressions of Dartblock from an initial use case study in a university class and provide organizational recommendations for introducing new frameworks to students.

关键词： block-based programming Automatic Evaluation Digital Quiz

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QScratch: introduction to quantum mechanics concepts through block-based programming

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EPJ QUANTUM TECHNOLOGY 2025年第1期12卷 12-12页

作者： Escanez-Exposito, Daniel Rodriguez-Vega, Marcos Rosa-Remedios, Carlos Caballero-Gil, Pino Univ La Laguna San Cristobal la Laguna 38200 Tenerife Spain

This article introduces QScratch, a novel educational tool designed to introduce fundamental quantum concepts and principles. It is an extension of the high-level block-based visual programming language Scratch, developed by the MIT Media Lab. The quantum concepts taught are presented in a simple and illustrative, yet rigorous way. The selection of topics and their adaptation for this project has been made taking into account the huge complexity of the subject, developing specific intuitive blocks to model the quantum behaviours of superposition, entanglement and measurement. A pilot study carried out with a group of 68 students has demonstrated the validity of the software developed as a tool for introducing complex quantum physics concepts. Thus, the proposed tool complements the original Scratch tool, advancing in the construction of Science, Technology, Engineering and Mathematics (STEM) tools that facilitate the introduction of quantum concepts to everyone.

关键词： Quantum physics block-based programming Quantum education Scratch

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Designing accessible block-based programming environments for persons with visual impairments

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UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2025年 1-32页

作者： Mountapmbeme, Aboubakar Ludi, Stephanie Univ North Texas Dept Comp Sci & Engn Denton TX 76203 USA

Recent advancements have led to the emergence of a few block-based programming environments that are accessible to individuals with visual impairments, featuring both touchscreen-based and keyboard-based modalities. However, there remains a shortage of empirical evidence concerning the usability of these systems, particularly the keyboard-based versions. This paper details the design and evaluation of Accessible blockly, a block-based programming library that supports keyboard inputs and screen reader output as alternative interaction modalities. We also present empirical data showing that persons who are blind can effectively navigate, comprehend, create, and edit block-based code using only a keyboard and screen reader within reasonable time constraints. Accessible blockly was developed iteratively, guided by two empirical studies. In the first empirical study, the initial prototype of Accessible blockly was evaluated for block-based code navigation and comprehension in a study involving twelve blind programmers. Insights from the first study were used to refine the keyboard and screen reader interactions. A subsequent study with eleven blind programmers tested the enhanced version, focusing on the usability of the keyboard and screen reader for code creation and editing tasks. This research contributes to the ongoing efforts to design and develop accessible block-based programming environments by introducing a functional prototype of an accessible block-based programming library that uses the keyboard and the screen reader for interaction, and by offering foundational empirical data that can serve to establish guidelines and design considerations for building accessible block-based programming environments.

关键词： block-based programming Accessibility Keyboard navigation Screen reader Students with visual impairments Blind programmers

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iSnap: Evolution and Evaluation of a Data-Driven Hint System for block-based programming

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IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES 2023年第3期16卷 399-413页

作者： Marwan, Samiha Price, Thomas W. W. North Carolina State Univ Dept Comp Sci Raleigh NC 27695 USA Univ Virginia Charlottesville VA 22904 USA

Novice programmers often struggle on assignments, and timely help, such as a hint on what to do next, can help students continue to progress and learn, rather than giving up. However, in large programming classrooms, it is hard for instructors to provide such real-time support for every student. Researchers have, therefore, put tremendous effort into developing algorithms to generate automated data-driven hints to help students at scale. Despite this, few controlled studies have directly evaluated the impact of such hints on students' performance and learning. It is also unclear what specific design features make hints more or less effective. In this article, we present iSnap, a block-based programming environment that provides novices with data-driven next-step hints in real time. This article describes our improvements to iSnap over four years, including its "enhanced" next-step hints with three design features: textual explanations, self-explanation prompts, and an adaptive hint display. Moreover, we conducted a controlled study in an authentic classroom setting over several weeks to evaluate the impact of iSnap's enhanced hints on students' performance and learning. We found students who received the enhanced hints perform better on in-class assignments and have higher programming efficiency in homework assignments than those who did not receive hints, but that hints did not significantly impact students' learning. We also discuss the challenges of classroom studies and the implications of enhanced hints compared to prior evaluations in laboratory settings, which is essential to validate the efficacy of next-step hints' impact in a real classroom experience.

关键词： block-based programming data-driven hints next-step hints

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An automatic feedback model for learning programming via block-based programming platforms

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2023年第5期31卷 1398-1411页

作者： Cakiroglu, Unal Mumcu, Suheda Trabzon Univ Comp & Instruct Technol Dept Trabzon Turkiye

block-based programming platforms (BBPP) are often introduced to students for teaching programming. To facilitate students learning to program with BBPPs, students need quality feedback. However, BBPPs' feedback systems sometimes fail to support students in learning programming. In this study, a new BBPP, including a novel automatic feedback model, is created to support secondary school students in learning programming concepts and applying problem-solving strategies for problems in BBPPs better. The proposed feedback model analyses the students' blocks used in BBPPs and compares them with the correct solution by calculating the distance of the codes represented by the block patterns. Teachers' and students' initial evaluations about the BBPP were generally positive and promising. The proposed model is considered to have the potential for practical application in the design and implementation of the feedback model for BBPPs. We hope that the findings of this study will assist in the future design and implementation of feedback for BBPPs to facilitate the structural and strategic knowledge dimensions of programming.

关键词： automatic feedback block-based programming teaching programming

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Experimental Analysis of First-Grade Students' block-based programming Problem Solving Processes 29

Experimental Analysis of First-Grade Students' Block-Based P...

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29th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Pozzan, Gabriele Padova, Costanza Montuori, Chiara Arfe, Barbara Vardanega, Tullio Univ Padua Padua Italy

ISBN: (纸本)9798400706004

This work presents an experimental analysis of first-grade students' block-based programming trajectories. These trajectories consist of edit-level program snapshots that capture learners' problem-solving processes in a navigational microworld. Our results highlight the potential of this fine-grained data capture. Snapshot frequencies in trajectories collected before and after a coding intervention showcase the collective progress of the learners. Graph visualizations, in which nodes represent snapshots and directed edges code edits, highlight strategies, pitfalls and debugging procedures. Individual programming trajectories shed light on details of learners' problem-solving processes that less granular analysis would conceal. Various works in the field of Learning Analytics research show the usefulness of collecting fine-grained process data that proceed from programming activities. However, how to analyze this data is still an open question and research on the subject is in an experimental phase. We contribute to this experimentation by analyzing and discussing results collected from 30 first-grade students in a pretest-posttest study.

关键词： Learning Analytics Computational Thinking block-based programming programming trajectories

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Vygotskian hybridizing of motion and mapping: Learning about geometric transformations in block-based programming environments

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MATHEMATICAL THINKING AND LEARNING 2025年第1期27卷 25-59页

作者： Hernandez-Zavaleta, Jesus E. Brady, Corey Becker, Sandra Clark, Douglas B. Univ Calgary Werklund Sch Educ Calgary AB Canada Vanderbilt Univ Peabody Sch Educ Nashville TN USA

Research on geometric transformations suggests that early learners possess intuitive understandings grounded in motion metaphors, transitioning to mappings. The processes through which students transition between these two conceptions are not fully understood. We propose that Vygotskian hybridizing (related to Vygotsky's articulation of everyday and scientific concepts) may provide a lens for thinking about the relationship between these conceptions. Design features of block-based programming environments provide affordances to support hybridizing by providing a co-action space for learning. We conducted a comparative case study of four grade seven and eight students working in a Scratch task (Code the Quilts) and a game (Transformations Quest) to construct understandings of geometric transformations. Our findings suggest: (1) students hybridized their personal experience of motion and mathematical knowledge of mapping to build geometric transformations understandings and (2) the co-action space in which students worked promoted distributed interactions between students, block-based environments, and tasks to support hybridizing.

关键词： Symmetry geometric transformations hybridizing motion and mapping Vygotsky block-based programming

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Redefining computational thinking: Synergizing unplugged activities with block-based programming

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年第2期30卷 2361-2388页

作者： Batni, Badruliman Junaini, Syahrul Nizam Univ Malaysia Sarawak Fac Comp Sci & Informat Technol Kota Samarahan Sarawak Malaysia

In the dynamic educational context of Malaysia, this study examines the impact of integrating Unplugged Activities (UA) with block-based programming (BBP) on improving the computational thinking (CT) skills of secondary students in full boarding schools in Northern Peninsular Malaysia. Using a quasi-experimental design and mixed-methods analysis, the research evaluates the impact of these teaching methods on students' CT skills and attitudes toward programming. This research compares the results between a group that uses only BBP and another that combines both UA and BBP. The results indicate that CT skills improved in both groups, while students in the UA + BBP group showed more significant gains in confidence and a more positive attitude toward programming. These results provide valuable insights into pedagogical strategies within digital education and highlight the benefits of an integrated approach that combines tactile learning experiences with digital technologies. By combining hands-on activities with technology-based instruction, this approach not only deepens students' understanding of CT concepts but also positively changes their perception and engagement with programming.

关键词： Computational thinking block-based programming Unplugged activities Pedagogical strategies Computer science education

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

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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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