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21st ACM Interaction Design and Children (IDC)

作者： Majeed, Kazemitabaar Viktar, Chyhir David, Weintrop Tovi, Grossman Univ Toronto Dept Comp Sci Toronto ON Canada Univ Maryland Coll Informat Studies Coll Educ College Pk MD 20742 USA

ISBN: (纸本)9781450391979

Transitioning from block-based programming environments to conventional text-based programming languages is a challenge faced by many learners as they progress in their computer science education. In this paper, we introduce CodeStruct, a new intermediary programming environment for novices designed to support children who have prior experience with block-based programming to ease the eventual transition to text-based programming. We describe the development of CodeStruct and its key design features. We then present the results from a two-week long programming class with 26 high school students (ages 12-16;M=14 years) investigating how CodeStruct supported learners in transitioning from Scratch to Python. Our findings reveal how learners used the scaffolds designed into CodeStruct to support their transition from blocks to text, and that transitioning to CodeStruct reduced completion time (1.98x in 3/4 sessions) and help requests (4.63x) when compared to transitioning directly to Python. Finally, learners that used CodeStruct, performed equally well (and slightly better in 10/16 programming activities) in their final transition to fully text-based Python programming.

关键词： high school computer science education block-based programming blocks-to-text transition

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VEX CTE: Design an Educational Industrial Robotic Arm

VEX CTE: Design an Educational Industrial Robotic Arm

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

作者： Lin, Yuhan McKenna, Jason McKnight, Paul VEX Robot Greenville TX 75402 USA Vex Robot Warrington Cheshire England

ISBN: (纸本)9798350376920;9798350366136

This paper introduces VEX CTE, an educational industrial-like six-axis robotic arm that can be controlled and programmed through four distinct methods, catering to users of all programming abilities, from novice students who have never experienced an industrial robotic arm to advance programmers. VEX CTE can be programmed by: (1) Direct manipulation with a virtual teach pendant;(2) Direct connection programming using block-based programming, C++, or Python. (3) programming as a system with the VEX EXP Brain using blockbased programming, C++, or Python. By offering a range of programming approaches, VEX CTE accommodates users at their current skill levels, while providing mechanisms to advance from basic to more sophisticated and powerful programming techniques, as well as from simple to more complex robotic arm setups. Supporting four distinct programming approaches, which span from single arm to multisystem configurations including conveyor belts, VEX CTE is a novel addition to the ecosystem of tools designed to introduce novices to career and technical education practices.

关键词： Educational Robotics Design of programming Environments block-based programming Six-Axis Robotic Arm

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Assessing computational thinking through the lenses of functionality and computational fluency

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COMPUTER SCIENCE EDUCATION 2021年第2期31卷 199-223页

作者： Metcalf, Shari J. Reilly, Joseph M. Jeon, Soobin Wang, Annie Pyers, Allyson Brennan, Karen Dede, Chris Harvard Univ Harvard Grad Sch Educ Cambridge MA 02138 USA

Background and Context: This study looks at computational thinking (CT) assessment of programming artifacts within the context of CT integrated with science education through computational modeling. Objective: The goal is to explore methodologies for assessment of student-constructed computational models through two lenses: functionality and conceptual fluency. Method: This study uses data from research with EcoMOD, a 3(rd) grade ecosystem science curriculum in which student pairs program computational models of a beaver building a dam. Snapshots of programs for 47 student pairs collected over time are assessed. Findings: A functionality-based rubric provided assessment of student task progress, but was less successful at correctly identifying CT gains in programs that were partially correct. A rubric for conceptual fluency identified development of fluency in CT concepts of sequencing, loops, and conditionals. Implications: This study contributes to the literature by exploring affordances of different rubric-based CT assessments of student programs.

关键词： Computational thinking assessment block-based programming

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Cybersecurity Education in the Age of AI: Integrating AI Learning into Cybersecurity High School Curricula 2023

Cybersecurity Education in the Age of AI: Integrating AI Lea...

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54th Annual ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE TS)

作者： Grover, Shuchi Broll, Brian Babb, Derek Looking Glass Ventures Austin TX 78703 USA Vanderbilt Univ Nashville TN USA Univ Nebraska Omaha Omaha NE USA

ISBN: (纸本)9781450394314

Artificial Intelligence (AI) and cybersecurity are becoming increasingly intertwined, with AI and Machine Learning (AI/ML) being leveraged for cybersecurity, and cybersecurity helping address issues caused by AI. The goal in our exploratory curricular initiative is to dovetail the need to teach these two critical, emerging topics in highschool, and create a suite of novel activities, 'AI & Cybersecurity for Teens' (ACT) that introduces AI/ML in the context of cybersecurity and prepares high school teachers to integrate them in their cybersecurity curricula. Additionally, ACT activities are designed such that teachers (and students) build a deeper understanding of how ML works and how the machine actually "learns". Such understanding will aid more meaningful interrogation of critical issues such as AI ethics and bias. ACT introduces core ML topics contextualized in cybersecurity topics through a range of programming activities and pre-programmed games in NetsBlox, an easy-to-use block-based programming environment. We conducted 2 pilot workshops with 12 high school cybersecurity teachers focused on ACT activities. Teachers' feedback was positive and encouraging but also highlighted potential challenges in implementing ACT in the classroom. This paper reports on our approach and activities design, and teachers' experiences and feedback on integrating AI into high school cybersecurity curricula.

关键词： cybersecurity education artificial intelligence education K-12 computer science education teacher preparation block-based programming

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Position: Reusing in the Small: Promoting Procedural Abstraction in Scratch Communal Learning 3

Position: Reusing in the Small: Promoting Procedural Abstrac...

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IEEE blocks and Beyond Workshop (B&B)

作者： Techapalokul, Peeratham Tilevich, Eli Virginia Tech Dept Comp Sci Software Innovat Lab Blacksburg VA 24061 USA

ISBN: (纸本)9781728148496

One of the most important concepts for budding programmers to master is procedural abstraction. Defined as placing coherent, possibly reusable, functionalities within their own encapsulated program units (e.g., procedures, functions, methods, custom blocks), this concept requires a tangible increase in programming proficiency to master. First and foremost, procedural abstraction is a means of conquering complexitythe ability to convincingly divide the program functionality into distinct coherent parts that are easy to understand and use. In addition, as invocable units of functionality, procedures provide ready-made components that encapsulate the hidden details of their implementation. One of the biggest advantages of Scratch is its seamless support for communal learning, realized as the ability to share and remix projects with ease. However, programmers remix Scratch projects in their entirety, carrying out the corresponding reuse and extension activities at the project level of granularity. In this position paper, we argue in favor of extending Scratch with the ability to reuse individual procedures, implemented as custom blocks. This ability has the great potential benefit of instilling the value of procedural abstraction in the minds of beginner programmers. We discuss how a reuse facility for custom blocks can be added to Scratch by identifying the corresponding design objectives, challenges, and opportunities.

关键词： block-based programming procedural abstraction reusability code quality Scratch introductory computing

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Anomaly Detection in Scratch Assignments 21

Anomaly Detection in Scratch Assignments

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IEEE/ACM 43rd International Conference on Software Engineering (ICSE)

作者： Koerber, Nina Univ Passau Passau Germany

ISBN: (纸本)9781665412193

For teachers, automated tool support for debugging and assessing their students' programming assignments is a great help in their everyday business. For block-based programming languages which are commonly used to introduce younger learners to programming, testing frameworks and other software analysis tools exist, but require manual work such as writing test suites or formal specifications. However, most of the teachers using languages like SCRATCH are not trained for or experienced in this kind of task. Linters do not require manual work but are limited to generic bugs and therefore miss potential task-specific bugs in student solutions. In prior work, we proposed the use of anomaly detection to find project-specific bugs in sets of student programming assignments automatically, without any additional manual labour required from the teachers' side. Evaluation on student solutions for typical programming assignments showed that anomaly detection is a reliable way to locate bugs in a data set of student programs. In this paper, we enhance our initial approach by lowering the abstraction level. The results suggest that the lower abstraction level can focus anomaly detection on the relevant parts of the programs.

关键词： Anomaly Detection Scratch block-based programming Program Analysis Teaching

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A block based editor for Python 18

A block based editor for Python

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13th Workshop in Primary and Secondary Computing Education (WiPSCE)

作者： Strong, Glenn O'Carroll, Sean Bresnihan, Nina Trinity Coll Dublin Dublin Ireland

ISBN: (纸本)9781450365888

The transition from commonly used block-based environments to traditional text-based programming systems presents an educational challenge. Solutions to this problem tend to be either purely pedagogical, focusing on developing educational frameworks to assist learners in the transition, or technological and focused on innovative ways to organise the editing of text to support the transition to pure text editing. The difficulty of this transition is in part caused by the need for learners to tackle many changes at once. In this paper we propose a block based environment targeting learners transitioning to traditional programming languages which supports precisely the syntax of the desired text-based language while providing the supportive block-based affordances of the learning environment. In this way it is hoped that the learner can focus on the new syntactic and conceptual material while avoiding the need to also learn the nuances of syntax and text editing. A prototype implementation based on blockly is described, and application areas are discussed.

关键词： Novice programming block-based programming visual programming language Computer Science Education

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Children as players, modders, and creators of simulation games: A design for making sense of complex real-world problems Children as players, modders and creators of simulation games 21

Children as players, modders, and creators of simulation gam...

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20th ACM Interaction Design and Children (IDC) Conference

作者： Grizioti, Marianthi Kynigos, Chronis Natl & Kapodistrian Univ Athens Educ Technol Lab Dept Secondary Educ Athens Greece Linnaeus Univ CeLeKT Uppsala Sweden

ISBN: (纸本)9781450384520

Could computational thinking be a strong tool for children to understand complex 21st-century issues? Our knowledge is limited since most designs focus on sequential programming and on the cognitive aspects of computational thinking. This paper discusses a design that integrates ill-structured socio-scientific issues with programming and other computational concepts, in a playful and meaningful context. The design, called ChoiCo (Choices with Consequences), builds on the idea of "integrated affordances" that enables layered computational access, allowing children to be players and designers of choice-driven simulation games. We elaborate on a design-based research that studied children's activity, who progressively played, modified and co-created games that simulated realworld issues. We describe four strategies developed by the children to make sense of the simulated problems through a systems thinking approach. We also discuss how they formulated these strategies by utilizing the affordances of map design, data manipulation and coding.

关键词： computational thinking game-based learning real-world problems block-based programming systems thinking simulation games

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Design and evaluation of a scaffolded block-based learning environment for hierarchical data structures

Design and evaluation of a scaffolded block-based learning e...

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

作者： Guillermo Feijoo-Garcia, Pedro Wang, Sishun Cai, Ju Polavarapu, Naga Gardner-McCune, Christina Ragan, Eric D. Univ Florida Dept Comp & Informat Sci & Engn Gainesville FL 32611 USA Univ El Bosque Program Syst Engn Bogota Colombia

ISBN: (纸本)9781728108100

This paper presents the design of blocks4DS, a block-based environment for students to learn data structures. As a proof-of-concept, we designed custom blocks to allow students to build and visualize Binary Search Trees (BST). blocks4DS is built on blockly and uses *** to provide visualizations of the binary search tree and its operations. This paper describes the results from an initial evaluation of usability and student learning.

关键词： CS Education tools block-based programming data structures visual languages human-centric computing

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Parallel programming with Pictures in a Snap! 30

Parallel Programming with Pictures in a Snap!

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30th IEEE International Parallel and Distributed Processing Symposium (IPDPS)

作者： Feng, Annette Feng, Wu-chun Virginia Tech Dept Comp Sci Blacksburg VA 24061 USA Virginia Tech Dept Elect & Comp Engn Blacksburg VA 24061 USA

ISBN: (纸本)9781509036820

For decades, computing speeds seemingly doubled every 24 months by increasing the clock speed and giving software a "free ride" to better performance. This free ride, however, effectively ended by the mid-to-late 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 at least two major challenges: (1) difficulty in easily extracting parallel performance via current software abstractions and (2) difficulty in delivering correctness - as even without parallelism, software defects already account for up to 40 percent of system failures. Consequently, this paper presents preliminary research that reduces the learning curve to parallel programming by introducing such concepts into a visual (but currently serial) programming language called Snap!. Furthermore, the proposed visual abstractions automatically generate parallel code for the end user so as to better ensure that the resulting (text-based) code is correct.

关键词： explicit parallel computing computer science education block-based programming visual programming parallel computational patterns

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