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56th Annual SIGCSE Technical Symposium on Computer Science Education, SIGCSE TS 2025

作者： Barrett, Joanne Johnson, Michael J. Israel, Maya University of Florida Gainesville FL United States

ISBN: (纸本)9798400705328

The introduction of block-based coding provided teachers a new method to teach computer science to beginners. Since then, numerous programmable learning technologies (PLTs) utilizing this coding modality have surfaced, each bringing their unique properties to the CS education playing field. But while research comparing blocks to text-based coding have identified benefits and drawbacks of each, the same has not been done solely among block-based coding PLTs, specifically regarding their affordances to teachers' learning objectives and instructional needs. In this poster presentation, we present an experiment seeking to understand which properties of block-based coding environments teachers find most attractive to their pedagogical needs. Teachers enrolled in an online graduate-level CS pedagogy course reviewed 6 block-based coding PLTs, reflecting on the extent to which they would use the tools in their classes. We explain their assignment, guidelines given to scaffold their reviews, and our plan for future analysis. © 2025 Copyright held by the owner/author(s).

关键词： block-based programming computer science education k-12 teachers materiality modality programming environments

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block-based versus text-based programming environments on novice student learning outcomes: a meta-analysis study

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COMPUTER SCIENCE EDUCATION 2019年第2-3期29卷 177-204页

作者： Xu, Zhen Ritzhaupt, Albert D. Tian, Fengchun Umapathy, Karthikeyan Univ Florida Gainesville FL 32611 USA Univ North Florida Jacksonville FL USA

Background and Context: The use of block-based programming environments is purported to be a good way to gently introduce novice computer programmers to computer programming. A small, but growing body of research examines the differences between block-based and text-based programming environments. Objective: Thus, the purpose of this study was to examine the overall effect of block-based versus text-based programming environments on both cognitive and affective student learning outcomes. Method: Five academic databases were searched to identify literature meeting our inclusion criteria and resulted in 13 publications with 52 effect size comparisons on both cognitive and affective outcomes. Findings: We found small effect size (g = 0.245;p = .137;with a 95% confidence interval of -0.078 to 0.567) in favor of block-based programming environments on cognitive outcomes, and a trivial effect size (g = 0.195, p = .429;with a 95% confidence interval of -0.289 to 0.678) on affective outcomes. Both effect size calculations were statistically insignificant using random effects models. The effect sizes were examined for moderating effects by education level, learning environment, and study duration. Some evidence of publication bias was detected in these data.

关键词： block-based programming text-based programming novice computer prssssogrammers student learning outcomes meta-analysis

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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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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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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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Using Informed Design in Informal Computer Science Programs to Increase Youths' Interest, Self-efficacy, and Perceptions of Parental Support

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2019年第4期19卷 1–24页

作者： Clarke-Midura, Jody Sun, Chongning Pantic, Katarina Poole, Frederick Allan, Vicki Utah State Univ Logan UT 84322 USA 2830 Old Main Hill Logan UT 84322 USA 4205 Old Main Hill Logan UT 84322 USA

Our work is situated in research on Computer Science (CS) learning in informal learning environments and literature on the factors that influence girls to enter CS. In this article, we outline design choices around the creation of a summer programming camp for middle school youth. In addition, we describe a near-peer mentoring model we used that was influenced by Bandura's self-efficacy theory. The purpose of this article, apart from promoting transparency of program design, was to evaluate the effectiveness of our camp design in terms of increasing youths' interest, self-efficacy beliefs, and perceptions of parental support. We found significant gains for all three of these concepts. Additionally, we make connections between our design choices (e.g., videos, peer support, mentor support) and the affective gains by thematically analyzing interview data concerning the outcomes found in our camps.

关键词： Informal CS learning environments near-peer mentors block-based 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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Brains and blocks: Introducing Novice Programmers to Brain-Computer Interface Application Development

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2019年第4期19卷 1–27页

作者： Crawford, Chris S. Gilbert, Juan E. Univ Alabama 3047 HM Corner245 7th Ave Tuscaloosa AL 35487 USA Univ Florida 432 Newell Dr Gainesville FL 32611 USA

Brain-Computer Interface (BCI) hardware is becoming more affordable and accessible. However, there is limited work investigating ways to design software that broadens participation with BCI technology. In this article, we present a block-based programming environment designed to assist novice programmers with creating BCI applications. We also discuss learning barriers encountered by novice programmers developing neurofeedback applications. Our findings suggest that visual programming assists novice programmers with building basic BCI applications;however, students may experience understanding and learning barriers initially.

关键词： Brain-computer interface block-based programming neurofeedback

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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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Automated test generation for Scratch programs

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EMPIRICAL SOFTWARE ENGINEERING 2023年第3期28卷 1-63页

作者： Deiner, Adina Feldmeier, Patric Fraser, Gordon Schweikl, Sebastian Wang, Wengran Univ Passau Innstr 33 D-94032 Passau Germany North Carolina State Univ 890 Oval Dr Raleigh NC 27606 USA

The importance of programming education has led to dedicated educational programming environments, where users visually arrange block-based programming constructs that typically control graphical, interactive game-like programs. The Scratch programming environment is particularly popular, with more than 90 million registered users at the time of this writing. While the block-based nature of Scratch helps learners by preventing syntactical mistakes, there nevertheless remains a need to provide feedback and support in order to implement desired functionality. To support individual learning and classroom settings, this feedback and support should ideally be provided in an automated fashion, which requires tests to enable dynamic program analysis. In prior work we introduced Whisker, a framework that enables automated testing of Scratch programs. However, creating these automated tests for Scratch programs is challenging. In this paper, we therefore investigate how to automatically generate Whisker tests. Generating tests for Scratch raises important challenges: First, game-like programs are typically randomised, leading to flaky tests. Second, Scratch programs usually consist of animations and interactions with long delays, inhibiting the application of classical test generation approaches. Thus, the new application domain raises the question of which test generation technique is best suited to produce high coverage tests capable of detecting faulty behaviour. We investigate these questions using an extension of the Whisker test framework for automated test generation. Evaluation on common programming exercises, a random sample of 1000 Scratch user programs, and the 1000 most popular Scratch programs demonstrates that our approach enables Whisker to reliably accelerate test executions, and even though many Scratch programs are small and easy to cover, there are many unique challenges for which advanced search-based test generation using many-objective algorithms is nee

关键词： Search-based testing block-based programming Scratch

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