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Proceedings of the 23rd Koli Calling International Conference on Computing Education Research

作者： Florian Wörister Maria Knobelsdorf Faculty of Computer Science University of Vienna Austria

ISBN: (纸本)9798400716539

The block-based programming paradigm has gained popularity across various application areas, including programming education, physical computing, and creative arts and media. While initially targeting young learners, environments such as Scratch have demonstrated the versatility of this paradigm beyond its original audience. This paper explores the potential application of block-based code manipulation in the field of low-level programming, which is a fundamental component of many computer science curricula. However, existing visualization tools for teaching low-level computing do not leverage the benefits of block-based programming, such as eliminating the need to memorize syntax. This paper presents blocksambler, a prototype of a block-based programming environment for teaching low-level computing. The purpose of this paper is two-fold, in the first theoretical part we explore the potential application of block-based code manipulation in the field of low-level programming, which is a fundamental component of many computer science curricula. In the second part, we introduce blocksambler, a prototype of a block-based programming environment for teaching low-level computing. blocksambler is built upon blockly, a JavaScript library designed for creating customized block-based programming tools and for the purpose of teaching low-level computing. Reflecting the relevance, benefits, and limitations of blocksambler for educational purposes, we conclude the discussion started in the first part of the paper and outline further steps.

关键词： block-based programming computer science education low-level computing

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Accessible block-based programming for K-12 Students Who Are Blind or Low Vision 15th

Accessible Block-Based Programming for K-12 Students Who Are...

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15th International Conference on Universal Access in Human-Computer Interaction (UAHCI) part of the 25th International Conference on Human-Computer Interaction (HCI)

作者： Das, Meenakshi Marghitu, Daniela Mandala, Mahender Howard, Ayanna Auburn Univ Auburn AL 36830 USA Georgia Inst Technol Atlanta GA 30332 USA

ISBN: (纸本)9783030780944;9783030780951

block-based programming applications, such as MIT's Scratch and blockly Games, are commonly used to teach K-12 students to code. Due to the COVID-19 pandemic, many K-12 students are attending online coding camps, which teach programming using these block-based applications. However, these applications are not accessible to the Blind/Low Vision (BLV) population since they neither produce audio output nor are screen reader accessible. In this paper, we describe a solution to make block-based programming accessible to BLV students using Google's latest Keyboard Navigation and present its evaluation with four individuals who are BLV. We distill our findings as recommendations to developers who may want to make their block-based programming application accessible to individuals who are BLV.

关键词： Accessibility block-based programming Blind/Low Vision

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Structured or unstructured educational robotics curriculum? A study of debugging in block-based programming

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2021年第6期69卷 3081-3100页

作者： Socratous, Chrysanthos Ioannou, Andri Cyprus Univ Technol Cyprus Interact Lab Limassol Cyprus Res Ctr Interact Media Smart Syst & Emerging Tech Nicosia Cyprus

The study aims to compare the effect of a structured versus an unstructured educational robotics (ER) curriculum on (a) the frequency and type of programming errors made by students in block-based programming, (b) their ability to debug a programme, and (c) their engagement in the learning process. The authors' hypothesis is that, in programming contexts with young learners, an unstructured ER curriculum might be more beneficial in learning how to debug. This study follows a quasi-experimental design with two comparison groups (n = 35)-a structured ER curriculum group and an unstructured one. Within the quasi-experiment, both qualitative and quantitative data are collected. Findings reveal a list of errors commonly made by both groups. The unstructured ER curriculum group is associated with a significantly higher frequency of errors. The structured ER curriculum group demonstrates significantly greater efficiency in debugging. Yet, the students in the unstructured ER curriculum group outperform their peers in terms of engagement levels.

关键词： Educational robotics block-based programming Productive failure Debugging Primary education Student engagement

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Promoting Students' Progress-Monitoring Behavior during block-based programming 21

Promoting Students' Progress-Monitoring Behavior during Bloc...

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21st Koli Calling Conference on Computing Education Research (Koli Calling)

作者： Marwan, Samiha Shabrina, Preya Milliken, Alexandra Menezes, Ian Catete, Veronica Price, Thomas W. Barnes, Tiffany North Carolina State Univ Raleigh NC 27695 USA

ISBN: (纸本)9781450384889

Providing students with adaptive feedback on their progress on programming problems has been shown to motivate students and improve their performance, but little is known about how such feedback might impact student self-regulated learning during programming. Self-regulated learning (SRL) involves student planning a task, monitoring their progress, and reflecting on the outcome. We explored students' SRL behaviors, particularly progress monitoring, when programming using each of three different scaffolds. The first scaffold is a subgoal checklist for the given programming task, the second adds automated, binary completion feedback on each subgoal, and the third adaptively reflects an automated percent progress estimate of student progress on each. Through interviews and programming logs from 17 students solving a problem in a block-based programming environment, we investigated the extent to which each scaffold supported student SRL. Our qualitative study results suggest that all three scaffolds could be useful for student SRL, but students felt that a combination of the checklist and progress feedback provided them with a balance of autonomy and motivation to persevere in programming. Furthermore, our results suggest that explaining how the automated feedback system works may have encouraged students to reason about the feedback they receive, which was a key intended outcome to improve SRL during programming.

关键词： self-regulated learning block-based programming progress monitoring progress feedback

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Comparing the use of block-based and robot programming in introductory programming education: Effects on perceptions of programming self-efficacy

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2023年第5期31卷 1234-1255页

作者： Coskunserce, Ozan Nevsehir Haci Bektas Veli Univ Fac Educ Comp Educ & Instruct Technol Dept Nevsehir Turkiye Nevsehir Haci Bektas Veli Univ Yerleskesi Egitim Fak Bilgisayar & Ogretim Teknol Egitimi Bolumu 2000 Evler Mah TR-50300 Nevsehir Turkiye

Despite the importance given to providing students with programming skills, there are significant problems in teaching programming, mainly at the entry level. Various programming education tools and methods have been developed to solve these problems in introductory programming education. For this reason, block-based and robot programming tools are widely used at various education levels, especially at the novice level. Although the advantages of using block-based and robot programming over classical or text-based programming methods in introductory programming education have been demonstrated in various studies, the two methods have not been compared in experimental studies. The main purpose of this study was to compare the effects of using block-based programming and robot programming methods in introductory programming education on students' perceptions of programming self-efficacy. The results of the study indicated that the perceptions of programming self-efficacy of the students who used the robot programming method in programming education were significantly more positive than those of the students who used the block-based programming method. Moreover, the programming self-efficacy perceptions of the male students who used robot programming in introductory programming education were significantly more positive than those of the female students. After the robot programming activities, the students had more fun with programming and their self-confidence increased.

关键词： block-based programming introductory programming education novice level robot programming self-efficacy perception

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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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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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The Creation, Use, and Impact of block-based programming Curriculum 2023

The Creation, Use, and Impact of Block-Based Programming Cur...

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

作者： Janvi Nandwani University of North Carolina at Charlotte Charlotte NC USA

ISBN: (纸本)9781450394338

Introductory computer programming courses are widely popular, however have notoriously high attrition rates, as much as 50% [5], and poor overall satisfaction scores on prior surveys. Core concepts and syntax of the language being taught can be difficult to conceptualize for beginners [7], further suggesting an unfriendly learning curve, that risks dissuading programming neophytes. This abstract presents data from the Art, Coding, Action! (ACA) summer camp, which aimed to teach rising 9th and 10th grade students who had little-to-no programming experience fundamental concepts in one week. ACA utilized a block-based programming interface called Snap!, which has demonstrated improved retention and applicability for beginners [7]. In order to help increase content retention, the pedagogical approach of pair programming [1] was also used, encouraging students to simultaneously teach themselves and their peers when faced with challenges [3]. While focusing on art throughout the lessons to make activities more interesting for students, PRADA [2] and computing-infused curriculum development methods [4] were kept in mind to maximize the effectiveness of the camp. Through Google form feedback provided by the students, in addition to informal conversations and analyses of the complexity of their final projects, evidence suggests that the curriculum was successful as it taught the integral concepts we aimed to convey. For future use, the creation of buffers into the lessons and additional staff training would allow the current curriculum to improve accommodation of each student's pace and level of comfort.

关键词： pair programming curriculum development block-based programming novice programming

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Advancing preuniversity students' computational thinking skills through an educational project based on tangible elements and virtual block-based programming

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2020年第6期28卷 1490-1502页

作者： Trilles, Sergio Granell, Carlos Univ Jaume 1 Inst New Imaging Technol INIT Ave Vicente Sos Baynat S-N Castellon De La Plana 12071 Castello Spain

University students enroling in Science, Technology, Engineering and Mathematics (STEM)-related studies such as computer science continue to decline, even though worldwide educational policy reports warn about the need for this type of professionals in the immediate future. Promoting computer science studies among preuniversity students seems the most direct solution to reverse this issue. In this context, we present theSucre4Kidsproject whose main objectives are to engage young people into computational thinking and programming concepts using tangible elements and social interaction. We apply theSucre4Kidsapproach to introductory courses of computational thinking and programming concepts to high-school students. The main results of the 3-year intervention in the classroom with 256 high-school students reached suggest that tangible elements and social interaction in groups are determining factors in increasing students' motivation to learn to code and to raise their interest in STEM disciplines.

关键词： block-based programming computational thinking computer science education STEAM tangible elements

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Learners' Perspectives on block-based programming Environments: *** vs. Scratch 20

Learners' Perspectives on Block-Based Programming Environmen...

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15th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Krugel, Johannes Ruf, Alexander Tech Univ Munich Sch Educ Munich Germany

ISBN: (纸本)9781450387590

We report from a comparative study regarding two popular blockbased programming environments for the introduction of algorithmic concepts, namely *** and Scratch. A quasi-experiment was conducted with five classes (grade 7) from two secondary schools (n = 122). To investigate the effects of both learning environments, the students were divided into two groups. Following a mixed-methods research approach, we use quantitative and qualitative methods to gain a comprehensive understanding of learner's perspectives and skills. We measure the learners' perceived self-regulation and intrinsic motivation. The learners of *** show a higher intrinsic motivation compared to the Scratch group. Qualitative analyses of answers to open-ended questions reveal positive and negative aspects of the learning environments. With ***, the learners in particular like the fun and the challenges, while for Scratch, they like the feeling of actually programming something and the very free environment.

关键词： Interactive learning environments block-based programming Algorithmic thinking Computational Thinking Motivation

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