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The landscape of block-based programming: Characteristics of block-based environments and how they support the transition to text-based programming

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JOURNAL OF COMPUTER LANGUAGES 2021年 67卷

作者： Lin, Yuhan Weintrop, David Univ Maryland College Pk MD 20742 USA

block-based programming (BBP) environments have become increasingly commonplace computer science education. Despite a rapidly expanding ecosystem of BBP environments, text-based languages remain the dominant programming paradigm, motivating the transition from BBP to text-based programming (TBP). Support students in transitioning from BBP to TBP is an important and open design question. This work identifies 101 unique BBP environments, analyzes the 46 of them and identifies different design approaches used to support the transition to TBP. The contribution of this work is to provide a snapshot of the current state of BBP environments and how they support learners in transitioning to TBP.

关键词： Computer science education block-based programming Design of programming environments

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Designing block-based programming Language Features to Support Upper Elementary Students in Creating Interactive Science Narratives 20

Designing Block-Based Programming Language Features to Suppo...

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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Smith, Andy Mott, Bradford Taylor, Sandra Cheuoua, Aleata Hubbard Minogue, James Oliver, Kevin Ringstaff, Cathy North Carolina State Univ Raleigh NC 27695 USA WestEd Redwood City CA USA

ISBN: (纸本)9781450367936

Recent years have seen a growing recognition of the importance of enabling K-12 students to engage in computational thinking, particularly in elementary grades where students' dispositions toward STEM are developing. block-based programming has emerged as an effective tool for engaging these novice learners in computational thinking. At the same time, digital storytelling has emerged as a promising avenue for creating motivating problem-solving scenarios that engage students in science investigations. Although block-based programming and digital storytelling are in many ways synergistic, there is a lingering question of how to design block-based languages at an age-appropriate level to enable effective and engaging storytelling. In this work, we review design principles from prior block-based and digital storytelling systems as well as propose the design of block-based programming language features to enable the creation of rich, interactive science narratives by upper elementary students.

关键词： Digital storytelling block-based programming

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Cluster-based Analysis of Novice Coding Misconceptions in block-based programming 20

Cluster-Based Analysis of Novice Coding Misconceptions in Bl...

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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Emerson, Andrew Smith, Andy Rodriguez, Fernando J. Wiebe, Eric N. Mott, Bradford W. Boyer, Kristy Elizabeth Lester, James C. North Carolina State Univ Raleigh NC 27695 USA Univ Florida Gainesville FL USA

ISBN: (纸本)9781450367936

Recent years have seen an increasing interest in identifying common student misconceptions during introductory programming. In a parallel development, block-based programming environments for novice programmers have grown in popularity, especially in introductory courses. While these environments eliminate many syntax-related errors faced by novice programmers, there has been limited work that investigates the types of misconceptions students might exhibit in these environments. Developing a better understanding of these misconceptions will enable these programming environments and instructors to more effectively tailor feedback to students, such as prompts and hints, when they face challenges. In this paper, we present results from a cluster analysis of student programs from interactions with programming activities in a block-based programming environment for introductory computer science education. Using the interaction data from students' programming activities, we identify three families of student misconceptions and discuss their implications for refinement of the activities as well as design of future activities. We then examine the value of block counts, block sequence counts, and system interaction counts as programming features for clustering block-based programs. These clusters can help researchers identify which students would benefit from feedback or interventions and what kind of feedback provides the most benefit to that particular student.

关键词： block-based programming introductory programming education cluster analysis

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Toward a block-based programming Approach to Interactive Storytelling for Upper Elementary Students 13th

Toward a Block-Based Programming Approach to Interactive Sto...

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13th International Conference on Interactive Digital Storytelling

作者： Smith, Andy Mott, Bradford Taylor, Sandra Hubbard-Cheuoua, Aleata Minogue, James Oliver, Kevin Ringstaff, Cathy North Carolina State Univ Raleigh NC 27695 USA WestEd Redwood City CA 94063 USA

ISBN: (纸本)9783030625153;9783030625160

Developing narrative and computational thinking skills is crucial for K-12 student learning. A growing number of K-12 teachers are utilizing digital storytelling, where students create short narratives around a topic, as a means of creating motivating problem-solving activities for a variety of domains, including history and science. At the same time, there is increasing awareness of the need to engage K-12 students in computational thinking, including elementary school students. Given the challenges that the syntax of text-based programming languages poses for even novice university-level learners, block-based programming languages have emerged as an effective tool for introducing computational thinking to elementary-level students. Leveraging the unique affordances of narrative and computational thinking offers significant potential for student learning;however, integrating them presents significant challenges. In this paper, we describe initial work toward solving this problem by introducing an approach to block-based programming for interactive storytelling to engage upper elementary students (ages 9 to 11) in computational thinking and narrative skill development. Leveraging design principles and best practices from prior research on elementary-grade block-based programming and digital storytelling, we propose a set of custom blocks enabling learners to create interactive narratives. We describe both the process used to derive the custom blocks, including their alignment with elements of interactive narrative and with specific computational thinking curricular goals, as well as lessons learned from students interacting with a prototype learning environment utilizing the block-based programming approach.

关键词： Narrative-centered learning block-based programming Digital storytelling

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Promoting Computer Science Learning with block-based programming and Narrative-Centered Gameplay

Promoting Computer Science Learning with Block-Based Program...

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IEEE Conference on Games (IEEE CoG)

作者： Min, Wookhee Mott, Bradford Park, Kyungjin Taylor, Sandra Akram, Bita Wiebe, Eric Boyer, Kristy Elizabeth Lester, James North Carolina State Univ Dept Comp Sci Raleigh NC 27695 USA North Carolina State Univ Dept STEM Educ Raleigh NC USA Univ Florida Comp & Informat Sci & Engn Gainesville FL USA

ISBN: (纸本)9781728145334

Recent years have seen increasing awareness of the need for all students in primary and secondary education to learn computer science (CS) concepts and skills. Educational games hold significant potential to serve as a platform for CS education because they integrate engaging problem solving with effective pedagogical strategies. This potential is especially high for narrative-centered educational games that embed learning activities within rich interactive stories. In this paper, we present an educational game featuring block-based programming challenges contextualized within an engaging narrative, designed to promote CS learning for middle school students (ages 11 to 13). In the game, students undertake problem-solving challenges that are aligned with the K-12 Computer Science Framework. Results from a classroom implementation of the game with middle grade students suggest that their perceived game control ratings are positively correlated with their progress in the game, which suggests the need for adaptively supporting students' game-based learning activities. Building on these findings, we discuss design implications for creating student-adaptive CS learning experiences in educational games that incorporate block-based programming enriched narrative-centered gameplay.

关键词： Game-based learning Computer science education Computational thinking block-based programming

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Predictive Student Modeling in block-based programming Environments with Bayesian Hierarchical Models 20

Predictive Student Modeling in Block-Based Programming Envir...

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Proceedings of the 28th ACM Conference on User Modeling, Adaptation and Personalization (UMAP)

作者： Emerson, Andrew Geden, Michael Smith, Andy Wiebe, Eric Mott, Bradford Boyer, Kristy Elizabeth Lester, James North Carolina State Univ Raleigh NC 27695 USA Univ Florida Gainesville FL USA

ISBN: (纸本)9781450368612

Recent years have seen a growing interest in block-based programming environments for computer science education. Although block-based programming offers a gentle introduction to coding for novice programmers, introductory computer science still presents significant challenges, so there is a great need for block-based programming environments to provide students with adaptive support. Predictive student modeling holds significant potential for adaptive support in block-based programming environments because it can identify early on when a student is struggling. However, predictive student models often make a number of simplifying assumptions, such as assuming a normal response distribution or homogeneous student characteristics, which can limit the predictive performance of models. These assumptions, when invalid, can significantly reduce the predictive accuracy of student models. To address these issues, we introduce an approach to predictive student modeling that utilizes Bayesian hierarchical linear models. This approach explicitly accounts for individual student differences and programming activity differences by analyzing block-based programs created by students in a series of introductory programming activities. Evaluation results reveal that predictive student models that account for both the distributional and hierarchical factors outperform baseline models. These findings suggest that predictive student models based on Bayesian hierarchical modeling and representing individual differences in students can substantially improve models' accuracy for predicting student performance on posttests. By improving the predictive performance of student models, this work holds substantial potential for improving adaptive support in block-based programming environments.

关键词： Predictive Student Modeling Bayesian Hierarchical Modeling block-based programming

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Investigating Challenges Faced by Learners with Visual Impairments using block-based programming/Hybrid Environments 20

Investigating Challenges Faced by Learners with Visual Impai...

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22nd International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS)

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

ISBN: (纸本)9781450371032

With an increase in the use of block-based programming environments in k-12 curriculum, the need for accessibility exists in order to serve all students. Accessible block-based systems are in their infancy. Such systems would provide students with visual impairments the opportunity to learn programming and take part in computational thinking activities using the same systems that are found appealing to most sighted learners. However, with the presence of these systems little is known about their long-term use in the educational milieu. As a result, we conducted a survey with twelve teachers of students with visual impairments to learn about the use of these systems in teaching their students and to understand the barriers that students face in the learning process. Our study reveals that only one block-based programming environment is common among teachers and that several challenges exist. These challenges range from limited learners' preparedness through difficulties editing and navigating code, to ineffective system feedback.

关键词： block-based programming challenges programming visually impaired

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Attitudes of IT teacher candidates towards computer programming and their self-efficacy and opinions regarding to block-based programming

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EDUCATION AND INFORMATION TECHNOLOGIES 2020年第5期25卷 4097-4114页

作者： Coban, Emre Korkmaz, Ozgen Cakir, Recep Erdogmus, Feray Ugur Amasya Univ Sci Inst Dept Comp Educ & Instruct Technol Amasya Turkey Amasya Univ Technol Fac Dept Comp Engn Amasya Turkey Amasya Univ Educ Fac Dept Comp Educ & Instruct Technol Amasya Turkey

The aim of this study is to determine the attitudes of pre-service teachers towards programming, the perceptions of self-efficacy about block-based programming and the opinions of pre-service teachers on the use of educational robots. This research is a quantitative and qualitative research conducted using a mixed research design. The study group of the research consisted of 140 undergraduate students from the universities in Turkey, studying in the Department of Computer Education and Instructional Technologies. The data were collected through the Attitude Scale of Computer programming Learning, the Self-Efficacy Perception Scale Related to block-based programming and the interview form developed by the researchers. The quantitative data were analyzed by arithmetic mean, standard deviation, pearson r correlation, regression, t-test and ANOVA analysis, and the qualitative data were analyzed by content analysis method and the following results were obtained: the attitudes of pre-service teachers and their perceptions of self-efficacy are above average and interrelated. The pre-service teachers' perceptions of self-efficacy vary according to grade level. However, their attitudes do not differ according to class level. However, the perceptions of self-efficacy and the attitudes have been found to differ according to the university where they study gender and education. In addition, pre-service teachers' opinions about educational robots are that educational robots contribute to problem solving and programming skills.

关键词： programming learning Educational robot Perception of self-efficacy block-based programming IT teachers

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Progression Of Computational Thinking Skills In Swedish Compulsory Schools With block-based programming 20

Progression Of Computational Thinking Skills In Swedish Comp...

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Proceedings of the 22nd Australasian Computing Education Conference (ACE)

作者： Zhang, LeChen Nouri, Jalal Rolandsson, Lennart Stockholm Univ Dept Comp & Syst Sci Stockholm Sweden Uppsala Univ Dept Educ Uppsala Sweden

ISBN: (纸本)9781450376860

Although Computational Thinking and programming have become obligatory in many national curricula, the majority of teachers in practice are currently in dire need of support from both the research and teaching community. A national research and teacher development project was initiated in Sweden to address this issue. To develop their pedagogical competence in these new subjects, 31 in-service teachers from the project performed lesson studies at their schools. This study collected and analyzed the documentation of 12 lesson studies regarding how computational thinking skills are taught and assessed in K-9, with block-based programming. The study applies a validated CT framework to identify the involved computational thinking skills. The result presents a progression stage scheme for these skills in compulsory schools. The paper also discusses the problems and challenges in the assessment of computational thinking skills.

关键词： Computational thinking programming Compulsory education Progression Assessment block-based programming

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Effect of the use of block-based languages in programming learning 24

Effect of the use of block-based languages in programming le...

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International Symposium on Computers in Education (SIIE)

作者： Lopez Puente, Eva Rey Juan Carlos Univ Dept Informat & Stat Madrid Spain

ISBN: (数字)9781665474641

ISBN: (纸本)9781665474641

This PhD project, which is in the state of the art phase, is about the impact of block-based programming. A review of scientific publications related to block-based programming and the different technologies used has been carried out. After a detailed analysis of the literature, its impact on learning programming and its characteristics, we will do a block-based programming development. This development will be done with multi-contact tables, because in classrooms are using these collaborative methodologies but there are no tools to use.

关键词： block-based programming teach programming

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