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9th Annual ACM Conference on Learning at Scale, L@S 2022

作者： Tsung, Sean Wei, Huan Li, Haotian Wang, Yong Xia, Meng Qu, Huamin The Hong Kong University of Science and Technology Hong Kong Hong Kong University of California Berkeley United States Singapore Management University Singapore Singapore Carnegie Mellon University PittsburghPA United States

ISBN: (纸本)9781450391580

block-based programming environments have been widely used to introduce K-12 students to coding. To guide students effectively, instructors and platform owners often need to understand behaviors like how students solve certain questions or where they get stuck and why. However, it is challenging for them to effectively analyze students' coding data. To this end, we propose blockLens, a novel visual analytics system to assist instructors and platform owners in analyzing students' block-based coding behaviors, mistakes, and problem-solving patterns. blockLens enables the grouping of students by question progress and performance, identification of common problem-solving strategies and pitfalls, and presentation of insights at multiple granularity levels, from a high-level overview of all students to a detailed analysis of one student's behavior and performance. A usage scenario using real-world data demonstrates the usefulness of blockLens in facilitating the analysis of K-12 students' programming behaviors. © 2022 Owner/Author.

关键词： learning analytics block-based programming visual analytics

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Impacts of block-based programming on Young Learners' programming Skills and Attitudes in the Context of Smart Environments 20

Impacts of Block-based Programming on Young Learners' Progra...

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25th Conference on Innovation and Technology in Computer Science Education

作者： Seraj, Mazyar Univ Bremen Inst Comp Sci D-28359 Bremen Germany DFKI GmbH Cyber Phys Syst D-28359 Bremen Germany

ISBN: (纸本)9781450368742

In computer programming education, showing the application of programming in reality has become a common way to introduce it to young learners. However, we have limited knowledge of how best to utilize smart objects and environments to foster the learners' programming skills and develop a positive attitude towards programming. My research focuses on filling this gap by presenting an educational block-based programming tool that brings together the hot topic of smart environments and the visual programming paradigm. The end goal is empirically investigating the impacts of state-of-the-art smart technologies together with block-based programming on the learners' programming skills and attitudes towards programming in non-formal learning environments.

关键词： block-based programming young learners smart homes experiment programming skills attitudes towards programming

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block-based programming Behavior Modelling with block Categories Sequences Analytics

Block-based Programming Behavior Modelling with Block Catego...

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第22届全球华人计算机教育应用大会

作者： Ming Gao Bo Jiang Wanjian Li College of Education Science and Technology Zhejiang University of Technology

block-based programming languages like Scratch,Alice and Snap are increasingly popular in novice programming *** allow novices compose program to implement interesting artifacts without struggling with complicated ***,few researches provide insight into how novices do and where they get stuck during programming *** this end,students programming characteristics and their block category transition from an assignment process are explored in this work.A statistic distribution analysis was first given to investigate which and how many block categories are used in this ***,we made cluster analysis on the frequency of block category transitions to find the transition *** on this,the lag sequential analysis were used to contrast and analyze the block category transition pattern among *** results show that 1)although the system embeds the hint function,not all students are willing to use it,2)the difference of students programming style and challenge can be found from their block category transitions.

关键词： block-based programming novice programming learning analytics pattern mining process analyzing

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iSnap: Automatic Hints and Feedback for block-based programming 18

iSnap: Automatic Hints and Feedback for Block-based Programm...

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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Price, Thomas W. North Carolina State Univ Raleigh NC 27695 USA

ISBN: (纸本)9781450351034

iSnap is a block-based programming environment that supports struggling students with on-demand hints and error-checking feedback. iSnap is an extension of Snap!, a creative and novice-friendly programming environment, used in the Beauty and Joy of Computing (BJC) AP CS Principles curriculum. iSnap is designed to support the open-ended, exploratory programming problems of BJC, while adapting to many possible student solutions. When students ask iSnap for help, it highlights possible errors in their code and suggests next steps they can make. Hints are presented visually, right alongside students/ code, making them easy to interpret and implement. iSnap/s hints are generated automatically from student data, so no teacher input is required to create them, making iSnap appropriate for both new and experienced instructors. The demonstration will showcase iSnap/s hints on a variety of assignments and explain how the algorithm is working behind the scenes to generate data-driven hints. It will also include an overview of the results from two years of research with iSnap on how students seek and use programming help. A key objective of this demonstration is to solicit feedback from SIGCSE attendees on the design of iSnap as we work to make the system ready for deployment in classrooms. More information on iSnap can be found at http://***/isnap.

关键词： hints feedback block-based programming help-seeking data-driven support Beauty and Joy of Computing

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DataSnap: Enabling Domain Experts and Introductory Programmers to Process Big Data in a block-based programming Language

DataSnap: Enabling Domain Experts and Introductory Programme...

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作者： Hellmann, Jonathon David Virginia Tech | University

block-based programming languages were originally designed for educational purposes. Due to their low requirements for a user’s programming capability, such languages have great potential to serve both introductory programmers in educational settings as well as domain experts as a data processing tool. However, the current design of block-based languages fails to address critical factors for these two audiences: 1) domain experts do not have the ability to perform crucial steps: import data sources, perform efficient data processing, and visualize results; 2) the focus of online assignments towards introductory programmers on entertainment (e.g. games, animation) fails to convince students that computer science is important, relevant, and related to their day-to-day experiences. In this thesis, we present the design and implementation of DataSnap, which is a block-based programming language extended from Snap!. Our work focuses on enhancing the state of the art in block-based programming languages for our two target audiences: domain experts and introductory programmers. Specifically, in this thesis we: 1) provide easy-to-use interfaces for big data import, processing, and visualization methods for domain experts; 2) integrate relevant social media, geographic, and business-related data sets into online educational platforms for introductory programmers and enable teachers to develop their own real-time and big-data access blocks; and 3) present DataSnap in the Open edX online courseware platform along with customized problem definition and a dynamic analysis grading system. Stemming from our research contributions, our work encourages the further development and utilization of block-based languages towards a broader audience range.

关键词： computer science block-based programming Thesis

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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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block-C: A block-based programming teaching tool to facilitate introductory C programming courses 8

Block-C: A block-based programming teaching tool to facilita...

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8th IEEE Global Engineering Education Conference (EDUCON)

作者： Kyfonidis, Charalampos Moumoutzis, Nektarios Christodoulakis, Stavros Univ Strathclyde Comp & Informat Sci Glasgow Lanark Scotland Tech Univ Crete Sch Elect & Comp Engn Lab Distributed Multimedia Inf Syst & Applicat Khania Greece

ISBN: (纸本)9781509054671

block-C is a block-based programming learning tool for C programming language that uses the recognition over recall approach on top of the rigid and complex constructs of C language. It empowers students to learn programming by guiding them to focus on the programming logic rather than the syntax of C language. Novice programmers in introductory programming courses are more productive with the use of block-C than with regular textual C programming. They can internalize the programming concepts more easily by gradually assigning meaning to the visual models (pertaining to the programming logic) created using the tool. In lab or tutorial sessions, where the presence of facilitators is limited, block-C can guide the students to complete their assignments easily and effectively. Finally, block-C promotes the transition to the regular textual C programming by allowing the students to export their code and see how their block-based programs are translated to textual C, but also how textual C is translated to block-based C.

关键词： C programming language teaching programming block-based programming visual programming syntactic error prevention in novice C programming language learning

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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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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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A block-based programming Environment for Teaching Low-Level Computing (Discussion Paper) 23

A Block-Based Programming Environment for Teaching Low-Level...

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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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