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检索条件"主题词=Blocks-based programming environments"

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An Accessible blocks Language for Students with and without Visual Impairments 2024

An Accessible Blocks Language for Students with and without ...

引用

55th ACM Technical Symposium on Computer Science Education (SIGCSE)

作者： Tabassum, Moumita Gray, Jeff Smith, Derrick Univ Alabama Dept Comp Sci Tuscaloosa AL 35487 USA Univ Alabama Huntsville Dept Curriculum & Instruct Huntsville AL USA

ISBN: (纸本)9798400704239

blocks-based programming languages (BBPLs) have proven effective for instructing early learners in programming. Unlike text-based languages, BBPLs eliminate the need to memorize syntax rules by enforcing correct program structure through block assembly. However, the visual nature of BBPLs can pose challenges for children with visual impairments and blindness (VI). Moreover, the existing BBPLs tailored for children with VI are rarely embraced by sighted children due to their limited capabilities. To explore the creation of an inclusive BBPL that can be used by both children with and without VI, we devised a web-based BBPL platform with keyboard accessibility functionalities and personalized audio cues through an incorporated screen reader. Within this platform, called Grid-world, students engage with basic programming concepts, including iteration and selection, through entertaining games and animations-such as navigating a character within a 2D grid space. Notably, Grid-world accommodates children with VI without the need for extra hardware or assistive devices. We conducted two empirical assessments of Grid-world involving participants with and without VI. The observational analysis of participant interaction and survey responses illuminated areas for enhancement. We describe the rationale behind Grid-world's design and accessibility features, incorporating findings from experimental studies, including participants' feedback on the accessibility features.

关键词： Computer science education K-12 education blocks-based programming environments Visual impairments Accessibility

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Dual-Modality Instruction and Learning A Case Study in CS1 20

Dual-Modality Instruction and Learning A Case Study in CS1

引用

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

作者： Blanchard, Jeremiah Gardner-McCune, Christina Anthony, Lisa Univ Florida Dept CISE Gainesville FL 32611 USA

ISBN: (纸本)9781450367936

In college-level introductory computer science courses, students traditionally learn to program using text-based languages which are common in industry and research. This approach means that learners must concurrently master both syntax and semantics. blocks-based programming environments have become commonplace in introductory computing courses in K-12 schools and some colleges in part to simplify syntax challenges. However, there is evidence that students may face difficulty moving to text-based programming environments when starting with blocks-based environments. Bi-directional dual-modality programming environments provide multiple representations of programming language constructs (in both blocks and text) and allow students to transition between them freely. Prior work has shown that some students who use dual-modality environments to transition from blocks to text have more positive views of text programming compared to students who move directly from blocks to text languages, but it is not yet known if there is any impact on learning. To investigate the impact on learning, we conducted a study at a large public university across two semesters in a CS1 course (N=673). We found that students performed better on typical course exams when they were taught using dual-modality representations in lecture and were provided dual-modality tools. The results of our work support the conclusion that dual-modality instruction can help students learn computational concepts in early college computer science coursework.

关键词： Computer science education CS1 blocks-based programming environments programming languages novice programmers dual-modality programming environments

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Effects of Code Representation on Student Perceptions and Attitudes Toward programming

Effects of Code Representation on Student Perceptions and At...

引用

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

作者： Blanchard, Jeremiah Gardner-McCune, Chistina Anthony, Lisa Univ Florida Dept CISE Gainesville FL 32611 USA

ISBN: (纸本)9781728108100

Text languages are perceived by many computer science students as difficult, intimidating, and/or tedious in nature. Conversely, blocks-based environments are perceived as approachable, but many students see them as inauthentic. Bidirectional hybrid environments provide textual and blocks-based representations of the same code, thereby offering students the opportunity to seamlessly transition between representations to build a conceptual bridge between blocks and text. However, it is not known how use of hybrid environments impacts perceptions of programming. To investigate, we conducted a study in a public middle school with six classes (n=129). We found that students who used hybrid environments perceived text more positively than those who moved directly from blocks to text. The results of this research suggest that hybrid programming environments can help to transition students from blocks to text-based programming while minimizing negative perceptions of programming.

关键词： Computer Science Education blocks-based programming environments programming languages novice programmers hybrid programming environments

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Amphibian: Dual-Modality Representation in Integrated Development environments 3

Amphibian: Dual-Modality Representation in Integrated Develo...

引用

IEEE blocks and Beyond Workshop (B&B)

作者： Blanchard, Jeremiah Gardner-McCune, Chistina Anthony, Lisa Univ Florida Dept CISE Gainesville FL 32611 USA

ISBN: (纸本)9781728148496

A significant challenge to using dual-modality environments in instruction is that existing dual-modality representations are built into sandbox environments with functionality tailored to a specific purpose (such as Pencil Code's turtle graphics). However, students in introductory programming classes usually use an Integrated Development Environment (IDE), a software application that provides a suite of tools for programming support. The use of IDEs is common in industry, and thus they bring additional authenticity and scaffolding to the learning experience. We developed an IDE plugin, Amphibian, from Pencil Code's Droplet Editor to enable switching between blocks and text within IntelliJ IDEA, a common IDE for the Java language. This plugin allows teachers of Java courses, including those of AP CS and in colleges, to incorporate dual-modality representation into their curriculum. It also enables more rigorous research into use of dual-modality environments in classrooms by facilitating use within existing curricula, allowing researchers to remove potentially confounding variables, such as use of different languages, software systems, and development environments.

关键词： Computer Science Education blocks-based programming environments programming languages novice programmers dual-modality representation integrated development environments IDE Amphibian

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blocks4All: Overcoming Accessibility Barriers to blocks programming for Children with Visual Impairments

Blocks4All: Overcoming Accessibility Barriers to Blocks Prog...

引用

CHI Conference on Human Factors in Computing Systems (CHI)

作者： Milne, Lauren R. Ladner, Richard E. Univ Washington Paul G Allen Sch Comp Sci & Engn Seattle WA 98195 USA

ISBN: (纸本)9781450356206

blocks based programming environments are a popular tool to teach children to program, but they rely heavily on visual metaphors and are therefore not fully accessible for children with visual impairments. We evaluated existing blocks based environments and identified five major accessibility barriers for visually impaired users. We explored techniques to overcome these barriers in an interview with a teacher of the visually impaired and formative studies on a touchscreen blocks-based environment with five children with visual impairments. We distill our findings on usable touchscreen interactions into guidelines for designers of blocks-based environments.

关键词： Accessibility Computer science education Visual impairments blocks-based programming environments

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