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Impact of a Scratch programming intervention on student engagement in a Nigerian polytechnic first-year class: verdict from the observers

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HELIYON 2022年第3期8卷 e09191页

作者： Campbell, Oladele O. Atagana, Harrison, I Niger State Polytech Dept Comp Sci Zungeru Nigeria Univ South Africa Coll Sci Engn & Technol Inst Sci & Technol Educ Pretoria South Africa Univ South Africa Coll Sci Engn & Technol Inst Nanotechnol & Water Sustainabil Pretoria South Africa

An engaging first programming class (CS1) often inspires students' passion for computer science (CS). However, the evidence in the literature suggests that the average CS1 classes are anything but engaging for many students. The performance of CS compared to other science, technology, engineering, and mathematics (STEM) courses in international student engagement surveys seems to substantiate CS1 failure, attrition rates, and lack of diversity in most CS classes. Meanwhile, for its simplicity in introducing programming to beginners, primary and secondary schools use Scratch, an educational programming environment developed by the Massachusetts Institute of Technology, USA. For the same reason, higher institutions now include some forms of Scratch instruction in CS1. The question remains, to what extent is Scratch engaging, especially for students in higher education? This study addressed this gap by observing college computer science students exposed to a constructionist Scratch programming pedagogy. We adopted a descriptive design based on quantitative observations. To observe the class during a weekly 2-hour session, we employed five CS educators, one observer per week. Each observer, employing a 20-item observation protocol, rated the extent of affective, behavioral, and cognitive engagement of first-year CS students in a polytechnic in North Central Nigeria. Most of the students were learning to program for the first time. Analysis of the data showed a significant agreement in the ratings of the five observers for overall student engagement, although the impact was moderate. However, while agreement in their ratings for affective engagement was significant, with a large effect, there was no significant concordance in their ratings for behavioral engagement. Observers also significantly agreed in their ratings for cognitive engagement;however, the impact was moderate. These findings suggest that employing Scratch in higher education can be engaging and useful, es

关键词： Improving classroom teaching Post-secondary education novice programming Student engagement Scratch Constructionism Class observation CS1

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From drawing to programming: attracting middle-school students to programming through self-disclosing code (abstract only) 12

From drawing to programming: attracting middle-school studen...

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Proceedings of the 43rd ACM technical symposium on Computer Science Education

作者： Pelle Hall Andrew Hirakawa Jennelle Nystrom Samuel A. Rebelsky Grinnell College Grinnell IA USA

ISBN: (纸本)9781450310987

Consider a middle-school student "playing" with a computer. What does she do? She may chat with friends. She may surf the Web. She may even play a few games. But she is also likely to make things with drawing programs, word processors, or other applications that make things. Can one leverage that creativity to encourage her to want to learn to program? Projects from Alice (Moskal et al. 2004) to Scratch (Maloney et al. 2010) have certainly shown that tools that tie creativity and programming can encourage students to think algorithmically. Despite the success of these programs, there is still room for new models that link children's artistic interests with programming. In this project, we explore the link between creativity and programming through a different model, one in which the drawing application "self discloses" underlying commands (DiGiano & Eisenberg 1995). As students draw images with the GNU Image Manipulation Program, a Photoshop-like application, a small window displays code that represents their actions. For example, when they draw a line, a "draw line" command appears that includes the coordinates of the line; when they change brushes, a "set brush" command appears that includes the name of the brush. Eventually, students refer to these commands to redraw their figures, to copy their figures, and to change their figures. Slowly they move from copying and pasting code, to modifying, to writing their own instructions, and beyond.

关键词： gnu image manipulation program self-disclosing code novice programming

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Decoding doodles: novice programmers and their annotations 07

Decoding doodles: novice programmers and their annotations

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Proceedings of the ninth Australasian conference on Computing education - Volume 66

作者： Jacqueline Whalley Christine Prasad P. K. Ajith Kumar Auckland University of Technology Auckland New Zealand School of Computing and Information Technology Auckland New Zealand Bay of Plenty Polytechnic Tauranga New Zealand

ISBN: (纸本)9781920682460

This paper reports on the annotations made by novice programming students on an exam script. We investigate the level of reasoning that the students achieve when answering a short answer question using the SOLO taxonomy and relate this to the type and number of annotations they made. The questions and annotations were classified and the relationship between question type, student performance and the tendency to annotate was explored.

关键词： annotation novice programming cognitive taxonomies computing education doodle

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Tablet classroom interactions 06

Tablet classroom interactions

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ACM SIGCSE-SIGCUE Technical Symposium on Computer Science and Education

作者： Jodi Tutty Barbara White School of Information Technology Charles Darwin University Darwin Northern Territory

ISBN: (纸本)9781920682347

At the start of this year, a new learning environment enabled the teaching in the first programming unit to change from a traditional model of separate lectures/practicals/tutorials to integrated workshops using wireless enabled tablet PCs. This restructure facilitated a more student centred and active learning approach. Consistent with other units taught using this approach an improvement in student outcomes, satisfaction and retention rates was observed in the programming unit. In this paper we argue that an important factor in this improvement has been the increased level of interaction both between staff and students and also among students themselves. In both constructivist and community of practice theories social interaction is seen as a critical ingredient in effective learning environments. Using the community of practice framework an analysis is made of the dynamics within the programming unit to examine the impact of these interaction factors on the complex nature of learning so as to better understand why the improvements are occurring.

关键词： novice programming Students Tablets programming Communities Experiential Learning Learning Outcomes of Education staff

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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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Portraits of Programmer Behavior in a Frame-Based Language 21

Portraits of Programmer Behavior in a Frame-Based Language

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Proceedings of the 10th Computer Science Education Research Conference

作者： Joe Dillane Ioannis Karvelas Brett A. Becker University College Dublin Ireland

ISBN: (纸本)9781450385763

The frame-based programming language Stride has the potential to simultaneously simplify and accelerate the task of coding for novices. This is facilitated through a combination of reduced cognitive load, assistance when editing and the elimination of certain syntax errors. Stride also offers the opportunity for comparison to Java, another programming language used by novice programmers, as Stride is integrated into the BlueJ (Java) development environment and user data is also captured in the Blackbox dataset. This paper sets out to determine whether there is evidence to support some of these claims. Since compiler error messages are a key mechanism for user feedback, we compare lesser-studied Stride error message data with better understood Java data. Secondly, we identify groups of Stride and Java users in order to characterise their behavior and to discover differences between frame-based and more conventional text-based programming. These groups include cross-sections of random users as well as two sets of Stride and Java programmers that appear to be engaged in similar tasks. We find that the typical Stride user is primarily a Java user and behavior patterns are similar in both languages. However, we also found a small number of Stride users whose programming time was dominated by Stride, and these users exhibit markedly different patterns for generating user-driven events. These results have implications for educators and tool designers, as well as researchers studying Stride, Java, and Blackbox.

关键词： frame-based editing novice programming Java Blackbox Stride CS1

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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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An Australasian study of reading and comprehension skills in novice programmers, using the bloom and SOLO taxonomies 06

An Australasian study of reading and comprehension skills in...

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ACM SIGCSE-SIGCUE Technical Symposium on Computer Science and Education

作者： Jacqueline L. Whalley Raymond Lister Errol Thompson Tony Clear Phil Robbins P. K. Ajith Kumar Christine Prasad Computer and Information Sciences Auckland University of Technology Auckland New Zealand Faculty of Information Technology University of Technology Sydney Broadway NSW Australia Department of Information Systems Massey University Wellington New Zealand Bay of Plenty Polytechnic Tauranga New Zealand School of Computing and Information Technology Unitec New Zealand Auckland New Zealand

ISBN: (纸本)9781920682347

In this paper we report on a multiinstitutional investigation into the reading and comprehension skills of novice programmers. This work extends previous studies (Lister 2004, McCracken 2001) by developing a question set within two key pedagogical frameworks: the Bloom and SOLO taxonomies. From this framework of analysis some interesting emergent patterns relating the cognitive level of the questions to student performance have been identified.

关键词： novice programming bloom reading Taxonomy Computer personnel Comprehension Frameworks

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Enhancing student interest by extending graphics applications (abstract only) 12

Enhancing student interest by extending graphics application...

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Proceedings of the 43rd ACM technical symposium on Computer Science Education

作者： Samuel A. Rebelsky Grinnell College Grinnell IA USA

ISBN: (纸本)9781450310987

Computer science teachers strive for new examples and problems to interest millenials. The Media Computation approach has proven successful in attracting students in contexts from community colleges to R1 universities - students are clearly excited by writing programs that make images. In this workshop, we show how to go a step further and have write scripts and plug-ins in Python for open-source graphics programs such as the GNU Image Manipulation Program and Inkscape, open source alternatives to Photoshop and Illustrator. With this approach, students not only make images, they also write filters and features that they can share with others, even with non-programmers. For example, students have written filters that "fractalize" vector graphics or that turn images into something that looks like stained glass. The ability to make programs that others will use is particularly *** will explore ways in which students can interact with both Inkscape and GIMP, from working with interactive programming consoles to writing plug-ins that can easily be shared with others. We will also consider the ways in which different models of image making can be used to motivate the major programming *** approach has been used with Python, Scheme, and C and for everything from a one-week module to a full course.

关键词： open source inkscape python novice programming GNU image manipulation program

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MediaScripting: teaching introductory CS by through interactive graphics scripting (abstract only) 12

MediaScripting: teaching introductory CS by through interact...

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Proceedings of the 43rd ACM technical symposium on Computer Science Education

作者： Janet Davis Samuel A. Rebelsky Jerod Weinman Grinnell College Grinnell IA USA

ISBN: (纸本)9781450310987

upswing, Computer science teachers continue to strive for new examples and problems to interest millenials. The Media Computation approach (Guzdial 2003) has proven successful in attracting students in contexts from community colleges to R1 universities - students are clearly excited by writing programs that make images. In this project, take Media Computing in new directions: we have students build images by interactively scripting an application, which means that they can more easily experiment and mix work that they create "by hand" and work that they create "by programming"; we work collaboratively with studio art faculty, so students build works that must meet underlying design criteria; we teach using the workshop approach, so most classes involve students working in small teams on a set of problems; and we use a multi-paradigm approach - students make images using functional, declarative, imperative, and object-oriented *** approach has proven quite successful - our enrollments are up (at least 33% in CS1, 50% in CS2). We are attracting more women (now 1/3 of our students). And comparative data suggest that our students gain significantly more confidence in their abilities than do student in other introductory science courses.

关键词： multi-paradigm programming novice programming media computation

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