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37th IEEE International Parallel and Distributed Processing Symposium (IPDPS)

作者： Feng, W. Davis-Wallace, L. Virginia Tech Dept Comp Sci Blacksburg VA 24061 USA

ISBN: (纸本)9798350311990

Given the ubiquity of parallel computing hardware, we introduced parallelprogramming with pictures to the block-based Snap! environment and called it pSnap!, short for parallel Snap! We then created an accessible curriculum for students of all ages to learn how to program serially and then how to program with explicit parallelism. This paper presents a new and innovative extension to our curriculum on parallel programming with pSnap!, one that broadens its appeal to the masses by teaching the application of parallel programming as a "choose your own learning adventure" activity, inspired by the Choose Your Own Adventure book series of the 1980s and 1990s. Specifically, after students learn the basics of parallel programming with pictures, they are ready to choose their next learning adventure, which applies their newfound parallel programming skills to create a video game of their choice, i.e., Missile Command or Do You Want to Build a Snowman?

关键词： block-based programming curriculum computer science education parallel programming pictures Scratch Snap pSnap

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Effects of a Creativity-Enhancement Intervention on Preservice Elementary Teachers' Creativity in Computing Education

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TECHTRENDS 2024年第6期68卷 1095-1106页

作者： Novak, Elena Kuo, Chia-Ling Tassell, Janet Lynne Morris, Grace Kent State Univ Sch Teaching Learning & Curriculum Studies POB 5190150 Terrace Dr Kent OH 44242 USA Western Kentucky Univ Sch Teacher Educ Bowling Green KY 42101 USA

Recently, creativity has been acknowledged for its importance in improving computer science learning and attitudes. However, very little is known about how to integrate creativity in preservice teacher computing education. Toward this end, we developed a creativity-enhancement intervention in an online Creative Computing instructional module to introduce preservice elementary teachers (N = 76) to the ideas of creativity in the context of computing education. Using a pre-/posttest quasi-experimental design, we examined the effects of the creativity-enhancement intervention on participants' person-, process-, and Scratch product-related creativity compared to the same curriculum that did not include the creativity-enhancement intervention. Preservice elementary teachers who received the creativity-enhancement intervention reported significantly higher person- and process-related creativity and produced more creative Scratch projects than their peers who did not receive the intervention. When looking at the three creativity strands holistically, the study findings provide strong evidence that the intervention had a positive effect on preservice elementary teachers' creativity in the context of computing education.

关键词： block-based programming Computing education Creativity enhancement Preservice elementary teacher preparation Self-assessments

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Scratch and Google blockly: How Girls' programming Skills and Attitudes are Influenced 19

Scratch and Google Blockly: How Girls' Programming Skills an...

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19th Koli Calling Conference on Computing Education Research (Koli Calling)

作者： Seraj, Mazyar Katterfeldt, Eva-Sophie Bub, Kerstin Autexier, Serge Drechsler, Rolf Univ Bremen Inst Comp Sci D-28359 Bremen Germany DFKI GmbH Cyber Phys Syst D-28359 Bremen Germany

ISBN: (纸本)9781450377157

block-based programming has become popular to teach programming to young students in introductory programming environments. Nevertheless, in most western countries, girls show a lack of interest in computer science, including programming. This paper presents the results of two user studies with 24 female German secondary school students in two programming workshops. We use and compare two environments based on Scratch and Google blockly in fostering the students' programming skills and changing their attitudes towards programming. The two block-based programming editors have been chosen as they are popular in the current educational use of block-based programming. The results support the usage of Scratch-based environment in order to support the acquisition of programming skills. However, those students who used the blockly-based environment showed greater interest in future programming learning opportunities. The contribution of this paper is showing the different impacts of Scratch and Google blockly on young female students' interest in programming and the acquisition of programming skills in extra-curricular programming workshops.

关键词： block-based programming young female students programming workshop acquisition of programming skills attitudes towards programming

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Interactive Fiction Creation in Villanelle: Understanding and Supporting the Author Experience

Interactive Fiction Creation in Villanelle: Understanding an...

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

作者： Bacher, John Thomas Martens, Chris North Carolina State Univ Dept Comp Sci Principles Express Machines Lab Raleigh NC 27695 USA

ISBN: (纸本)9781665445924

Villanelle is an interactive fiction authoring tool designed to support autonomous non-player characters, or "character AI." Character AI is notoriously challenging for interactive fiction authors to develop, especially for authors approaching interactive fiction from a writing rather than programming background. This paper describes a participatory design process in which we assess the author experience with Villanelle and build a new tool iteration to support their needs. The results of our first user study demonstrate the strong potential of Villanelle's incorporation of behavior trees as an easy-to-learn computational model for character AI, but they also indicate syntax challenges for inexperienced programmers. Consequently, we developed a block-based programming interface for Villanelle and recruited a new set of study participants to evaluate this iteration using the same study instruments. The results indicate improvements in Villanelle's usability and creativity support for inexperienced programmers.

关键词： interactive fiction block-based programming behavior trees game development developer experience

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Engaging girls in computer science: gender differences in attitudes and beliefs about learning scratch and python

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COMPUTER SCIENCE EDUCATION 2023年第4期33卷 600-620页

作者： Zdawczyk, Christina Varma, Keisha Univ Minnesota Twin Cities Dept Educ Psychol 250 Educ Sci Bldg56 East River Rd Minneapolis MN 55455 USA

Background and Context: A continued gender disparity has driven a need for effective interventions for recruiting girls to computer science. Prior research has demonstrated that middle school girls hold beliefs and attitudes that keep them from learning computer science, which can be mitigated through classroom design. Objective: This study investigated whether programming environment design has a similar effect, to assess the potential utility of block-based programming (Scratch) for recruiting girls to computer science compared to traditional text-based programming (Python). Method: One hundred and eighty-seven upper elementary and middle school students were surveyed to understand stereotype concern, sense of belonging, interest, and self-efficacy at baseline and after being shown each programming environment. Findings: Results indicated that stereotype concern was high for girls across all three conditions. Significantly more girls than boys showed interest in learning computer science in Scratch compared to Python. Belonging, interest, and self-efficacy were inter-correlated for both genders.

关键词： Computer science education programming gender adolescence belonging block-based programming

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Assessing computational thinking through the lenses of functionality and computational fluency

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COMPUTER SCIENCE EDUCATION 2021年第2期31卷 199-223页

作者： Metcalf, Shari J. Reilly, Joseph M. Jeon, Soobin Wang, Annie Pyers, Allyson Brennan, Karen Dede, Chris Harvard Univ Harvard Grad Sch Educ Cambridge MA 02138 USA

Background and Context: This study looks at computational thinking (CT) assessment of programming artifacts within the context of CT integrated with science education through computational modeling. Objective: The goal is to explore methodologies for assessment of student-constructed computational models through two lenses: functionality and conceptual fluency. Method: This study uses data from research with EcoMOD, a 3(rd) grade ecosystem science curriculum in which student pairs program computational models of a beaver building a dam. Snapshots of programs for 47 student pairs collected over time are assessed. Findings: A functionality-based rubric provided assessment of student task progress, but was less successful at correctly identifying CT gains in programs that were partially correct. A rubric for conceptual fluency identified development of fluency in CT concepts of sequencing, loops, and conditionals. Implications: This study contributes to the literature by exploring affordances of different rubric-based CT assessments of student programs.

关键词： Computational thinking assessment block-based programming

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Novice Debugging in block-based and Hybrid Environments 20

Novice Debugging in Block-Based and Hybrid Environments

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

作者： Martinez, Phoebe Lopez, John Rodriguez, Fernando J. Wiggins, Joseph B. Boyer, Kristy Elizabeth Depauw Univ Greencastle IN 46135 USA Loyola Marymount Univ Los Angeles CA 90045 USA Univ Florida Gainesville FL USA

ISBN: (纸本)9781450367936

Debugging is an important skill for novice programmers to master, but many students struggle to learn how to debug due in part to difficulty with program syntax. block-based environments provide an alternative to traditional textual programming that reduces syntax errors, and recently hybrid block-based/textual environments have become more common. This poster presents preliminary research to understand how novice debugging strategies differ between block-based and hybrid environments. We assigned seven participants to debug four programs within one of the two environments and conducted interviews about their debugging approaches. Thematic analysis of interview responses suggest that students adjusted their strategies based on their prior experience with textual environments. By understanding novice programmers' strategies in these environments, the field can move toward more effectively supporting productive strategies.

关键词： Debugging block-based programming Hybrid environment

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Learning Algebra with Robotics in Math Classes 18

Learning Algebra with Robotics in Math Classes

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18th IEEE/ASME International Conference on Mechatronic and Embedded Systems and Applications (MESA)

作者： Chuang, Ching-Wei Cheng, Harry H. Univ Calif Davis Dept Mech & Aerosp Engn Davis CA 95616 USA

ISBN: (纸本)9781665455701

An increasing number of tools have been created to assist students in learning mathematics. Robots have been regarded as an especially powerful tool to help students master mathematics since students can simultaneously learn mathematics, programming, robotic control, and computational thinking. Although a number of educational robots and curricula have been developed, some of them do not comply with math standards, so they are primarily suitable for after-school programs, camps, or workshops. Students might not be able to focus on learning mathematics now that writing a program might be difficult for them due to debugging. In this paper, mathematics curricula that meet math standards are developed with a block-based programming platform, Roboblocky. Linkbots are utilized as robots in the curricula to teach and learn mathematics in school settings. Students learn mathematics by observing the motions of robots in simulations or on real mats. Most students improved greatly in mathematics after using the curricula. It is expected that the curricula based on Roboblocky will continue to be improved to enable more middle and high school students to be successful in learning mathematics.

关键词： mathematics curriculum block-based programming Roboblocky educational robots Linkbots

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A block-based Testing Framework for Scratch 24

A Block-Based Testing Framework for Scratch

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24th Koli Calling

作者： Feldmeier, Patric Fraser, Gordon Heuer, Ute Obermueller, Florian Steckenbiller, Siegfried Univ Passau Passau Germany

ISBN: (纸本)9798400710384

block-based programming environments like Scratch are widely used in introductory programming courses. They facilitate learning pivotal programming concepts by eliminating syntactical errors, but logical errors that break the desired program behaviour are nevertheless possible. Finding such errors requires testing, i.e., running the program and checking its behaviour. In many programming environments, this step can be automated by providing executable tests as code;in Scratch, testing can only be done manually by invoking events through user input and observing the rendered stage. While this is arguably sufficient for learners, the lack of automated testing may be inhibitive for teachers wishing to provide feedback on their students' solutions. In order to address this issue, we introduce a new category of blocks in Scratch that enables the creation of automated tests. With these blocks, students and teachers alike can create tests and receive feedback directly within the Scratch environment using familiar block-based programming logic. To facilitate the creation and to enable batch processing sets of student solutions, we extend the Scratch user interface with an accompanying test interface. We evaluated this testing framework with 28 teachers who created tests for a popular Scratch game and subsequently used these tests to assess and provide feedback on student implementations. An overall accuracy of 0.93 of teachers' tests compared to manually evaluating the functionality of 21 student solutions demonstrates that teachers are able to create and effectively use tests. A subsequent survey confirms that teachers consider the block-based test approach useful.

关键词： Scratch block-based programming Automated Testing Feedback

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Cybersecurity Education in the Age of AI: Integrating AI Learning into Cybersecurity High School Curricula 2023

Cybersecurity Education in the Age of AI: Integrating AI Lea...

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54th Annual ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE TS)

作者： Grover, Shuchi Broll, Brian Babb, Derek Looking Glass Ventures Austin TX 78703 USA Vanderbilt Univ Nashville TN USA Univ Nebraska Omaha Omaha NE USA

ISBN: (纸本)9781450394314

Artificial Intelligence (AI) and cybersecurity are becoming increasingly intertwined, with AI and Machine Learning (AI/ML) being leveraged for cybersecurity, and cybersecurity helping address issues caused by AI. The goal in our exploratory curricular initiative is to dovetail the need to teach these two critical, emerging topics in highschool, and create a suite of novel activities, 'AI & Cybersecurity for Teens' (ACT) that introduces AI/ML in the context of cybersecurity and prepares high school teachers to integrate them in their cybersecurity curricula. Additionally, ACT activities are designed such that teachers (and students) build a deeper understanding of how ML works and how the machine actually "learns". Such understanding will aid more meaningful interrogation of critical issues such as AI ethics and bias. ACT introduces core ML topics contextualized in cybersecurity topics through a range of programming activities and pre-programmed games in NetsBlox, an easy-to-use block-based programming environment. We conducted 2 pilot workshops with 12 high school cybersecurity teachers focused on ACT activities. Teachers' feedback was positive and encouraging but also highlighted potential challenges in implementing ACT in the classroom. This paper reports on our approach and activities design, and teachers' experiences and feedback on integrating AI into high school cybersecurity curricula.

关键词： cybersecurity education artificial intelligence education K-12 computer science education teacher preparation block-based programming

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