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检索条件"主题词=block-based programming"

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RULER: Prebugging with Proxy-based programming

RULER: Prebugging with Proxy-Based Programming

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

作者： Repenning, Alexander Basawapatna, Ashok FHNW Switzerland Sch Educ Brugg Switzerland SUNY Old Westbury Math Comp & Informat Sci Long Isl City NY USA

ISBN: (纸本)9798350376920;9798350366136

While block-based programming has successfully eliminated critical syntactic barriers to programming, it remains unclear how effectively it aids in overcoming semantic, logical, and pragmatic programming challenges that hinder computational thinking. These challenges are likely to far outweigh the syntactic ones. With the goal of creating a highly accessible programming tool for young students using mobile devices, we explored the concept of pragmatic prebugging to begin addressing these challenges. By pragmatic prebugging, we refer to proactive debugging tools designed to prevent logical errors. This article introduces *** as a Computational Thinking Tool with built-in pragmatic prebugging, enabling novice programmers to create games through a paradigm we call proxy-based programming. A small study exploring error rates found statistically significant performance improvements of proxy-based programming compared to block-based programming.

关键词： block-based programming computational thinking programming by example mobile computing

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Fostering Interdisciplinary Learning for Elementary Students Through Developing Interactive Digital Stories 16th

Fostering Interdisciplinary Learning for Elementary Students...

引用

16th International Conference on Interactive Digital Storytelling

作者： Gupta, Anisha Smith, Andy Vandenberg, Jessica ElSayed, Rasha Fox, Kimkinyona Minogue, James Cheuoua, Aleata Hubbard Oliver, Kevin Ringstaff, Cathy Mott, Bradford North Carolina State Univ Raleigh NC 27695 USA WestEd San Francisco CA 94107 USA

ISBN: (纸本)9783031476570;9783031476587

Recent years have seen growing awareness of the potential digital storytelling brings to creating engaging K-12 learning experiences. By fostering students' interdisciplinary knowledge and skills, digital storytelling holds great promise for realizing positive impacts on student learning in language arts as well as STEM subjects. In parallel, researchers and practitioners increasingly acknowledge the importance of computational thinking in supporting K-12 students' problem solving across subjects and grade levels, including science and elementary school. Integrating the unique affordances of digital storytelling and computational thinking offers significant potential;however, careful attention must be given to ensure students and teachers are properly supported and not overwhelmed. In this paper, we present our work on a narrative-centered learning environment that engages upper elementary students (ages 9 to 11) in computational thinking and physical science through the creation of interactive science narratives. Leveraging log data from a pilot study with 28 students using the learning environment, we analyze the narrative programs students created across multiple dimensions to better understand the nature of the resulting narratives. Furthermore, we examine automating this analysis using artificial intelligence techniques to support real-time adaptive feedback. Results indicate that the learning environment enabled students to create interactive digital stories demonstrating their understanding of physical science, computational thinking, and narrative concepts, while the automated assessment techniques showed promise for enabling real-time feedback and support.

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

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ARcadia: A Rapid Prototyping Platform for Real-time Tangible Interfaces 18

ARcadia: A Rapid Prototyping Platform for Real-time Tangible...

引用

CHI Conference on Human Factors in Computing Systems (CHI)

作者： Kelly, Annie de Halleux, Jonathan Shapiro, R. Benjamin Ball, Thomas Univ Colorado Boulder CO 80309 USA Microsoft Res Redmond WA USA

ISBN: (纸本)9781450356206

Paper-based fabrication techniques offer powerful opportunities to prototype new technological interfaces. Typically, paper-based interfaces are either static mockups or require integration with sensors to provide real-time interactivity. The latter can be challenging and expensive, requiring knowledge of electronics, programming, and sensing. But what if computer vision could be combined with prototyping domain aware programming tools to support the rapid construction of interactive, paper-based tangible interfaces? We designed a toolkit called ARcadia that allows for rapid, low-cost prototyping of TUIs that only requires access to a webcam, a web browser, and paper. ARcadia brings paper prototypes to life through the use of marker based augmented reality (AR). Users create mappings between real -world tangible objects and different UI elements. After a crafting and programming phase, all subsequent interactions take place with the tangible objects. We evaluated ARcadia in a workshop with 120 teenage girls and found that tangible AR technologies can empower novice technology designers to rapidly construct and iterate on their ideas.

关键词： Tangible user interfaces real-time interactivity augmented reality paper prototyping block-based programming

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Investigating the Usability of Coding Applications for Children: Insights from Teacher Interviews

Investigating the Usability of Coding Applications for Child...

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

作者： Morgan, Mika Gash, Katherine Ludi, Stephanie Truong, Thien Univ North Texas Denton TX 76205 USA

ISBN: (纸本)9798350376920;9798350366136

In pursuit of making the benefits of learning to code more accessible to young learners, numerous block-based environments have been developed. This study attempts to identify key design features within these applications that support student learning;aiming to enhance existing environments, guide future design efforts, and assist educators in selecting platforms tailored to specific educational needs. Through in-depth computer science K-8 teacher interviews and a thematic analysis, we uncovered 96 key concepts, categorized into three themes: design features, user aptitude, and pedagogical strategies. Teachers emphasized usability heuristics such as user control, flexible modalities, clear visual cues, and context-rich error notifications to enhance programming environments. They also stated coding applications need to support pedagogical strategies including pair programming, clear rubrics, appropriate scaffolding, and differentiated instruction.

关键词： block-based programming K-12 Education Usability Human-Computer Interaction Teacher Interviews Thematic Analysis

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Designing a Visual Cryptography Curriculum for K-12 Education 2023

Designing a Visual Cryptography Curriculum for K-12 Educatio...

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

作者： Rayavaram, Pranathi Jagadeesha, Ashwin Narain, Sashank Lee, Claire Seungeun Univ Massachusetts Lowell Lowell MA 01854 USA

ISBN: (纸本)9781450394338

We have designed and developed a simple, visual, and narrative K-12 cybersecurity curriculum leveraging the Scratch programming platform to demonstrate and teach fundamental cybersecurity concepts such as confidentiality, integrity protection, and authentication. The visual curriculum simulates a real-world scenario of a user and a bank performing a banking transaction and an adversary attempting to attack the transaction. The curriculum first introduces students to three visual scenarios demonstrating attacks that exist when systems do not integrate the fundamental concepts of confidentiality, integrity protection, and authentication. Then, it introduces them to three visual scenarios that build on the attacks to demonstrate and teach how the fundamental concepts can be used to defend against them.

关键词： cybersecurity curriculum k-12 block-based programming

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programming Smart Objects: How Young Learners' programming Skills, Attitudes, and Perception Are Influenced

Programming Smart Objects: How Young Learners' Programming S...

引用

ACM SIGPLAN International Symposium on SPLASH-E (SPLASH-E)

作者： Seraj, Mazyar Rahimi, Ebrahim Merino, Mauricio Verano Venegas, Lina Ochoa Eindhoven Univ Technol Eindhoven Netherlands Open Univ Netherlands Heerlen Netherlands Vrije Univ Amsterdam Amsterdam Netherlands

ISBN: (纸本)9798400712166

programming literacy is crucial for current and future generations of young learners, irrespective of their career paths. programming education is thus essential, making teaching methods and tools to be tailored to the target audience. In this context, contemporary visual programming environments, particularly block-based programming, have become instrumental in introducing programming concepts to young learners. Educational theories such as Constructionism advocate an approach centered on the learner to deepen and motivate learning. In computer science, these theories can be applied by providing hands-on experiences that connect computer science to real-life situations through the manipulation or construction of physical and tangible computational devices. This study explores the impact of creating a smart object for a smart home using block-based programming on young learners' attitudes and perceptions toward programming and their programming skills acquisition. An introductory programming workshop involved 28 8(th) grade students from a secondary school constructing and programming a smart-lighting object in a smart home setting. Performance, attitude, and perception trajectories were assessed through repeated questionnaires. Our results indicate that constructing and programming a real-life smart object enhances learners' confidence and programming skills. This paper contributes to programming education literature by demonstrating the potential of block-based programming, specifically in the context of state-of-the-art smart technologies, to foster programming skills and develop positive attitudes and perceptions among learners.

关键词： block-based programming young learners smart home programming education internet of things

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B@SE: blocks for @rduino in the Students' Educational Process 8

B@SE: Blocks for @rduino in the Students' Educational Proces...

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8th IEEE Global Engineering Education Conference (EDUCON)

作者： Tamilias, Alexander G. Themelis, Theodoros J. Karvounidis, Theodoros Garofalaki, Zacharenia Kallergis, Dimitrios Greek Sch Network Kastoria Greece Univ Piraeus Dept Informat Piraeus Greece

ISBN: (纸本)9781509054671

block-based programming Environments (BBPE) are an emerging way for teaching programming in individuals with minimum programming skills. In such environments, blocks are used to represent instructions and learners construct programs by snapping these blocks together. However, there are not any satisfactory research data in the literature related to how learners perceive the utility of this approach and the evaluation of BBPE in middle school classrooms. Moreover, there exists a great interest in Physical Computing using blockly@rduino which is a widely used visual programming editor. This paper aims at applying the blocks for @rduino in the Students' Educational (B@SE) Process as a school project that will last up to three years starting in the current school year with the first class middle-school and continue with the same students for the next two years.

关键词： Arduino block-based programming physical computing

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Making the Transition to Text-based programming: The Pilot Evaluation of a Computational Thinking Intervention for Primary School Students 23

Making the Transition to Text-Based Programming: The Pilot E...

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18th WiPSCE Conference on Primary and Secondary Computing Education Research (WiPSCE)

作者： Kunz, Katrin Moeller, Korbinian Ninaus, Manuel Trautwein, Ulrich Tsarava, Katerina Univ Tubingen Hector Res Inst Educ Sci & Psychol Tubingen Germany LEAD Grad Sch & Res Network Tubingen Germany Loughborough Univ Sch Sci Ctr Math Cognit Loughborough Leics England Univ Tubingen Leibniz Inst Wissensmed Tubingen Germany LEAD Grad Sch & Res Network Loughborough Leics England Karl Franzens Univ Graz Digital Psychol Lab Graz Austria LEAD Grad Sch & Res Network Graz Austria White Res Brussels Belgium LEAD Grad Sch & Res Network Brussels Belgium

ISBN: (纸本)9798400708510

programming and computational thinking (CT) have become important topics in elementary education and are being implemented by national curricula, extracurricular programs, and informal learning environments. Most related research and implementation is mainly focused on block-based programming (BBP). However, BBP can lead to bad programming habits and a later transition to text-based programming (TBP) has been shown to be difficult for students, as they can lose confidence and motivation. Thus, we developed a course to facilitate the transition from BBP to TBP and foster CT while also promoting motivation and students' programming-related self-concept. We considered data from 27 fourth-grade students aged 9 to 10, who participated in the course as part of an extracurricular enrichment program. In a pre-/post-test design, we assessed CT and its cognitive correlates such as non-verbal visuospatial reasoning, verbal reasoning, arithmetic competencies as well as the student's motivation and attitude towards programming. Results indicated improved students' CT, arithmetic, and non-verbal visuospatial reasoning. Furthermore, the transition to TBP did not significantly reduce students' motivation for programming. Taken together, these findings indicate that the developed intervention may be helpful to facilitate the transition from BBP to TBP while keeping the students motivated and fostering CT.

关键词： computational thinking transition block-based programming textbased programming hybrid programming elementary school age Python

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A Hands-On Cybersecurity Curriculum Using a Robotics Platform 20

A Hands-On Cybersecurity Curriculum Using a Robotics Platfor...

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

作者： Yett, Bernard Hutchins, Nicole Stein, Gordon Zare, Hamid Snyder, Caitlin Biswas, Gautam Metelko, Mary Ledeczi, Akos Vanderbilt Univ 221 Kirkland Hall Nashville TN 37235 USA

ISBN: (纸本)9781450367936

This paper presents a study where high school students were taught computing and cybersecurity concepts using a robotics platform. 38 students attended a week-long summer camp, starting with projects such as a simulation-only game and a simple autonomous driving program for the robots to learn and apply computational thinking (CT) and networking skills. They were then assigned a series of challenges that required developing progressively more advanced cybersecurity measures to protect their robots. This culminated in a final challenge that required implementing defensive measures such as encryption, secure key exchange, and sequence numbers to prevent cyber attacks during robot operations. We used an evidence-centered design framework to construct rubrics for grading student work. The pre- and post-test results show that the interventions helped students learn cybersecurity and CT concepts, but they had difficulties with networking concepts. These results correlate with scores from the game and the final challenge. Overall, surveys show that the competition-based robotics learning framework was engaging to students, and it supported their learning. However, our intervention needs to be modified to help students learn networking concepts.

关键词： block-based programming robotics computer science education computational thinking cybersecurity networking

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Concepts, practices, and perspectives for developing computational data literacy: Insights from workshops with a new data programming system 23

Concepts, practices, and perspectives for developing computa...

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22nd Annual ACM Interaction Design and Children Conference (IDC)

作者： Cheng, Ruijia Dangol, Aayushi Ello, Frances Marie Tabio Wang, Lingyu Dasgupta, Sayamindu Univ Washington Seattle WA 98195 USA Univ North Carolina Chapel Hill NC 27515 USA

ISBN: (纸本)9798400701313

In this paper, we present a new visual block-based programming system designed for children to process, analyze, and visualize data. We introduce the system and describe how it was used during a series of 7 workshops with 27 children. During the workshops, children played the role of investigators and followed a storyline as part of the system to conduct data analyses to help the story's protagonist locate a missing family member. We present our findings as a framework of computational data literacy that builds on the dimensions of Computational Thinking proposed by Brennan and Resnick [8], with a focus on aspects that are specific to using programming for data processing, analysis, and visualization. We conclude with a series of recommendations for future designers of systems to support the development of computational data literacy.

关键词： block-based programming data literacy visualization

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