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13th International Conference on Interactive Digital Storytelling

作者： Smith, Andy Mott, Bradford Taylor, Sandra Hubbard-Cheuoua, Aleata Minogue, James Oliver, Kevin Ringstaff, Cathy North Carolina State Univ Raleigh NC 27695 USA WestEd Redwood City CA 94063 USA

ISBN: (纸本)9783030625153;9783030625160

Developing narrative and computational thinking skills is crucial for K-12 student learning. A growing number of K-12 teachers are utilizing digital storytelling, where students create short narratives around a topic, as a means of creating motivating problem-solving activities for a variety of domains, including history and science. At the same time, there is increasing awareness of the need to engage K-12 students in computational thinking, including elementary school students. Given the challenges that the syntax of text-based programming languages poses for even novice university-level learners, block-based programming languages have emerged as an effective tool for introducing computational thinking to elementary-level students. Leveraging the unique affordances of narrative and computational thinking offers significant potential for student learning;however, integrating them presents significant challenges. In this paper, we describe initial work toward solving this problem by introducing an approach to block-based programming for interactive storytelling to engage upper elementary students (ages 9 to 11) in computational thinking and narrative skill development. Leveraging design principles and best practices from prior research on elementary-grade block-based programming and digital storytelling, we propose a set of custom blocks enabling learners to create interactive narratives. We describe both the process used to derive the custom blocks, including their alignment with elements of interactive narrative and with specific computational thinking curricular goals, as well as lessons learned from students interacting with a prototype learning environment utilizing the block-based programming approach.

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

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Structured or unstructured educational robotics curriculum? A study of debugging in block-based programming

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2021年第6期69卷 3081-3100页

作者： Socratous, Chrysanthos Ioannou, Andri Cyprus Univ Technol Cyprus Interact Lab Limassol Cyprus Res Ctr Interact Media Smart Syst & Emerging Tech Nicosia Cyprus

The study aims to compare the effect of a structured versus an unstructured educational robotics (ER) curriculum on (a) the frequency and type of programming errors made by students in block-based programming, (b) their ability to debug a programme, and (c) their engagement in the learning process. The authors' hypothesis is that, in programming contexts with young learners, an unstructured ER curriculum might be more beneficial in learning how to debug. This study follows a quasi-experimental design with two comparison groups (n = 35)-a structured ER curriculum group and an unstructured one. Within the quasi-experiment, both qualitative and quantitative data are collected. Findings reveal a list of errors commonly made by both groups. The unstructured ER curriculum group is associated with a significantly higher frequency of errors. The structured ER curriculum group demonstrates significantly greater efficiency in debugging. Yet, the students in the unstructured ER curriculum group outperform their peers in terms of engagement levels.

关键词： Educational robotics block-based programming Productive failure Debugging Primary education Student engagement

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Promoting Computer Science Learning with block-based programming and Narrative-Centered Gameplay

Promoting Computer Science Learning with Block-Based Program...

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IEEE Conference on Games (IEEE CoG)

作者： Min, Wookhee Mott, Bradford Park, Kyungjin Taylor, Sandra Akram, Bita Wiebe, Eric Boyer, Kristy Elizabeth Lester, James North Carolina State Univ Dept Comp Sci Raleigh NC 27695 USA North Carolina State Univ Dept STEM Educ Raleigh NC USA Univ Florida Comp & Informat Sci & Engn Gainesville FL USA

ISBN: (纸本)9781728145334

Recent years have seen increasing awareness of the need for all students in primary and secondary education to learn computer science (CS) concepts and skills. Educational games hold significant potential to serve as a platform for CS education because they integrate engaging problem solving with effective pedagogical strategies. This potential is especially high for narrative-centered educational games that embed learning activities within rich interactive stories. In this paper, we present an educational game featuring block-based programming challenges contextualized within an engaging narrative, designed to promote CS learning for middle school students (ages 11 to 13). In the game, students undertake problem-solving challenges that are aligned with the K-12 Computer Science Framework. Results from a classroom implementation of the game with middle grade students suggest that their perceived game control ratings are positively correlated with their progress in the game, which suggests the need for adaptively supporting students' game-based learning activities. Building on these findings, we discuss design implications for creating student-adaptive CS learning experiences in educational games that incorporate block-based programming enriched narrative-centered gameplay.

关键词： Game-based learning Computer science education Computational thinking block-based programming

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Parallel Instruction of Text-based and block-based programming: On Novice Programmers' Computational Thinking Practices

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TECHTRENDS 2024年第6期68卷 1033-1050页

作者： Jeon, Minji Kwon, Kyungbin Univ Nebraska Lincoln Dept Teaching Learning & Teacher Educ 840 N 14Th St Lincoln NE 68588 USA Indiana Univ Bloomington Dept Learning Design & Adult Educ 201 N Rose Ave Bloomington IN 47405 USA

This study investigated the computational thinking (CT) practices of eight pre-service teachers through their Scratch and Python programs. Conducted within an undergraduate-level computer science education course, students learned CT concepts via parallel instruction in block-based programming (Scratch) and text-based programming (Python). The research focused on the synergistic effects of this parallel instruction, investigating how novices' CT practice evolved while encountering unique features of each environment. Findings indicated that students' CT practices in one programming environment positively influenced their practices in the other, particularly where syntactic similarities existed. Overall, their strategies for controlling program flow progressed from time-based controls to message-passing controls, and finally to condition-based controls. However, the students demonstrated a lack of abstracting and modularizing skills in their computational problem-solving across both programming environments.

关键词： block-based programming Computational thinking practice Novice programming Parallel instruction Text-based programming

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Promoting Students' Progress-Monitoring Behavior during block-based programming 21

Promoting Students' Progress-Monitoring Behavior during Bloc...

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21st Koli Calling Conference on Computing Education Research (Koli Calling)

作者： Marwan, Samiha Shabrina, Preya Milliken, Alexandra Menezes, Ian Catete, Veronica Price, Thomas W. Barnes, Tiffany North Carolina State Univ Raleigh NC 27695 USA

ISBN: (纸本)9781450384889

Providing students with adaptive feedback on their progress on programming problems has been shown to motivate students and improve their performance, but little is known about how such feedback might impact student self-regulated learning during programming. Self-regulated learning (SRL) involves student planning a task, monitoring their progress, and reflecting on the outcome. We explored students' SRL behaviors, particularly progress monitoring, when programming using each of three different scaffolds. The first scaffold is a subgoal checklist for the given programming task, the second adds automated, binary completion feedback on each subgoal, and the third adaptively reflects an automated percent progress estimate of student progress on each. Through interviews and programming logs from 17 students solving a problem in a block-based programming environment, we investigated the extent to which each scaffold supported student SRL. Our qualitative study results suggest that all three scaffolds could be useful for student SRL, but students felt that a combination of the checklist and progress feedback provided them with a balance of autonomy and motivation to persevere in programming. Furthermore, our results suggest that explaining how the automated feedback system works may have encouraged students to reason about the feedback they receive, which was a key intended outcome to improve SRL during programming.

关键词： self-regulated learning block-based programming progress monitoring progress feedback

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Predictive Student Modeling in block-based programming Environments with Bayesian Hierarchical Models 20

Predictive Student Modeling in Block-Based Programming Envir...

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Proceedings of the 28th ACM Conference on User Modeling, Adaptation and Personalization (UMAP)

作者： Emerson, Andrew Geden, Michael Smith, Andy Wiebe, Eric Mott, Bradford Boyer, Kristy Elizabeth Lester, James North Carolina State Univ Raleigh NC 27695 USA Univ Florida Gainesville FL USA

ISBN: (纸本)9781450368612

Recent years have seen a growing interest in block-based programming environments for computer science education. Although block-based programming offers a gentle introduction to coding for novice programmers, introductory computer science still presents significant challenges, so there is a great need for block-based programming environments to provide students with adaptive support. Predictive student modeling holds significant potential for adaptive support in block-based programming environments because it can identify early on when a student is struggling. However, predictive student models often make a number of simplifying assumptions, such as assuming a normal response distribution or homogeneous student characteristics, which can limit the predictive performance of models. These assumptions, when invalid, can significantly reduce the predictive accuracy of student models. To address these issues, we introduce an approach to predictive student modeling that utilizes Bayesian hierarchical linear models. This approach explicitly accounts for individual student differences and programming activity differences by analyzing block-based programs created by students in a series of introductory programming activities. Evaluation results reveal that predictive student models that account for both the distributional and hierarchical factors outperform baseline models. These findings suggest that predictive student models based on Bayesian hierarchical modeling and representing individual differences in students can substantially improve models' accuracy for predicting student performance on posttests. By improving the predictive performance of student models, this work holds substantial potential for improving adaptive support in block-based programming environments.

关键词： Predictive Student Modeling Bayesian Hierarchical Modeling block-based programming

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Evaluating the Effectiveness of Parsons Problems for block-based programming 19

Evaluating the Effectiveness of Parsons Problems for Block-b...

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15th ACM Annual International Computing Education Research (ICER) Conference

作者： Zhi, Rui Chi, Min Barnes, Tiffany Price, Thomas W. North Carolina State Univ Raleigh NC 27695 USA

ISBN: (纸本)9781450361859

Parsons problems are program puzzles, where students piece together code fragments to construct a program. Similar to block-based programming environments, Parsons problems eliminate the need to learn syntax. Parsons problems have been shown to improve learning efficiency when compared to writing code or fixing incorrect code in lab studies, or as part of a larger curriculum. In this study, we directly compared Parsons problems with block-based programming assignments in classroom settings. We hypothesized that Parsons problems would improve students' programming efficiency on the lab assignments where they were used, without impacting performance on the subsequent, related homework or the later programming project. Our results confirmed our hypothesis, showing that on average Parsons problems took students about half as much time to complete compared to equivalent programming problems. At the same time, we found no evidence to suggest that students performed worse on subsequent assignments, as measured by performance and time on task. The results indicate that the effectiveness of Parsons problems is not simply based on helping students avoid syntax errors. We believe this is because Parsons problems dramatically reduce the programming solution space, letting students focus on solving the problem rather than having to solve the combined problem of devising a solution, searching for needed components, and composing them together.

关键词： problem solving parsons problems block-based programming

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Design and analysis of microworlds and puzzles for block-based programming

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COMPUTER SCIENCE EDUCATION 2022年第1期32卷 66-104页

作者： Pelanek, Radek Effenberger, Tomas Masaryk Univ Fac Informat Dept Machine Learning & Data Proc Bot 68a Brno 60200 Czech Republic

Background and Context block-based programming is a popular approach to teaching introductory programming. block-based programming often works in the context of microworlds, where students solve specific puzzles. It is used, for example, within the Hour of Code event, which targets millions of students. Objective To identify design guidelines and data analysis methods for the iterative development of microworlds and puzzles for block-based programming. Method To achieve the objective, we provide a review of the literature, discussion of specific examples of microworlds and puzzles, and an analysis of extensive student data. Findings A wide range of programming microworlds share common elements. The analysis of data is useful for iterative improvement of microworlds and puzzles, serving several specific purposes. Implications Provided design guidelines and analysis methods can be directly used for the development and improvement of tools for introductory programming.

关键词： Introductory programming block-based programming microworld puzzle difficulty log analysis

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Quantifying Patterns and programming Strategies in block-based programming Environments 19

Quantifying Patterns and Programming Strategies in Block-bas...

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IEEE/ACM 41st International Conference on Software Engineering - Software Engineering in Practice (ICSE-SEIP)

作者： Kesselbacher, Max Bollin, Andreas Univ Klagenfurt Dept Informat Didact Klagenfurt Austria

ISBN: (纸本)9781728117645

Pupils are often first exposed to programming in block-based programming environments like Scratch. Identifying and measuring the previous experience of students learning to program is a key to improve the teaching of programming. In this contribution, we outline an approach to measure and evaluate programming interactions with the block-based programming environment Scratch. First results, obtained with eight upper secondary school students, show that programming skills and patterns can be quantified with interaction metrics measured during program construction. The aim is a more fine-grained identification and assessment of programming skills.

关键词： block-based programming programming skills programming patterns learning analytics

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Investigating Challenges Faced by Learners with Visual Impairments using block-based programming/Hybrid Environments 20

Investigating Challenges Faced by Learners with Visual Impai...

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22nd International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS)

作者： Mountapmbeme, Aboubakar Ludi, Stephanie Univ North Texas Dept Comp Sci & Engn Denton TX 76203 USA

ISBN: (纸本)9781450371032

With an increase in the use of block-based programming environments in k-12 curriculum, the need for accessibility exists in order to serve all students. Accessible block-based systems are in their infancy. Such systems would provide students with visual impairments the opportunity to learn programming and take part in computational thinking activities using the same systems that are found appealing to most sighted learners. However, with the presence of these systems little is known about their long-term use in the educational milieu. As a result, we conducted a survey with twelve teachers of students with visual impairments to learn about the use of these systems in teaching their students and to understand the barriers that students face in the learning process. Our study reveals that only one block-based programming environment is common among teachers and that several challenges exist. These challenges range from limited learners' preparedness through difficulties editing and navigating code, to ineffective system feedback.

关键词： block-based programming challenges programming visually impaired

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