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Proceedings of the 50th ACM Technical Symposium on Computer Science Education

作者： Grégoire Fessard Ilaria Renna Patrick Wang Institut Supérieur d'Électronique de Paris Paris France

ISBN: (纸本)9781450358903

Learning elementary Computer Science (CS) concepts can often be difficult for young students. The literature presents two main practices to introduce programming: using digital environments (e.g., integrated development environments, command-line tools) or exploiting manipulations on programmable tangible objects such as robots. This second practice has recently gained traction thanks to the positive results concerning the use of programmable objects in introductory programming courses. However, and to the best of our knowledge, there is no study comparing learning gains between 'digital' and 'physical' computing. Our study focuses on highlighting possible differences between these two practices to learn CS at an introductory level. We compare the learning progress of two groups of students (total=36, male=27, female=9, aged 14-17) with little or no previous knowledge of programming; both groups are presented with the same pre-test, programming exercises, and post-test. All participants exploit a block-based programming environment to do the exercises and program either a tangible BBC micro:bit card or its digital simulation. The proposed programming exercises concern basic CS concepts: variables, conditional structures, and iterative structures. By running their programs on the tangible or digital card, students are able to visualize the results of their exercises thanks to the grid of LEDs that is present on the BBC micro:bit. Our objective is to determine if the learning of a specific CS concept is better achieved through the programming of a tangible object or an exact equivalent digital simulation of it. A statistical analysis will be presented to evaluate the results of this experiment.

关键词： computer science education physical computing digital computing block-based programming

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Supporting Interactive Storytelling with block-based Narrative programming 14th

Supporting Interactive Storytelling with Block-Based Narrati...

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14th International Conference on Interactive Digital Storytelling (ICIDS)

作者： Smith, Andy Boulden, Danielle Mott, Bradford Hubbard-Cheuoua, Aleata Minogue, James Oliver, Kevin Ringstaff, Cathy North Carolina State Univ Raleigh NC 27695 USA WestEd San Francisco CA 94107 USA

ISBN: (纸本)9783030923006;9783030922993

Recent years have seen growing interest in utilizing digital storytelling, where students create short narratives around a topic, as a means of creating motivating problem-solving activities in K-12 education. At the same time, there is increasing awareness of the need to engage students as young as elementary school in complex topics such as physical science and computational thinking. Building on previous research investigating block-based programming activities for storytelling, we present an approach to block-based programming for interactive digital storytelling to engage upper elementary students (ages 9 to 10) in computational thinking and narrative skill development. We describe both the learning environment that combines block-based narrative programming with a rich, interactive visualization engine designed to produce animations of student generated stories, as well as an analysis of students using the system to create narratives. Student generated stories are evaluated from both a story quality perspective as well as from their ability to communicate and demonstrate computational thinking and physical science concepts and practices. We also explore student behaviors during the story creation process and discuss potential improvements for future interventions.

关键词： Narrative-centered learning block-based programming

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A block-based ARDUINO programming PLATFORM FOR DEVELOPING COMPUTATIONAL THINKING SKILLS FOR K-12 STUDENTS 17

A BLOCK-BASED ARDUINO PROGRAMMING PLATFORM FOR DEVELOPING CO...

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ASME International Design Engineering Technical Conferences / 41st Annual Computers and Information in Engineering Conference (IDETC-CIE) / 17th IEEE/ASME International Conference on Mechatronic and Embedded Systems and Applications (MESA)

作者： Qian, Binsen Cheng, Harry H. Univ Calif Davis Davis CA 95616 USA

ISBN: (纸本)9780791885437

As a critical set of skills in the 21st century, computational thinking has attracted increasing attention in K-12 education. Microcontrollers, combined with LEDs, actuators, and a variety of sensors, provide students countless real-world projects, such as autonomous vehicles, smart homes, and robotics. By solving those projects through programming, students will not only learn computational skills but also benefit from the hands-on activities to get some experience on solving real-world problems. It makes microcontroller projects a perfect tool to develop the computational thinking skills of K-12 students. Our previous work has proposed a solution for higher graders to program Arduino through Ch, a C/C++ interpreter. It is necessary, however, to develop a platform for lower graders (K-6) since most of them do not have the ability to type through the keyboard. This paper extends our previous work such that students can program Arduino on Roboblockly, a block-based programming platform. In the paper, we will present two case studies to demonstrate how to build blocks to control the Arduino board and what concepts students will learn from those projects. In addition, the proposed platform also provides an interactive way of transitioning students from the block-based program to a text-based program in Ch.

关键词： Arduino Hands-on Learning block-based programming Computational thinking K-12

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blocklyPar: from sequential to parallel with block-based visual programming

BlocklyPar: from sequential to parallel with block-based vis...

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IEEE Frontiers in Education Conference (FIE)

作者： Veroneze Solorzano, Ana Luisa Charao, Andrea Schwertner Univ Fed Santa Maria Dept Languages & Comp Syst Santa Maria RS Brazil

ISBN: (纸本)9781665438513

This Innovative Practice Full Paper presents blocklyPar, a set of three tutorial games to move from sequential to parallel programming using a block-based visual language. block-based tutorial games are attractive tools for introducing programming to novices. A few of existing tools can express multiple tasks running at the same time, but none of them address parallel programming concepts and terms used in the field of parallel computing. Our tutorial games are targeted for first-year Computer Science students, as a resource to anticipate parallel computing using a self-taught approach with engaging challenges. The challenges involve university students' day-to-day tasks to make the games more meaningful for the audience, thus collaborating with the idea that everyday tasks can benefit from parallel approaches. The first game introduces the programming environment and the sequential blocks;the second introduces the concepts of tasks, resources allocation, and parallel task execution;and the third presents the concepts of computational load distribution and performance metrics for evaluating improvements in a parallel solution. The concepts are expressed through animation components and three new programming blocks. We have conducted preliminary tests with Computer Science students for evaluating the platform usage and parallel programming concepts assessed. The results suggest that the games contribute to the student's learning on parallelism as an extension of practicing sequential programming. It can also motivate students to design parallel solutions to explore today's multi-core and multiprocessor computers.

关键词： computer science parallel programming tutorial games block-based programming

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Effect of the use of block-based languages in programming learning 24

Effect of the use of block-based languages in programming le...

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International Symposium on Computers in Education (SIIE)

作者： Lopez Puente, Eva Rey Juan Carlos Univ Dept Informat & Stat Madrid Spain

ISBN: (数字)9781665474641

ISBN: (纸本)9781665474641

This PhD project, which is in the state of the art phase, is about the impact of block-based programming. A review of scientific publications related to block-based programming and the different technologies used has been carried out. After a detailed analysis of the literature, its impact on learning programming and its characteristics, we will do a block-based programming development. This development will be done with multi-contact tables, because in classrooms are using these collaborative methodologies but there are no tools to use.

关键词： block-based programming teach programming

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Understanding students' abstractions in block-based programming environments: A performance based evaluation

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THINKING SKILLS AND CREATIVITY 2021年 41卷 100888-100888页

作者： Cakiroglu, Unal Cevik, Isak Koseli, Engin Aydin, Merve Trabzon Univ Fatih Fac Educ Dept Comp Educ & Instruct Technol TR-61300 Trabzon Turkey Ibrahim Cecen Univ Agri Dept Comp Sci Agri Turkey

Providing computational problems for enhancing students' abstraction skills and monitoring how students make abstractions is difficult in block-based programming environments (BBPEs). Thus, concrete examples and principles are needed to guide computer science teachers about understanding and enhancing students' abstractions. This study aims to examine the effect of using block-based coding environments on enhancing secondary school students' abstraction skills. Referring to the programming knowledge, a rubric was created to analyze the data from screen recordings, observation and interviews were used together to reveal the students' abstraction performances. The results suggested that students performed high in elimination, focusing and generalization;however, students' performances were relatively low in customization. Students' explanations were mostly related the nature of the problems, affordances of BBPE and the programming constructs used in coding. We hope the study will provide insights for the efforts on instructional designs for successful abstraction experiences for young students.

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

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MUzECS: block-based Arduino programming for Exploring Computer Science (Abstract Only) 16

MUzECS: Block-based Arduino Programming for Exploring Comput...

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Proceedings of the 47th ACM Technical Symposium on Computing Science Education

作者： Dennis Brylow Marquette University Milwaukee WI USA

ISBN: (纸本)9781450336857

The inexpensive Arduino makes for an attractive embedded platform in introductory courses. Its many variants, open source tools, and well-established hobbyist community support a staggering breadth of possible uses. In this workshop, we concentrate on block-based programming of the Arduino, providing a smooth path for Scratch programmers to expand into the wider world of sensors, actuators, and embedded systems. The MUzECS curriculum is designed to be an inexpensive replacement for the costly final robotics module of Exploring Computer Science (ECS), but also has clear applicability to Advanced Placement Computer Science Principles (AP CSP) and even college undergraduate courses. The session will introduce the Arduino Leonardo board, detail various "shield" extensions that are available, and present the tools and resources needed for high school or college instructors to get started. Demonstration activities will focus on ECS-style lessons that build programmable musical instruments. Laptop required.

关键词： arduino ardublock digital music block-based programming k-12 computer science ecs

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Switch mode: How one environment supports multiple strategies to transition from block-based to text-based programming

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International Journal of Child-Computer Interaction 2025年 44卷

作者： Lin, Yuhan Weintrop, David McKenna, Jason VEX Robotics United States University of Maryland United States

Switch mode blocks allow learners to write text-based commands inside of blocks within a conventional block-based programming environment. Switch mode blocks can be added by either directly drag-and-dropping them into a program or by right clicking a block and converting it into a Switch mode block. This scaffolded approach can support learners in transitioning from block-based programming to text-based programming. This paper presents an analysis of the eight distinct strategies that learners developed to compose programs using Switch mode blocks. This work contributes to our understanding of how we can design environments that support students of varying levels of prior experience and confidence in transitioning from introductory (block-based) to more powerful (text-based) programming modalities. Ccs concepts: • Human-centered computing → Human computer interaction (HCI);Interactive systems and tools. © 2025 Elsevier B.V.

关键词： block-based programming Computer science education programming environment

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Pyrates: A Serious Game Designed to Support the Transition from block-based to Text-based programming 1

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17th European Conference on Technology Enhanced Learning (EC-TEL)

作者： Branthome, Matthieu Univ Bretagne Occidentale CREAD EA 3875 F-29238 Brest France

ISBN: (数字)9783031162909

ISBN: (纸本)9783031162909;9783031162893

This paper presents a design-based research which focuses on the design and the evaluation of the Pyrates online application. This serious game aims to introduce Python programming language supporting the transition from block-based languages. The layout of Pyrates' learning environment is inspired from beneficial features of block-based programming editors. In order to evaluate this design, the application has been tested in eight classrooms with French 10-th grade students (n = 240). Self-generated activity traces have been collected (n = 69, 701) and supplemented by a qualitative online survey. The data analysis shows that some of the design choices conduct to the expected effects. The creation of a "programming memo" (synthesized documentation) allows the discovery of algorithmic notions while offering a reference support for the Python syntax. The ease of copy-paste from this memo limits keyboarding. The integration of a syntax analyzer designed for beginners gives students a high level of autonomy in handling errors. However, other choices have rather deleterious impacts. For instance, the creation of a control panel for program executions proves to be dedicated to a trial-and-error programming approach or to "notional bypassing" strategies.

关键词： block-based programming Text-based programming Python Scratch Serious game Design-based research Learning analytics

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Using multimodal learning analytics to understand effects of block-based and text-based modalities on computer programming

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JOURNAL OF COMPUTER ASSISTED LEARNING 2024年第3期40卷 1123-1136页

作者： Sun, Dan Ouyang, Fan Li, Yan Zhu, Chengcong Zhou, Yang Hangzhou Normal Univ Zhejiang Prov Key Think Tank Chinese Educ Modernizat Res Inst Hangzhou Zhejiang Peoples R China Zhejiang Univ Coll Educ Yu Hang Tang Rd 866 Hangzhou 310058 Zhejiang Peoples R China Xiaoshan High Sch Hangzhou Zhejiang Peoples R China Hangzhou Dinghui Expt Middle Sch Hangzhou Zhejiang Peoples R China

BackgroundWith the development of computational literacy, there has been a surge in both research and practice application of text-based and block-based modalities within the field of computer programming education. Despite this trend, little work has actually examined how learners engaging in programming process when utilizing these two major programming modalities, especially in the context of secondary education *** further compare programming effects between and within text-based and block-based modalities, this research conducted a quasi-experimental research in China's secondary *** online programming platform, Code4all, was developed to allow learners to program in text-based and block-based modalities. This research collected multimodal data sources, including programming platform data, process data, and performance data. This research further utilized multiple learning analytics approaches (i.e., clustering analysis, click stream analysis, lag-sequential analysis and statistics) to compare learners' programming features, behavioural patterns and knowledge gains under two *** and ConclusionsThe results indicated that learners in text-based modality tended to write longer lines of code, encountered more syntactical errors, and took longer to attempt debugging. In contrast, learners in block-based modality spent more time operating blocks and attempt debugging, achieving better programming knowledge performances compared to their counterparts. Further analysis of five clusters from the two modalities revealed discrepancies in programming behavioural *** major pedagogical implications were proposed based on empirical research results. Furthermore, this research contributed to the learning analytics literature by integrating process-oriented and summative analysis to reveal learners' programming learning quality. What is currently known about the subject matterThe implications of study findings

关键词： block-based programming computer programming multimodal learning analytics secondary education text-based programming

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