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2022 IEEE Symposium on Visual Languages and Human-Centric Computing

作者： de Siqueira, Alexandre G. Feijoo-Garcia, Pedro Carnell, Stephanie Palmeira, Eduardo Maxim, Andrew Univ Florida Dept CISE Gainesville FL 32611 USA Univ Cent Florida Coll Engn & Comp Sci Orlando FL 32816 USA Santa Catarina State Univ Dept Design Florianopolis SC Brazil

ISBN: (纸本)9781665442152;9781665442145

Learning how to program is perceived by many college students as difficult. Factors that influence novices' success in computer programming learning include the student's mental model of programming, computer playfulness during training, and programming anxiety. programming anxiety (PA) is a psychological state engendered when a student experiences or expects to lose self-esteem in confronting a programming task. Students' achievements have been seen to be negatively affected by programming anxiety. Others have investigated storytelling and tangible block programming to facilitate learning programming skills, but such efforts did not focus on analyzing their effects on users' anxiety toward programming. In this work, we present fableblocks, a tangible block-based programming (BBP) environment that relies on storytelling to mitigate programming anxiety. We adapted an existing BBP environment to incorporate storytelling. In a comparative pilot study, fableblocks outdid a conventional GUI-based environment in usability and user-experience scores. Although not statistically significant, participants demonstrated lower levels of PA with fableblocks.

关键词： block-based programming tangible interaction programming anxiety

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How block-based, text-based, and hybrid block/text modalities shape novice programming practices

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International Journal of Child-Computer Interaction 2018年 17卷 83-92页

作者： Weintrop, David Wilensky, Uri Teaching & Learning Policy & Leadership College of Education College of Information Studies University of Maryland 3942 Campus Dr. Suite 2226D College Park MD 207421427 United States Center for Connected Learning and Computer-Based Modeling Learning Sciences and Computer Science Northwestern University 2120 Campus Dr. Evanston 60208 IL United States

There is growing diversity in the design of introductory programming environments. Where once all novices learned to program in conventional text-based languages, today, there exists a growing ecosystem of approaches to programming including graphical, tangible, and scaffolded text environments. To date, relatively little work has explored the relationship between the design of novice programming environments and the programming practices they engender in their users. This paper seeks to shed light on this dimension of learning to program through the careful analysis of novice programmers’ experiences learning with a hybrid block/text programming environment. Specifically, this paper is concerned with how novices leverage the various affordances designed into programming environments and programming languages to support their early efforts to author programs. We explore this relationship through the construct of modality using data from a study conducted in a high school computer science classroom in which students spent five weeks working in block-based, text-based, and hybrid block/text programming environments. This paper uses a detailed vignette of a novice writing a program in the hybrid environment as a way to characterize emerging programming practices, then presents analyses of programming trends from the full study population to speak to the generality of the practices identified in the vignette. The analyses focus not only on characterizing authoring strategies but also on identifying patterns in novices’ help-seeking behaviors. By focusing on how modality influences novices’ emerging programming practices, this paper contributes to our understanding of the relationship between programming environment and learning, illuminating the role of design in shaping introductory programming experiences. © 2018 Elsevier B.V.

关键词： block-based programming Computer Science Education Design Modality programming Environments

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Preparing students to meet their data: an evaluation of K-12 data science tools

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BEHAVIOUR & INFORMATION TECHNOLOGY 2025年第5期44卷 934-953页

作者： Israel-Fishelson, Rotem Moon, Peter F. Tabak, Rachel Weintrop, David Univ Maryland College Pk MD USA 3942 Campus Dr College Pk MD 20742 USA

Data science education has gained momentum in recent years. Along with the development of curricula to teach data science, the number and diversity of tools for introducing data science to learners are also multiplying. The tools used to teach data science play a central role in shaping the learning experience. Therefore, it is important to carefully choose which tools to use to introduce learners to data science. This article presents a systematic analysis of 30 data science tools that are, or designed to be, used in introductory data science education for K-12 students. The identified tools list includes spreadsheets, visual analysis tools, and scripting environments. For each tool, we examine facets of its capabilities, interactions, educational support, and accessibility. For block-based programming tools, we also examine the data science functionalities available in that tool's blocks. This paper advances our understanding of the current state of introductory data science environments and highlights opportunities for creating new tools to better prepare learners to navigate the data-rich world surrounding them.

关键词： Data science block-based programming K-12 education

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block-based versus text-based programming environments on novice student learning outcomes: a meta-analysis study

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COMPUTER SCIENCE EDUCATION 2019年第2-3期29卷 177-204页

作者： Xu, Zhen Ritzhaupt, Albert D. Tian, Fengchun Umapathy, Karthikeyan Univ Florida Gainesville FL 32611 USA Univ North Florida Jacksonville FL USA

Background and Context: The use of block-based programming environments is purported to be a good way to gently introduce novice computer programmers to computer programming. A small, but growing body of research examines the differences between block-based and text-based programming environments. Objective: Thus, the purpose of this study was to examine the overall effect of block-based versus text-based programming environments on both cognitive and affective student learning outcomes. Method: Five academic databases were searched to identify literature meeting our inclusion criteria and resulted in 13 publications with 52 effect size comparisons on both cognitive and affective outcomes. Findings: We found small effect size (g = 0.245;p = .137;with a 95% confidence interval of -0.078 to 0.567) in favor of block-based programming environments on cognitive outcomes, and a trivial effect size (g = 0.195, p = .429;with a 95% confidence interval of -0.289 to 0.678) on affective outcomes. Both effect size calculations were statistically insignificant using random effects models. The effect sizes were examined for moderating effects by education level, learning environment, and study duration. Some evidence of publication bias was detected in these data.

关键词： block-based programming text-based programming novice computer prssssogrammers student learning outcomes meta-analysis

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Computational thinking with game design: An action research study with middle school students

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年第5期30卷 5589-5633页

作者： Cafarella, Lorien Vasconcelos, Lucas West Ashley High Sch Charleston SC USA Univ South Carolina Dept Leadership Learning Design & Inquiry Columbia SC 29208 USA

Middle school students often enter Computer Science (CS) classes without previous CS or Computational Thinking (CT) instruction. This study evaluated how ***'s block-based programming curriculum affects middle school students' CT skills and attitudes toward CT and CS. Sixteen students participated in the study. This was a mixed methods action research study that used pre- and post-tests, surveys, artifacts, and interviews as data sources. Descriptive statistics, paired samples t-tests, and inductive thematic analysis were administered. Findings showed a statistically significant increase in participants' algorithmic thinking, debugging, and pattern recognition skills but not in abstraction skills. Attitudes toward CT and CS improved but the difference was not statistically significant. Qualitative themes revealed benefits of game-based learning to promote CT skills, collaboration to promote successful error debugging, and enjoyment of programming resulting from a balance between structured guidance and creative freedom. Findings emphasize the importance of low-threshold and engaging strategies to introduce novice learners to CT and CS.

关键词： Computational thinking Computer science Game design block-based programming Middle school Attitudes

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Comparing block-based and Text-based programming in High School Computer Science Classrooms

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2017年第1期18卷 3-3页

作者： Weintrop, David Wilensky, Uri Univ Chicago Chicago IL 60637 USA Northwestern Univ Dept Learning Sci & Comp Sci 337 AnnenbergHall2120 Campus Dr Evanston IL 60208 USA

The number of students taking high school computer science classes is growing. Increasingly, these students are learning with graphical, block-based programming environments either in place of or prior to traditional text-based programming languages. Despite their growing use in formal settings, relatively little empirical work has been done to understand the impacts of using block-based programming environments in high school classrooms. In this article, we present the results of a 5-week, quasi-experimental study comparing isomorphic block-based and text-based programming environments in an introductory high school programming class. The findings from this study show students in both conditions improved their scores between pre-and postassessments;however, students in the blocks condition showed greater learning gains and a higher level of interest in future computing courses. Students in the text condition viewed their programming experience as more similar to what professional programmers do and as more effective at improving their programming ability. No difference was found between students in the two conditions with respect to confidence or enjoyment. The implications of these findings with respect to pedagogy and design are discussed, along with directions for future work.

关键词： block-based programming programming environments design

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Exploring Debugging Challenges and Strategies Using Structural Topic Model: A Comparative Analysis of High and Low-Performing Students

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2025年第8期62卷 2104-2126页

作者： Park, Eunsung Cheon, Jongpil Tennessee Technol Univ Cookeville TN USA Texas Tech Univ Lubbock TX 79409 USA

Debugging is essential for identifying and rectifying errors in programming, yet time constraints and students' trivialization of errors often hinder progress. This study examines differences in debugging challenges and strategies among students with varying computational thinking (CT) competencies using weekly coding journals from an online undergraduate CT course. Participants used Scratch, a block-based programming language, and their journals from five assignments were analyzed using Term Frequency-Inverse Document Frequency and Structural Topic Modeling. High-performing students engaged with diverse topics and specific blocks tied to their weekly projects while low-performing students faced repetitive and broad challenges, such as understanding motion blocks and broadcast concepts. These patterns reveal that low-performing students struggle particularly during the 'diagnose the fault' phase of debugging, often hindering their progress in the final stage. Such challenges highlight the necessity for targeted educational interventions to improve the debugging proficiency and overall CT skills. The study underscores the importance of further research into students' logical thinking processes during code review and debugging, suggesting the use of think-aloud protocols and detailed tracking of debugging practices for deeper insights. This research contributes to the field by showing that differentiated instruction and strategic support can enhance debugging skills across different student performance levels.

关键词： computational thinking debugging strategies debugging challenges block-based programming structural topic model

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KGSnap!: query Knowledge Graphs by Snap!

KGSnap!: query Knowledge Graphs by Snap!

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21st International Conference on The Semantic Web (ESWC)

作者： Offertucci, Vincenzo Pellegrino, Maria Angela Scarano, Vittorio Univ Salerno Dipartimento Informat Salerno Italy

ISBN: (纸本)9783031789519;9783031789526

As the block programming paradigm has been successfully used to teach programming skills, this demo proposes KGSnap!, an extension of the block-based programming environment Snap!, which allows lay users to build and run queries on a SPARQL endpoint. The proposed approach has the potential to enable lay users to access knowledge graphs without requiring technical skills in query languages.

关键词： SPARQL block-based programming Snap

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Teacher Reviews of block-based Coding for K-12 Classrooms 56

Teacher Reviews of Block-Based Coding for K-12 Classrooms

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56th Annual SIGCSE Technical Symposium on Computer Science Education, SIGCSE TS 2025

作者： Barrett, Joanne Johnson, Michael J. Israel, Maya University of Florida Gainesville FL United States

ISBN: (纸本)9798400705328

The introduction of block-based coding provided teachers a new method to teach computer science to beginners. Since then, numerous programmable learning technologies (PLTs) utilizing this coding modality have surfaced, each bringing their unique properties to the CS education playing field. But while research comparing blocks to text-based coding have identified benefits and drawbacks of each, the same has not been done solely among block-based coding PLTs, specifically regarding their affordances to teachers' learning objectives and instructional needs. In this poster presentation, we present an experiment seeking to understand which properties of block-based coding environments teachers find most attractive to their pedagogical needs. Teachers enrolled in an online graduate-level CS pedagogy course reviewed 6 block-based coding PLTs, reflecting on the extent to which they would use the tools in their classes. We explain their assignment, guidelines given to scaffold their reviews, and our plan for future analysis. © 2025 Copyright held by the owner/author(s).

关键词： block-based programming computer science education k-12 teachers materiality modality programming environments

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Comparison of block-based and hybrid-based environments in transferring programming skills to text-based environments 19

Comparison of block-based and hybrid-based environments in t...

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Proceedings of the 29th Annual International Conference on Computer Science and Software Engineering

作者： Hussein Alrubaye Stephanie Ludi Mohamed Wiem Mkaouer Rochester Institute of Technology University of North Texas

Teachers face several challenges when presenting fundamental concepts of programming in the classroom. Several tools are introduced to give a visual dimension to support the learning process. They rely on code blocks, easily manipulated in a plug and play fashion, to build a program. These block-based tools intend to familiarize students with programming logic, before diving into text-based programming languages such as Java, Python, etc. However; when transitioning from block-based to text-based programming, students often encounter a gap in their learning. The student may not be able to apply block-based foundations in a text-based environment. To bridge the gap between both environments, we developed a hybrid-based learning approach. We found that on average a hybrid-based approach increases the students understanding of programming foundations, memorization, and ease of transition by more than 30% when compared to a block-based to text-based learning approach. Finally, we provide the community with an open source, hybrid-based learning tool that can be used by students when learning programming concepts or for future studies.

关键词： block-based programming text-based programming hybrid-based programming

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