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Characterizing Students' 4C Skills Development During Problem-based Digital Making

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2022年第3期31卷 372-385页

作者： Weng, Xiaojing Cui, Zhihao Ng, Oi-Lam Jong, Morris S. Y. Chiu, Thomas K. F. Chinese Univ Hong Kong Fac Educ Dept Curriculum & Instruct Shatin Hong Kong Peoples R China

Amid the maker movement, educators are proposing various making activities with programmable artifacts to prepare students for coping with the challenges in the twenty-first century. Today, the "4C" skills-critical thinking, creativity, communication, and collaboration-are regarded as significant learning outcomes in Science, Technology, Engineering, and Mathematics education;however, few researchers have investigated the adoption of problem-based learning in K-12 programming education for developing students' 4C skills. A case study was conducted in a "digital making" camp in which 54 upper elementary and lower secondary school students (10-14 years old) were engaged in harnessing a block-based programming tool, Scratch, to conduct various problem-solving tasks. Through triangulating multiple sources of qualitative data (including lesson plans, classroom field notes, videotaped lesson records, student solutions/artifacts, and post-intervention interviews), together with the microgenetic learning analysis, this study characterizes students' 4C skills development in the process of problem-based digital making. We found that the problem-based digital making environment supported the students' development of (a) critical thinking in the form of critical modeling and critical data handling;(b) creativity in the form of creative explorations, creative solutions, and creative expressions;and (c) communication and collaboration in the form of communicative scaffolding and collaborative debugging. Complementary evidence-based suggestions for scaffolding problem-based digital making activities are suggested.

关键词： Digital making Problem-based learning block-based programming 4C skills Maker education STEM education

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Can Guided Decomposition Help End-UsersWrite Larger block-based Programs? A Mobile Robot Experiment

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PROCEEDINGS OF THE ACM ON programming LANGUAGES-PACMPL 2022年第OOPSLA期6卷 233–258页

作者： Ritschel, Nico Fronchetti, Felipe Holmes, Reid Garcia, Ronald Shepherd, David C. Univ British Columbia Vancouver BC Canada Virginia Commonwealth Univ Richmond VA USA

block-based programming environments, already popular in computer science education, have been successfully used to make programming accessible to end-users in domains like robotics, mobile apps, and even DevOps. Most studies of these applications have examined small programs that fit within a single screen, yet real-world programs often grow large, and editing these large block-based programs quickly becomes unwieldy. Traditional programming language features, like functions, allow programmers to decompose their programs. Unfortunately, both previous work, and our own findings, suggest that end-users rarely use these features, resulting in large monolithic code blocks that are hard to understand. In this work, we introduce a block-based system that provides users with a hierarchical, domain-specific program structure and requires them to decompose their programs accordingly. Through a user study with 92 users, we compared this approach, which we call guided program decomposition, to a traditional system that supports functions, but does not require decomposition. We found that while almost all users could successfully complete smaller tasks, those who decomposed their programs were significantly more successful as the tasks grew larger. As expected, most users without guided decomposition did not decompose their programs, resulting in poor performance on larger problems. In comparison, users of guided decomposition performed significantly better on the same tasks. Though this study investigated only a limited selection of tasks in one specific domain, it suggests that guided decomposition can benefit end-user programmers. While no single decomposition strategy fits all domains, we believe that similar domain-specific sub-hierarchies could be found for other application areas, increasing the scale of code end-users can create and understand.

关键词： block-based programming program decomposition mobile robots

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A Case Study on When and How Novices Use Code Examples in Open-Ended programming 2023

A Case Study on When and How Novices Use Code Examples in Op...

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28th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Wang, Wengran Rao, Yudong Kwatra, Archit Milliken, Alexandra Dong, Yihuan Gomes, Neeloy Martin, Sarah Catete, Veronica Isvik, Amy Barnes, Tiffany Martens, Chris Price, Thomas N Carolina State Univ Raleigh NC 27695 USA

ISBN: (纸本)9798400701382

Many students rely on examples when learning to program, but they often face barriers when incorporating these examples into their own code and learning the concepts they present. As a step towards designing effective example interfaces that can support student learning, we investigate novices' needs and strategies when using examples to write code. We conducted a study with 12 pairs of high school students working on open-ended game design projects, using a system that allows students to browse examples based on their functionality, and to view and copy the example code. We analyzed interviews, screen recordings, and log data, identifying 5 moments when novices request examples, and 4 strategies that arise when students use examples. We synthesize these findings into principles that can inform the design of future example systems to better support students.

关键词： open-ended programming code examples block-based programming novice programming

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Effects of Automated Feedback in Scratch programming Tutorials 2023

Effects of Automated Feedback in Scratch Programming Tutoria...

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28th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Obermueller, Florian Greifenstein, Luisa Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9798400701382

block-based programming languages like Scratch are commonly used to introduce young learners to programming. While coding, learners may encounter problems, which may require teachers to intervene. However, teachers may be overwhelmed with help requests in a classroom setting, and in independent learning scenarios, teachers may not be available at all. Automated tutoring systems aim to help by providing hints, but misleading or confusing hints can be detrimental. To better understand the effects of automatically generated hints, in this paper we study a state-of-the-art hint generation system that provides suggestions when learners fail to complete a step in a programming tutorial. The system is evaluated using two cohorts of students aged 12-13, where one cohort receives only textual hints based on test failures while the other additionally receives visual next-step support in terms of illustrated code changes. We find that initially the automatically generated visual next-step hints increase the speed at which learners complete the steps of the tutorial and reduce the number of questions posed to teachers, without affecting the learners' overall understanding of their program negatively. However, with increasing complexity of the programs the quality of the hints degrades, thus calling for further research on improving hint generation systems.

关键词： block-based programming Automated feedback Automated tests Next-step Hints Scratch

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Common Patterns in block-based Robot Programs 22

Common Patterns in Block-Based Robot Programs

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17th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Obermueller, Florian Pernerstorfer, Robert Bailey, Lisa Heuer, Ute Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9781450398534

Programmable robots are engaging and fun to play with, interact with the real world, and are therefore well suited to introduce young learners to programming. Introductory robot programming languages often extend existing block-based languages such as Scratch. While teaching programming with such languages is well established, the interaction with the real world in robot programs leads to specific challenges, for which learners and educators may require assistance and feedback. A practical approach to provide this feedback is by identifying and pointing out patterns in the code that are indicative of good or bad solutions. While such patterns have been defined for regular block-based programs, robot-specific programming aspects have not been considered so far. The aim of this paper is therefore to identify patterns specific to robot programming for the Scratch-based mblock programming language, which is used for the popular mBot and Codey Rocky robots. We identify: (1) 26 bug patterns, which indicate erroneous code;(2) three code smells, which indicate code that may work but is written in a confusing or difficult to understand way;and (3) 18 code perfumes, which indicate aspects of code that are likely good. We extend the LitterBox analysis framework to automatically identify these patterns in mblock programs. Evaluated on a dataset of 3,540 mblock programs, we find a total of 6,129 instances of bug patterns, 592 code smells and 14,495 code perfumes. This demonstrates the potential of our approach to provide feedback and assistance to learners and educators alike for their mblock robot programs.

关键词： mblock Robot block-based programming Linting Code quality

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Using Sensor-based programming to Improve Self-Efficacy and Outcome Expectancy for Students from Underrepresented Groups 2023

Using Sensor-Based Programming to Improve Self-Efficacy and ...

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28th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Suriyaarachchi, Hussel Nassani, Alaeddin Denny, Paul Nanayakkara, Suranga Natl Univ Singapore Augmented Human Lab Singapore Singapore Univ Auckland Augmented Human Lab Auckland New Zealand Univ Auckland Sch Comp Sci Auckland New Zealand

ISBN: (纸本)9798400701382

Knowledge of programming and computing is becoming increasingly valuable in today's world, and thus it is crucial that students from all backgrounds have the opportunity to learn. As the teaching of computing at high-school becomes more common, there is a growing need for approaches and tools that are effective and engaging for all students. Especially for students from groups that are traditionally underrepresented at university level, positive experiences at high-school can be an important factor for their future academic choices. In this paper we report on a hands-on programming workshop that we ran over multiple sessions for Maori and Pasifika high-school students who are underrepresented in computer science at the tertiary level in New Zealand. In the workshop, participants developed Scratch programs starting from a simple template we provided. In order to control the action in their programs, half of the participants used standard mouse and keyboard inputs, and the other half had access to plug-and-play sensors that provided real-time environmental data. We explore how students' perceptions of self-efficacy and outcome expectancy - both key constructs driving academic career choices - changed during the workshop and how these were impacted by the availability of the sensor toolkit. We found that participants enjoyed the workshop and reported improved self-efficacy with or without use of the toolkit, but outcome expectancy improved only for students who used the sensor toolkit.

关键词： Self-efficacy Sensors Underrepresented block-based programming Physical Computing Environmental Data

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Modeling Frustration Trajectories and Problem-Solving Behaviors in Adaptive Learning Environments for Introductory Computer Science 22nd

Modeling Frustration Trajectories and Problem-Solving Behavi...

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22nd International Conference on Artificial Intelligence in Education (AIED) - Mind the Gap - AIED for Equity and Inclusion

作者： Tian, Xiaoyi Wiggins, Joseph B. Fahid, Fahmid Morshed Emerson, Andrew Bounajim, Dolly Smith, Andy Boyer, Kristy Elizabeth Wiebe, Eric Mott, Bradford Lester, James Univ Florida Gainesville FL 32611 USA North Carolina State Univ Raleigh NC USA

ISBN: (纸本)9783030782702;9783030782696

Modeling a learner's frustration in adaptive environments can inform scaffolding. While much work has explored momentary frustration, there is limited research investigating the dynamics of frustration over time and its relationship with problem-solving behaviors. In this paper, we clustered 86 undergraduate students into four frustration trajectories as they worked with an adaptive learning environment for introductory computer science. The results indicate that students who initially report high levels of frustration but then reported lower levels later in their problem solving were more likely to have sought help. These findings provide insight into how frustration trajectory models can guide adaptivity during extended problem-solving episodes.

关键词： Frustration trajectory Adaptive learning environments Problem-solving behavior Computer science education block-based programming

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ScratchLog: Live Learning Analytics for Scratch 2023

ScratchLog: Live Learning Analytics for Scratch

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28th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Caspari, Laura Greifenstein, Luisa Heuer, Ute Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9798400701382

Scratch is a hugely popular block-based programming environment that is often used in educational settings, and has therefore recently also become a focus for research on programming education. Scratch provides dedicated teacher accounts that make it easy and convenient to handle lessons with school classes. However, once learners join a Scratch classroom, it is challenging to keep track of what they are doing: Both teachers and researchers may be interested in learning analytics to help them monitor students or evaluate teaching material. Researchers may also be interested in understanding how programs are created and how learners use Scratch. Neither use case is supported by Scratch itself currently. In this paper, we introduce ScratchLog, a tool that collects data from learners using Scratch. ScratchLog provides custom user management and makes it easy to set up courses and assignments. Starting from a task description and a starter project, learners transparently use Scratch while ScratchLog collects usage data, such as the history of code edits, or statistics about how the Scratch user interface was used. This data can be viewed on the ScratchLog web interface, or exported for further analysis, for example to inspect the functionality of programs using automated tests.

关键词： Scratch block-based programming Learning Analytics

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Castle and Stairs to Learn Iteration: Co-designing a UMC Learning Module with Teachers 2023

Castle and Stairs to Learn Iteration: Co-designing a UMC Lea...

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28th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Capecchi, Sara Lodi, Michael Lonati, Violetta Sbaraglia, Marco Univ Turin Dept Comp Sci Turin Italy Univ Bologna Dept Comp Sci & Engn Bologna Italy

ISBN: (纸本)9798400701382

This experience report presents a participatory process that involved primary school teachers and computer science education researchers. The objective of the process was to co-design a learning module to teach iteration to second graders using a visual programming environment and based on the Use-Modify-Create methodology. The co-designed learning module was piloted with three second-grade classes. We experienced that sharing and reconciling the different perspectives of researchers and teachers was doubly effective. On the one hand, it improved the quality of the resulting learning module;on the other hand, it constituted a very significant professional development opportunity for both teachers and researchers. We describe the co-designed learning module, discuss the most significant hinges in the process that led to such a product, and reflect on the lessons learned.

关键词： participatory design UMC iteration block-based programming

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Revisiting Code Smells in block based Languages 20

Revisiting Code Smells in Block Based Languages

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15th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Amanullah, Kashif Bell, Tim Univ Canterbury Christchurch New Zealand

ISBN: (纸本)9781450387590

Code smells in block based languages have received much attention in recent years. There is a concern that they should be targeted early so that learners develop good programming habits. This study revisits the code smells identified in earlier work and explores each with an in-depth analysis using large samples from actual Scratch projects in order to better identify the causes of the smells, reflect on which may be a consequence of the language or the lack of experience of beginner programmers, and to consider strategies and pedagogies that can be adopted to mitigate the impact.

关键词： code smells block-based programming Scratch

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