The information society is part of modern life, and algorithmic thinking and programming are relevant to everybody, regardless of educational background. Today's world needs professionals with computing competenci...
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The information society is part of modern life, and algorithmic thinking and programming are relevant to everybody, regardless of educational background. Today's world needs professionals with computing competencies. Higher education programming classes usually use text-basedprogramminglanguages to develop programming competencies, usually without success for all students. Traditional programminglanguages consider syntax barriers that complicate their adoption and usefulness for students. block-based programming languages such as SCRATCH and ALICE permit the development of programming competencies without text coding and syntax restrictions to solve that issue. There are different research works on SCRATCH experiences, but not many experiences on how to use ALICE overall in higher education. This article aims to evaluate the effectiveness of the ALICE programminglanguage in enhancing programming learning outcomes for university students and addressing the limited number of empirical studies of ALICE in higher education contexts. The research involved a literature review to provide a theoretical foundation, followed by an experimental phase that involved two groups: the control group, which followed the traditional programming instruction method with a text-basedprogramminglanguage, and the experimental group, which used the block-based ALICE environment. The experimental group achieved better results with an average score of 80, while the control group scored 65 points on a 100-point scale. The results obtained highlight the effectiveness of the ALICE environment in supporting the programming learning process for first-level Software Engineering university students.
In this paper, we present a novel approach to teach text processing for primary and secondary school students using a block-based programming language such as Scratch. Our main idea is to have students (1) build "...
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In this paper, we present a novel approach to teach text processing for primary and secondary school students using a block-based programming language such as Scratch. Our main idea is to have students (1) build "basic building blocks " for text processing and then (2) to use them to create our example text processing applications. Here, we slightly modified Scratch to make it easy for students to create these basic building blocks. Also, because our example applications are based on the Data & Analysis subconcepts (Storage, Collection, Visualization, Transformation, and Inference & Models) of ACM CSTA K-12 Computer Science Standards, students can achieve these standards and gain an understanding of text processing by implementing them. We conducted two lectures using our approach for primary/secondary school teachers, and the teachers who responded to our survey gave high scores on average on most of its evaluation measures. We also conducted an in-depth analysis of the survey results, including a comparison with other survey results in similar groups.
Due to the rising interest in Computer Science (CS) in primary school, block-based programming languages have gained much significance. Within this article, we provide a first insight of our research into the identifi...
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ISBN:
(纸本)9783031065279;9783031065262
Due to the rising interest in Computer Science (CS) in primary school, block-based programming languages have gained much significance. Within this article, we provide a first insight of our research into the identification of help needs of primary school children, when they are performing Scratch exercises. A first-in-class distance calculation method has been defined that takes into account the block-based programming languages idiosyncrasy.
Although multiple studies have shown the efficacy of Serious Games (SGs) in improving students' performance and learning experience, the wide use of SGs is yet to be realised. One of the challenges towards the ado...
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Although multiple studies have shown the efficacy of Serious Games (SGs) in improving students' performance and learning experience, the wide use of SGs is yet to be realised. One of the challenges towards the adoption of SGs can be attributed to the complex and costly development process. In this paper, we present ARQS (Authentic Role-playing-game Quest System) tool, an educator-oriented authoring tool we developed for supporting the implementation of a serious role-playing-game (RPG). The authoring tool consists of features that simplify the creation of important RPG components e.g. avatars, virtual world. Furthermore, the authoring process employs block-basedprogramming to configure aspects of RPG such as creating quests. The concept is adopted in order to provide a platform where educators without programming knowledge are able to use. A formative evaluation was conducted with ten educators from secondary and university levels, using a low-fidelity prototype. Outcomes from the evaluation showed promising results, attesting the potential of ARQS as an educational tool for the creation of interactive learning instructions in the form of real-world scenarios embedded within a role-playing-game.
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