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Visual programming languages integrated across the curriculum in elementary school: A two year case study using "Scratch" in five schools

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COMPUTERS & EDUCATION 2016年第Jun.期97卷 129-141页

作者： Saez-Lopez, Jose-Manuel Roman-Gonzalez, Marcos Vazquez-Cano, Esteban Spanish Natl Univ Distance Educ UNED Madrid Spain

Several authors and studies highlight the benefits of the integration of Computer Science into K-12 education. Applications such as Scratch have been demonstrated to be effective in educational environments. The aim of this study is to assess the use of a Visual programming Language using Scratch in classroom practice, analyzing the outcomes and attitudes of 107 primary school students from 5th to 6th grade in five different schools in Spain. The intervention takes place in two academic years analyzing the practice of integrating coding and visual blocks programming in sciences and arts. The "Computational concepts and computational practices" dimension details a quasi-experimental approach, which showed significant improvement regarding learning programming concepts, logic, and computational practices with an active approach. The "Learning processes and coding in primary education" dimension analyzes the practice of the experimental group through questionnaires and structured observation. In this pedagogical design, students interact and create their own content related to curricular areas with several advantages, such as motivation, fun, commitment, and enthusiasm, showing improvements related to computational thinking and computational practices. Understanding of computational concepts through an active approach, Project Based Learning, usefulness, motivation, and commitment underline the importance and effectiveness of implementing a Visual programming Language from active methodologies in primary education. Due to the aforementioned benefits and positive results obtained in this research, it is recommended to implement a Visual programming Language in educational settings in 5th and 6th grade in primary education through a cross-curricular implementation. (C) 2016 Elsevier Ltd. All rights reserved.

关键词： Computational thinking Elementary education Improving classroom teaching programming and programming languages Teaching/learning strategies

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A game-based approach to the teaching of object-oriented programming languages

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COMPUTERS & EDUCATION 2014年 73卷 83-92页

作者： Rodriguez Corral, Jose Maria Civit Balcells, Anton Morgado Estevez, Arturo Jimenez Moreno, Gabriel Ferreiro Ramos, Maria Jose Univ Cadiz Sch Engn Cadiz 11002 Spain Univ Seville Tech Sch Comp Engn E-41012 Seville Spain Univ Cadiz Sch Marine Naut & Radioelect Engn Cadiz 11510 Spain

Students often have difficulties when trying to understand the concepts of object-oriented programming (OOP). This paper presents a contribution to the teaching of OOP languages through a game-oriented approach based on the interaction with tangible user interfaces (This). The use of a specific type of commercial distributed TUI (Sifteo cubes), in which several small physical devices have sensing, wireless communication and user-directed output capabilities, is applied to the teaching of the C# programming language, since the operation of these devices can be controlled by user programs written in C#. For our experiment, we selected a sample of students with a sufficient knowledge about procedural programming, which was divided into two groups: The first one had a standard introductory C# course, whereas the second one had an experimental C# course that included, in addition to the contents of the previous one, two demonstration programs that illustrated some OOP basic concepts using the TUI features. Finally, both groups completed two tests: a multiple-choice exam for evaluating the acquisition of basic OOP concepts and a C# programming exercise. The analysis of the results from the tests indicates that the group of students that attended the course including the TUI demos showed a higher interest level (i.e. they felt more motivated) during the course exposition than the one that attended the standard introductory C# course. Furthermore, the students from the experimental group achieved an overall better mark. Therefore, we can conclude that the technological contribution of Sifteo cubes - used as a distributed TUI by which OOP basic concepts are represented in a tangible and a visible way - to the teaching of the C# language has a positive influence on the learning of this language and such basic concepts. (C) 2014 Elsevier Ltd. All rights reserved.

关键词： Human-computer interface programming and programming languages Tangible user interfaces Teaching/learning strategies Wireless sensor networks

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The effects of first programming language on college students' computing attitude and achievement: a comparison of graphical and textual languages

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COMPUTER SCIENCE EDUCATION 2019年第1期29卷 23-48页

作者： Chen, Chen Haduong, Paulina Brennan, Karen Sonnert, Gerhard Sadler, Philip Harvard Smithsonian Ctr Astrophys Sci Educ Dept 60 Garden St Cambridge MA 02138 USA Harvard Grad Sch Educ Cambridge MA USA

Background and Context: The relationship between novices' first programming language and their future achievement has drawn increasing interest owing to recent efforts to expand K-12 computing education. This article contributes to this topic by analyzing data from a retrospective study of more than 10,000 undergraduates enrolled in introductory computer science courses at 118 U.S. institutions of higher education. Objective: We explored the relationship between students' first programming languages and both their final grades in an introductory computer science course and their attitudes about programming. Method: Multiple matching techniques compared those whose first language was graphical (e.g., Scratch), textual (e.g., Java), or absent prior to college. Findings: Having any prior programming experience had positive effects on both attitudes about programming and grades in introductory computer science courses. Importantly, students whose first language was graphical had higher grades than did students whose first language was textual, when the languages were introduced in or before early adolescent years.

关键词： programming and programming languages first programming language pedagogical issues secondary education teaching and learning strategies postsecondary education

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Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms

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COMPUTERS & EDUCATION 2019年 142卷 103646-000页

作者： Weintrop, David Wilensky, Uri Univ Maryland Coll Educ Coll Informat Studies College Pk MD 20742 USA Northwestern Univ Ctr Connected Learning & Comp Based Modeling Evanston IL 60208 USA

Block-based programming languages are becoming increasingly common in introductory computer science classrooms across the K-12 spectrum. One justification for the use of block-based environments in formal educational settings is the idea that the concepts and practices developed using these introductory tools will prepare learners for future computer science learning opportunities. This view is built on the assumption that the attitudinal and conceptual learning gains made while working in the introductory block-based environments will transfer to conventional text-based programming languages. To test this hypothesis, this paper presents the results of a quasi-experimental classroom study in which programming novices spent five-week using either a block-based or text-based programming environment. After five weeks in the introductory tool, students transitioned to Java, a conventional text-based programming language. The study followed students for 10 weeks after the transition. Over the course of the 15-week study, attitudinal and conceptual assessments were administered and student-authored programs were collected. Conceptual learning, attitudinal shifts, and changes in programming practices were analyzed to evaluate how introductory modality impacted learners as they transitioned to a professional, text-based programming language. The findings from this study build on earlier work that found a difference in performance on content assessments after the introductory portion of the study (Weintrop & Wilensky, 2017a). This paper shows the difference in conceptual learning that emerged after five weeks between the block-based and text-based conditions fades after 10 weeks in Java. No differences in programming practices were found between the two conditions while working in Java. Likewise, differences in attitudinal measures that emerged after working in the introductory environments also faded after 10 weeks in Java, resulting in no difference between the conditions

关键词： Evaluation of CAL systems Interactive learning environments programming and programming languages Secondary education Teaching/leaming strategies

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International Journal of Child-Computer Interaction 2025年

作者： Chiara Montuori Lucia Ronconi Gabriele Pozzan Costanza Padova Tullio Vardanega Barbara Arfé Department of Developmental Psychology and Socialization University of Padua Department of Mathematics University of Padua Human Inspired Technologies Research Centre University of Padua

Past research has shown that children as young as 4-6 years can learn to code through virtual (digital) or plugged (physical, analogic) coding activities, and that exposure to those activities benefits children’s cognitive skills too. Indeed, two executive functions (EFs), planning and response inhibition, seem to be strongly associated with coding. However, it remains unclear whether children’s cognitive response to virtual coding instruction varies with children’s age. Only a few studies to date, mostly focused on older students (aged 10 to 18 years), have examined age-related differences in response to coding instruction. No such studies as yet have explored whether age differences in learning to code also translate in differential cognitive benefits of coding with children’s age. The present study compared the response to an 8-hours coding intervention of 273 first graders (5-7 years) and 164 fourth graders (8-10 years), examining whether their respective gains in coding abilities, planning (Tower of London test), and response inhibition (Stroop test and NEPSY-II square/circle test) differed following exposure to coding. Multilevel analyses with socio-economic status covariate show significant effects of the intervention on both 1 st and 4 th graders’ coding skills and across all cognitive measures (planning accuracy, response inhibition accuracy and time). For coding accuracy, both first and fourth graders improved, with large effect sizes ( d = -1.53 for first graders, d = -1.84 for fourth graders). The experimental groups showed greater post-test gains in planning accuracy in both grades ( d = -1.44 for first graders, d = -0.91 for fourth graders). First graders decreased inhibition errors significantly after the intervention in both NEPSY-II and Stroop tasks (respectively, t(425) = 8.21, p < .001, d = 0.80; t(425)=11.37, p < .001, d =1.10), as well as the fourth graders (t(427) = 3.79, p < .001, d = 0.38 in NEPSY-II, t(427)= 4.56, p < .001, d = 0.44 in Stroo

关键词： primary education improving classroom teaching teaching/learning strategies programming and programming languages executive functions

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Using fuzzy logic applied to software metrics and test cases to assess programming assignments and give advice

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JOURNAL OF NETWORK AND COMPUTER APPLICATIONS 2012年第2期35卷 695-712页

作者： Jurado, Francisco Redondo, Miguel A. Ortega, Manuel Univ Castilla La Mancha Dept Technol & Informat Syst Sch Comp Sci E-13071 Ciudad Real Spain

programming is an important competence in Computer Science and Engineering studies. Students have to pass the related programming subjects proving that they have acquired the necessary knowledge and skills. Such knowledge and skills will be essential for their academic training and future careers. However, students of programming subjects have to solve deep cognitive challenges. One of our objectives is to help them overcome these challenges. To overcome the first difficulties the students may encounter while developing their assignments, we will present an approach that provides a first assessment of the students' solution. This will allow the system to estimate a mark on a student assignment;so it can provide some kind of adaption and guidance in the learning process. It will allow the students to ask the system what is wrong with the solution they are developing, without teacher intervention. Thus, our aim is to create a system that assists the students in understanding what they are doing and helps the teachers in their labour in the classroom. Although the assessment technique we will show can be extrapolated to other programming areas, this paper focuses on a concrete one, namely programming Algorithms. In this respect, throughout the paper we will show how to process and analyse algorithms written by students as solutions to programming assignments, something that is ongoing in those computer supported systems for learning to program. As a result, a proposal for assessing algorithms applying Fuzzy Logic to software metrics and test cases will be explained. In addition, the Computer Assisted Environment for Learning Algorithms (COALA) environment will be exposed in order to validate our proposals. Furthermore, we will explain the developed empirical study and also analyse and explain the results. These results seem to point out that the proposals are successful enough, but we must continue working on this research line to provide evaluations that are closer to

关键词： Intelligent tutoring systems programming and programming languages Evaluation methodologies

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A practical ontology query expansion algorithm for semantic-aware learning objects retrieval

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COMPUTERS & EDUCATION 2008年第4期50卷 1240-1257页

作者： Lee, Ming-Che Tsai, Kun Hua Wang, Tzone I. Natl Cheng Kung Univ Dept Engn Sci Lab Intelligent Network Applicat Tainan 70101 Taiwan

Following the rapid development of Internet, particularly web page interaction technology, distant e-learning has become increasingly realistic and popular. To solve the problems associated with sharing and reusing teaching materials in different e-learning systems, several standard formats, including SCORM, IMS, LOM, and AICC, etc., recently have been proposed by several different international organizations. SCORM LOM, namely learning object metadata, facilitates the indexing and searching of learning objects in a learning object repository through extended sharing and searching features. However, LOM suffers a weakness in terms of semantic-awareness capability. Most information retrieval systems assume that users have cognitive ability regarding their needs. However, in e-learning systems, users may have no idea of what they are looking for and the learning object metadata. This study presents an ontological approach for semantic-aware learning object retrieval. This approach has two significant novel features: a fully automatic ontology-based query expansion algorithm for inferring and aggregating user intention based on their original short query, and another "ambiguity removal" procedure for correcting inappropriate user query terms. This approach is sufficiently generic to be embedded to other LOM-based search mechanisms for semantic-aware learning object retrieval. Focused on digital learning material and contrasted to other traditional keyword-based search technologies, the proposed approach has experimentally demonstrated significantly improved retrieval precision and recall rate. (C) 2006 Elsevier Ltd. All rights reserved.

关键词： architectures for educational technology system programming and programming languages simulations

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Beyond plagiarism: An active learning method to analyze causes behind code-similarity

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COMPUTERS & EDUCATION 2014年 70卷 161-172页

作者： Yang, Feng-Pu Jiau, Hewijin Christine Ssu, Kuo-Feng Natl Cheng Kung Univ Tainan 702 Taiwan Univ Delaware Newark DE 19716 USA

Code-similarity is the actual indicator of plagiarism in the context of programming assignments. However, the experiences of practical software development have empirically confirmed the existences of other causes for code-similarity. Existing practices usually overemphasis the casual relationship between code-similarity and plagiarism, but ignore the importance to make students understand other causes that also contribute to code-similarity. This paper presents an active learning method to involve students and instructors collaboratively in finding causes of code-similarity occurred in programming assignments. The result shows that most causes occurred in programming assignments are positive. Students can learn the different causes of code-similarity with pros and cons during conducting the active learning method. (C) 2013 Elsevier Ltd. All rights reserved.

关键词： Cooperative/collaborative learning programming and programming languages Teaching/learning strategies

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programming assistance tools to support the learning of IT programming in South African secondary schools

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COMPUTERS & EDUCATION 2015年 82卷 162-178页

作者： Koorsse, Melisa Cilliers, Charmain Calitz, Andre Nelson Mandela Metropolitan Univ ZA-6031 Port Elizabeth South Africa

Novice programmers struggle to understand introductory programming concepts and this difficulty, associated with learning to program, contributes mainly to the lack of interest in the field of Computer Science at tertiary level. programming assistance tools have been used to assist novice programmers extensively at education institutions. A programming assistance tool (PAT) is a software program that can be used by novice programmers to learn how to program and/or improve their understanding of programming concepts. This research proposes that novice programmers, specifically Information Technology (IT) scholars in South African secondary schools, could be supported by PATs. The main objective of this research was to determine whether the use of a PAT impacted IT scholars' understanding of programming concepts and their motivation towards programming in general. Criteria for the selection of PATs were derived from the programming difficulties identified in literature and from surveys to IT teachers and scholars. The selection criteria were grouped into programming knowledge and programming skills categories. Existing PATs were evaluated using the selection criteria and three PATs, namely, RoboMind, Scratch and B#, were selected for evaluation in this research study. A convenience sample of schools participated in the study. The three PATs provided different approaches while being able to support the Delphi programming language used in schools that participated in the study. The findings of this research indicated that, although scholars perceived the PATs to be useful in the explanation of certain of the programming concepts, there was no conclusive evidence that IT scholars who used a PAT had a significantly better understanding of programming concepts and motivation towards programming than scholars who did not use a PAT. Participant feedback was used to identify the strengths and shortcomings of the three PATs and to provide recommendations for the development of

关键词： programming and programming languages Interactive learning environments Secondary education Evaluation of CAL systems

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Web3D technologies in learning, education and training: Motivations, issues, opportunities

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COMPUTERS & EDUCATION 2007年第1期49卷 3-18页

作者： Chittaro, Luca Ranon, Roberto Univ Udine Dept Math & Comp Sci HCI Lab I-33100 Udine Italy

Web3D open standards allow the delivery of interactive 3D virtual learning environments through the Internet, reaching potentially large numbers of learners worldwide, at any time. This paper introduces the educational use of virtual reality based on Web3D technologies. After briefly presenting the main Web3D technologies, we summarize the pedagogical basis that motivate their exploitation in the context of education and highlight their interesting features. We outline the main positive and negative results obtained so far, and point out some of the current research directions. (c) 2005 Elsevier Ltd. All rights reserved.

关键词： human-computer interface interactive learning environments multimedia/hypermedia systems programming and programming languages virtual reality

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