Comparing TUIs and GUIs for Primary School Programming

Almjally, Abrar; Howland, Kate; Good, Judith

doi:10.1145/3328778.3366851

Cited by 8 publications

(19 citation statements)

References 20 publications

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“…Existing studies examining the benefits of TUIs for learning programming have reported mixed results, with no clear consensus [38,39,41]. Our recent work [2], which this paper builds on, investigated the relationship between interface type (TUI or GUI) and learning gains, attitude toward computing, and enjoyment of computer-programming activities with primary school students in Saudi Arabia [47]. We found that learning gains were significantly higher for students using a GUI programming environment than those using a TUI.…”

Section: Embodied Cognitionmentioning

confidence: 85%

Investigating children's spontaneous gestures when programming using TUIs and GUIs

Almjally

Howland

Good

2020

Proceedings of the Interaction Design and Children Conference

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Spontaneous gestures produced during mathematics learning have been widely studied, however, research on the role of gesture in computing education is limited. This paper presents an investigation into children's use of spontaneous gestures when learning programming using either a tangible user interface (TUI) or a graphical user interface (GUI). The study explored the relationship between spontaneous gestures, interface type and learning outcomes in a programming lesson for primary school students aged 6-7. In the study, 34 participants engaged in a learning activity lasting approximately 37 minutes, using a TUI or a GUI. The study used a between-subjects design, and mixed methods. Pre-test and post-test data were collected, and sessions were video recorded and subsequently coded and analysed. A video analysis scheme, adapted from mathematics education research, was used to code the spontaneous gestures produced during the learning session. We found a statistically significant difference between the mean learning gains of high-frequency gesturers and low-frequency gesturers, with the top quartile showing significantly greater learning gains. There was no significant difference in the frequency of gestures between interface types. A qualitative analysis of representational gestures showed that some children use spontaneous hand gestures to demonstrate abstract computational concepts, providing evidence for the embodiment of children's offline thinking in the computing domain.

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Section: Embodied Cognitionmentioning

confidence: 85%

Investigating children's spontaneous gestures when programming using TUIs and GUIs

Almjally

Howland

Good

2020

Proceedings of the Interaction Design and Children Conference

Self Cite

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“…In this way, the palette is in the middle. Finally, XLBlocks [69] displays the toolbox at the top of the window and Tica [4] does it in the bottom part.…”

Section: Block-commentsmentioning

confidence: 99%

“…[93] -Teach computational thinking. [162] 4 Scratch Teach computational thinking using experiments of fractal geometry.…”

Section: Name Metatool Topicmentioning

confidence: 99%

“…ScratchMaths 4 [19] Scratch Understand mathematical concepts through programming activities. [83] 4 App inventor Teach mathematical concepts in primary school. Tactode [7] -Teach math and technology concepts to children.…”

Section: MMM [129]mentioning

confidence: 99%

“…Blocks4All [101] -Accessibility support for block-based environments. [111] 4 Blocks4All Accessibility support for block-based environments. Macblockly 4 [29] Blockly Block-based support for audiences with disabilities.…”

Section: Name Metatool Topicmentioning

confidence: 99%

See 2 more Smart Citations

DRAFT-What you always wanted to know but could not find about block-based environments

Merino,

Vinju,

Brand

2021

Preprint

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Block-based environments are visual programming environments, which are becoming more and more popular because of their ease of use. The ease of use comes thanks to their intuitive graphical representation and structural metaphors (jigsaw-like puzzles) to display valid combinations of language constructs to the users. Part of the current popularity of block-based environments is thanks to Scratch.As a result they are often associated with tools for children or young learners. However, it is unclear how these types of programming environments are developed and used in general. So we conducted a systematic literature review on block-based environments by studying 152 papers published between 2014 and 2020, and a non-systematic tool review of 32 block-based environments. In particular, we provide a helpful inventory of block-based editors for end-users on different topics and domains. Likewise, we focused on identifying the main components of block-based environments, how they are engineered, and how they are used. This survey should be equally helpful for language engineering researchers and language engineers alike. CCS Concepts: • General and reference → Surveys and overviews; • Software and its engineering → Graphical user interface languages; Visual languages; Integrated and visual development environments.

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Tangible Programming Education Program to Improve Collaborative Problem-Solving (CPS) Competency of Elementary School Students

Lee,

Chun,

et al. 2024

Lecture Notes in Educational Technology

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Comparing TUIs and GUIs for Primary School Programming

Cited by 8 publications

References 20 publications

Investigating children's spontaneous gestures when programming using TUIs and GUIs

Investigating children's spontaneous gestures when programming using TUIs and GUIs

DRAFT-What you always wanted to know but could not find about block-based environments

Tangible Programming Education Program to Improve Collaborative Problem-Solving (CPS) Competency of Elementary School Students

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