Drag and Drop Programming Experiences and Equity

Bush, Jeffrey; Gilmore, Monica R.; Miller, Susan

doi:10.1145/3328778.3366875

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…One study purpose was to explore the adult-use of CT learning system functionality primarily designed for children. Recent research has: 1) found significant correlation of motivation and previous programming experience with self-efficacy and inclination toward a CS career in elementary students (Aivaloglou & Hermans, 2019); 2) indicated drag-and-drop programming can increase three CS motivational factors in middle school (Bush et al, 2020); 3) suggested computing experiences prior to university can affect the world-image of computing habits, perceptions, and attitudes which enable or inhibit pathways into CS (Schulte & Knobelsdorf, 2007); 4) identified a parental role framework to enable adults to choose productive strategies to promote and foster children's CT (Ohland et al, 2019); and 5) illuminated benefits of community commitment and a CS/CT focused ecosystem inclusive of the home and community (Cao et al, 2020;DeLyser, 2018). Since demographic factors can drive communal values, and perceptions of how computing fulfills those values can affect sense of belonging and student retention (Lewis et al, 2019), we measure adult motivation and cognitive load while probing for attitudinal change that might influence the CT inclination for participants' children.…”

Section: Study Purposementioning

confidence: 99%

Integrating Parsons puzzles within Scratch enables efficient computational thinking learning

Bender¹,

Zhao²,

Dziena³

et al. 2022

RPTEL

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A literature review revealed that students learning computational thinking (CT) via Scratch often require substantial teacher support. We surveyed grade 6-9 teachers to learn their perceptions of student engagement with CT and how well their needs are met by existing CT learning systems. The results led us to extend the trend of balancing Scratch’s agency with structure to better serve learners and reduce burden on teachers aiming to learn and teach CT. In this paper, we review architecture and implementation strategies developed to integrate Parsons Programming Puzzles (PPPs) with Scratch, and then analyze their effects on adults, who crucially influence the education of their children. The results from our pilot study suggest PPPs catalyze CT motivation, reduce extraneous cognitive load, and increase learning efficiency without jeopardizing performance on transfer tasks.

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Section: Study Purposementioning

confidence: 99%

Integrating Parsons puzzles within Scratch enables efficient computational thinking learning

Bender¹,

Zhao²,

Dziena³

et al. 2022

RPTEL

View full text Add to dashboard Cite

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“…“Constructivist” practices like programming may build skill and confidence if connected to social contexts. Children enhance games through “mods,” a form of programming that allows for various customizations, different progressions through games, and other options that are associated with computer efficacy (Bush, Gilmore, and Miller 2020; Consalvo 2009; Gee and Hayes 2010). Use of mods, cheats and other forms of programming rely on research into new games and strategies (Kahila et al 2021; Lenhart et al 2008; Williamson and Facer 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

Connecting Spaces: Gender, Video Games and Computing in the Early Teens

Ashlock

Stojnic

Tüfekçi

2022

Sociological Perspectives

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Informed by evidence that computing attitudes may be uniquely constructed in informal contexts and that the early teens are a key period for academic decision-making, we investigate lines of practice that connect computing skills, attitudes, and videogames. We compare the relationship between computer skill, computer efficacy, and activities associated with gaming using a data set of 3,868 children in middle school. The time that children spend gaming has very modest association with skill and efficacy. Accounting for the frequency with which children modify games, engage in social gaming activities, and the salience of gamer identity explains the gender gap in computer skill and significantly narrows the gender gap in computer efficacy. We find support for the argument that computer skill and efficacy are dependent on children connecting often isolated social contexts, a socially embedded characteristic of the digital divide.

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