Evaluating the efficiency of two programming environments in shaping novices' attitudes, perceptions, beliefs and knowledge in programming: a comparison between Scratch and App Inventor

Abstract

The purpose of this study is to examine behavioural and learning differences between novice programmers in relation to the use of two different programming environments for novices, Scratch and App Inventor for Android (AIA). Initially, we assumed that due to the known characteristics of the two environments, students would improve their knowledge and behavioural approach towards programming. Given the characteristics of the AIA, we also assumed that students who were in the experimental group (teaching with AIA), would show more positive attitudes to programming, while they would significantly improve their knowledge score, in comparison with the control group (teaching with Scratch). The results of this study confirmed these hypotheses. All students improved their behavioural approach and their knowledge in programming, at the end of the intervention. In addition, students who were taught the AIA environment found to result in better learning outcomes and held more positive attitudes, perceptions and motivation to engage in programming than those who were taught using Scratch.

Enseñanza de programación mediante MIT App Inventor: una revisión de literatura

“…Project-Based Learning (PBL) [22], [6], [23], [24], [19]a, [20]a, [25], [26], [27], [28], [29], [30], [31], [32], [33], [34], [35], [36], [37], [38], [39], [40], [41], [42], [43], [44], [45], [46] 83% Mission-Based Learning (MBL) [47] 3%…”

“…*Según las opiniones de los estudiantes y los profesores, el contenido de los escenarios educativos se presentan con claridad y ayudan a aprender el contenido sin estar relacionado con ningún conocimiento previo de lenguajes de programación. [33] Investigar si las respuestas de los estudiantes a la escala CAS son diferenciados por la intervención MIT AI vs Scratch.…”

“…MIT AI es mucho más fácil, más rápido y capaz de ayudar el aprendizaje del alumno poco calificado en comparación con AS. [33] MIT AI -Scratch…”

“…[49] MIT AI es eficaz como herramienta de codificación para promover objetivos cognitivos, de colaboración, de trabajo en equipo y de autogestión de base amplia. [33] IV. REFLEXIONES FINALES Los retos que existen en el proceso de enseñanzaaprendizaje de programación a estudiantes novatos, tales como el desarrollo del pensamiento computacional, del pensamiento crítico y la resolución de problemas, el aprendizaje del lenguaje a emplear, formular secuencias de instrucciones y algoritmos, entre otros, siguen presentes independientemente del nivel educativo al que se enseñe.…”