Initialization in Scratch

Franklin, Diana; Hill, Charlotte; Dwyer, Hilary A.; Hansen, Alexandria K.; Iveland, Ashley; Harlow, Danielle B.

doi:10.1145/2839509.2844569

Cited by 63 publications

(8 citation statements)

References 17 publications

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“…The last two publications, and Weintrop et al [2018], discuss LaPlaya and Kids Engaged in Learning Programming and Computer Science (Kelpcs) curriculum that includes edp. The former publication explores mismatches between LaPlaya and its users' abilities, continuing with the initialization theme of Franklin et al [2016] above. The latter one presents such usage patterns of visual block-based languages that can be harmful from the viewpoint of later computer science education.…”

Section: Publication Streamsmentioning

confidence: 99%

“…Third, Fields et al [2016] research children's learning trajectories by combining their social learning context with programming project snapshots. They especially examine edp and parallelism as well as initialization, the latter adding to the work presented in Franklin et al [2016] and above. The last publication [Fields et al 2017] is a journal article based on the first publication of this stream-a conference paper of the same authors from 2014.…”

Section: Publication Streamsmentioning

confidence: 99%

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Event-driven Programming in Programming Education

Lukkarinen

Malmi

Haaranen

2021

ACM Trans. Comput. Educ.

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During the past two decades, event-driven programming (EDP) has emerged as a central and almost ubiquitous concept in modern software development: Graphical user interfaces are self-evident in most mobile and web-based applications, as well as in many embedded systems, and they are most often based on reacting to events. To facilitate both teaching practice and research in programming education, this mapping review seeks to give an overview of the related knowledge that is already available in conference papers and journal articles. Starting from early works of the 1990s, we identified 105 papers that address teaching practices, present learning resources, software tools or libraries to support learning, and empirical studies related to EDP. We summarize the publications, their main content, and findings. While most studies focus on bachelor’s level education in universities, there has been substantial work in K-12 level, as well. Few courses address EDP as their main content—rather it is most often integrated with CS1, CS2, or computer graphics courses. The most common programming languages and environments addressed are Java, App Inventor, and Scratch. Moreover, very little of deliberate experimental scientific research has been carried out to explicitly address teaching and learning EDP. Consequently, while so-called experience reports, tool papers, and anecdotal evidence have been published, this theme offers a wide arena for empirical research in the future. At the end of the article, we suggest a number of directions for future research.

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Section: Publication Streamsmentioning

confidence: 99%

Section: Publication Streamsmentioning

confidence: 99%

Event-driven Programming in Programming Education

Lukkarinen

Malmi

Haaranen

2021

ACM Trans. Comput. Educ.

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“…Scratch uses blocks, which the pupils drag and drop to form their scripts. An avid research interest exists on how to fine tune the learning process with Scratch in order to achieve the best pedagogical results in primary schools [8], [12], [17], but also in elementary ones [14]. Towards, this end the research presented in this paper aims at filling a tutoring gap that often appears when following a classic introductory syllabus to Scratch programming, namely the teaching of concurrency concepts.…”

Section: Related Workmentioning

confidence: 99%

Teaching Concurrent Programming Concepts Using Scratch in Primary School: Methodology and Evaluation

Fatourou¹,

Zygouris²,

Loukopoulos³

et al. 2018

Int. J. Eng. Ped.

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Abstract-Computer programming can help children develop problem solving and analytical skills. Thus, many countries have included computer science in the curriculum of primary school. Given differences in culture, available infrastructures, as well as the age pupils are introduced to computer science, forming a computer science curriculum still remains a challenge. Towards this end, this study focuses on exploring the potential merits of introducing concurrent programming concepts early in the learning process. The basic premise is that although concurrent programming at its full details is a rather advanced topic even at university level, it is everyday practice to perform two or more tasks simultaneously that might need (or not) some sort of synchronization. Therefore, the tutor can capitalize on everyday experience to explain basic concepts on concurrency. Such correlation between life experience and concurrent programming challenges may expand the cognitive functions of the pupils and provide them with further background to improve analytical thinking. The proposed curriculum for fifth and sixth grade primary school was adopted in seven classes in Greece. Results indicate that uninitiated to programming pupils at the age of ten (fifth grade) were able to comprehend basic concurrency topics, while pupils at the age of eleven (sixth grade) with some programming familiarity were able to understand more advanced concepts.

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“…The research claims and results are not directly transferable to professional, text-based programming languages or even to other not block-based, visual programming paradigms [10]. Second, the use of programming concepts that are relevant to create smart IoT applications (such as state initialisation [11], parallelism [12], anonymous functions [13] and higher-order functions [14]) were adapted to visual and block-based languages. However, there are no evidences of learning improvements thanks to the use of such end-user development (EUD) approaches.…”

Section: Introductionmentioning

confidence: 99%

Block-Based Development of Mobile Learning Experiences for the Internet of Things

Ruiz-Rube

Mota

Person

et al. 2019

Sensors

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The Internet of Things enables experts of given domains to create smart user experiences for interacting with the environment. However, development of such experiences requires strong programming skills, which are challenging to develop for non-technical users. This paper presents several extensions to the block-based programming language used in App Inventor to make the creation of mobile apps for smart learning experiences less challenging. Such apps are used to process and graphically represent data streams from sensors by applying map-reduce operations. A workshop with students without previous experience with Internet of Things (IoT) and mobile app programming was conducted to evaluate the propositions. As a result, students were able to create small IoT apps that ingest, process and visually represent data in a simpler form as using App Inventor's standard features. Besides, an experimental study was carried out in a mobile app development course with academics of diverse disciplines. Results showed it was faster and easier for novice programmers to develop the proposed app using new stream processing blocks.

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Initialization in Scratch

Cited by 63 publications

References 17 publications

Event-driven Programming in Programming Education

Event-driven Programming in Programming Education

Teaching Concurrent Programming Concepts Using Scratch in Primary School: Methodology and Evaluation

Block-Based Development of Mobile Learning Experiences for the Internet of Things

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