Visual, block-based programming environments present an alternative way of teaching to novices and have proven successful in classrooms informal learning settings. However, few studies been able attribute this success specific features the environment. In study, we isolate most fundamental feature these environments, block interface, compare it directly its textual counterpart. We analysis from a study two groups novice programmers, one assigned each as they completed simple activity. found...

research-article Share on The beauty and joy of computing Authors: Dan Garcia UC Berkeley, California CaliforniaView Profile , Brian Harvey Tiffany Barnes Engineering Building III (EB3), Raleigh, North Carolina CarolinaView Authors Info & Claims ACM InroadsVolume 6Issue 4December 2015 pp 71–79https://doi.org/10.1145/2835184Published:17 November 2015Publication History 68citation941DownloadsMetricsTotal Citations68Total Downloads941Last 12 Months59Last 6 weeks5 Get Citation AlertsNew Alert...

Prior work suggests that novice programmers are greatly impacted by the feedback provided their programming environments. While some research has examined impact of on student learning in programming, there is no (to our knowledge) examines adaptive immediate within environments students' desire to persist computer science (CS). In this paper, we integrate an (AIF) system into a block-based environment. Our AIF novel because it provides personalized positive and corrective students real time...

We are developing games to increase student learning and attitudes in introductory CS courses. Wu's Castle is a game where students program changes loops arrays an interactive, visual way. The provides immediate feedback helps visualize code execution safe environment. compared the traditional programming assignment course. In our study, half of were randomly selected play first write first. Our results show that who outperform those before playing game. Students game-first group felt they...

We have augmented the Deep Thought logic tutor with a Hint Factory that generates data-driven, context-specific hints for an existing computer aided instructional tool. investigate impact of Factory's automatically generated on educational outcomes in switching replications experiment shows help students persist deductive proofs tutor. Three instructors taught two semester-long courses, each teaching one semester using hints, and without controlling different course outcomes. Our results...

Debugging is an over-looked component in K-12 computational thinking education. Few programming environments are designed to teach debugging, and most debugging research were conducted on college-aged students. In this paper, we presented exercises 6th–8th grade students analyzed their problem solving behaviors a game – BOTS. Apart from the perspective of prior literature, identified student relation stages, correlated these with experience performance. We found that our game, required...

Computational Thinking (CT) is being infused into curricula in a variety of core K-12 STEM courses. As these topics are introduced to students without prior programming experience and potentially taught by instructors unfamiliar with CT, appropriate lesson design might help support both teachers. "Use-Modify-Create" (UMC), CT progression, has ease first "Using" given artifact, "Modifying" an existing one, then eventually "Creating" new ones. While studies have presented lessons adopting...

One way to increase access education on computing is integrate computational thinking (CT) into K12 disciplinary courses. However, this challenges teachers both learn CT and decide how best their classes. In position paper, we present PRADA, an acronym for Pattern Recognition, Abstraction, Decomposition, Algorithms, as a practical understandable of introducing the core ideas non-computing teachers. We piloted PRADA model in two, separate, week-long professional development workshops designed...

The "Beauty and Joy of Computing" Computer Science Principles class has inspired many new teachers to learn teach creative computing classes in high schools. However, computer science feel under-prepared grade open-ended programming assignments support their students' successful learning. Rubrics have widely been used help teaching assistants programs are a promising way how BJC programs. In this paper, we adapt general coding criteria from auto-graders lab where students write code draw...

This paper presents Game2Learn, an innovative project designed to leverage games in retaining students computer science (CS). In our two-pronged approach, integrative final-year capstone courses and summer research experiences develop teach science, which, turn, will be used improve introductory computing courses. Our successful model for undergraduate projects engages solving the retention problem, allows them quickly create games, instructs user- learner-centered design methods. Results...

We present EleMental: The Recurrence, a novel game that provides computer science students the opportunity to write code and perform interactive visualizations learn about recursion through depth-first search of binary tree. designed facilitate maximum transfer learning writing real programs, while also providing for visualizations. conducted study with majors measure impact on attitudes toward educational games. Our results demonstrate enthusiasm have games provide insight into how such...

Games are increasingly being used for education and training in a variety of areas. We developing game to teach introductory computer science concepts, called Game2Learn, increase student motivation engagement learning CS1, which critical recruiting students into science. evaluated feedback performance initial prototypes examine the Game2Learn concept provide design guidelines ongoing development. In this paper, we present results study, demonstrate that can have fun programming within game,...

When novice students encounter difficulty when learning to program, some can seek help from instructors or teaching assistants. This one-on-one tutoring is highly effective at fostering learning, but busy and large class sizes make expert a scarce resource. Increasingly, programming environments attempt imitate this human support by providing with hints feedback. In order design effective, computer-based help, it important understand how why avoid programming, process differs the provided...

Research in a variety of domains has shown that viewing worked examples (WEs) can be more efficient way to learn than solving equivalent problems. We designed Peer Code Helper system display WEs, along with scaffolded self-explanation prompts, block-based, novice programming environment called \snap. evaluated our during high school summer camp 22 students. Participants completed three problems access WEs on either the first or second problem. found did not significantly impact students'...