Abstract
AbstractIn the current implementation of K‐12 education, computational thinking is considered an important part of developing students' key abilities. Many studies have shown that computational thinking can be improved by programming, for example, using Scratch, App Inventor, and Python. However, different programming tools have different forms of programming that affect the development of learners' computational thinking. This study aimed to test the effects of different programming tools with the same teaching content on learners' computational thinking and computer learning attitude in real classroom teaching. Ninety‐nine participants took part in an eight‐week teaching intervention in the Visual Basic (text‐based) and Pencil Code (block‐based) programming environments. T tests showed that students learning in a mixed text‐based and block‐based Pencil Code programming environment not only had significantly improved computational thinking but also became more self‐confident and enjoyed learning programming. Furthermore, our interviews after the eight‐week teaching intervention found that students showed more communication and interaction behaviors learning with Pencil Code.
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