Block-based Visual Programming Research Articles

Impact of robotics within Scratch block-based visual programming on computational thinking in primary school students

Impact of robotics within Scratch block-based visual programming on computational thinking in primary school students

Prototyping and Integration of Educational Low-Cost Mobile Robot Platform

This paper describes the process of designing and prototyping a low-cost robotic platform based on existing equipment and projects that enable extracurricular STEM activities in Croatia and beyond. A robotic platform with a differential drive configuration was chosen for education from an early age due to its simplicity and a wide range of cheap and compatible components from which it can be made. From the aspect of integration into extracurricular or curricular activities, the BBC micro:bit ecosystem was considered, enabling block-based visual programming. Components with printable parts make up the assembly of the educational robot. The main steps in designing and creating a robot prototype are presented, which consist of the modelling, 3D printing of robot parts, and assembly into a functional system. After several stages of testing, an interactive workshop was held with 7th-grade primary school pupils. Further work is planned to create educational material for extracurricular STEM workshops.

Visual Programming - SCRATCH Technology

At the school level of general education, it is now very important for students to master the abilities of creative computer use, technological product building and practical application and integration into various academic areas. The national curriculum states that computer technology, information and communication technology, as well as digital literacy are widely seen as being completed at the elementary level of education (grades II–VI). The "Scratch Jumping Game Development" educational research project model, which is addressed in this article, relates to the field of computer technology and involves the development of algorithmic thinking, as well as the construction of a block-based visual programming code corresponding to the algorithm. The article provides a detailed explanation of the project model, its goals, objectives, implementation plans and evaluation criteria. Students' responsibilities during the course and at the end of the project are also outlined. In addition, the stages of project implementation and related activities are described as follows: 1) Getting to know the Scratch environment, 2) Getting acquainted with Scratch, 3) Building a "Jumping Game" model, 4) Scratch Jumping Game projects/piloting. games. The example resources provided in the article include links to the Scratch.mit.edu online portal, which allow readers to virtually view presentations created by teachers and students and participate in interactive activities.The article is supplemented with conclusions drawn as a result of observation and research, as well as the results of student surveys conducted within the framework of the project, which testify to the effectiveness of the project and the merits of teaching visual programming.

PRE-SERVICE PRIMARY TEACHERS’ TPACK IMPROVEMENT THROUGH LISTENING ACTIVITIES: DESIGN, OBSERVE AND EVALUATE

Pre-service teachers are mostly trained with traditional methods in their institutions and as a result, they do not become competent in technology integration in education. To successfully integrate technology in education, it is necessary for teachers to have knowledge of the content and the pedagogical techniques to teach this content with technology (TPACK). The purpose of this study was to contribute to pre-service primary school teachers’ TPACK. For this purpose, the content was selected as listening, the most ignored skill taught in language education. In a qualitative framework, a case study approach was utilized. Eight pre-service primary teachers were selected with convenience sampling from a public university in Turkey. For eight weeks, the pre-service teachers learned block-based visual programming and designed visual and audio listening texts in pairs. Their projects were undertaken with fourth grade students, and they observed the students’ interactions with these projects. Upon the completion of this process, a semi-structured interview form, prepared by the researchers, was used to gather the pre-service teachers’ views. Results showed that they increased their technological pedagogical content knowledge in the TPACK framework. They also developed a better sense of entertaining, active, and individual learning environments.

Understanding loops: What are the misconceptions of lower-secondary pupils?

The article describes a study carried out on pupils aged 12-13 with no prior programming experience. The study examined how they learn to use loops with a fixed number of repetitions. Pupils were given a set of programming tasks to solve, without any preparatory or accompanying instruction or explanation, in a block-based visual programming environment. Pupils’ programs were analyzed to identify possible misconceptions and factors influencing them. Four misconceptions involving comprehension of the loop concept and repeat command were detected. Some of these misconceptions were found to have an impact on a pupil’s need to ask the computer to check the correctness of his/her program. Some of the changes made to tasks had an impact on the frequency of these misconceptions and could be the factors influencing them. Teachers and course book writers will be able to use the results of our research to create an appropriate curriculum. This will enable pupils to acquire and subsequently deal with misconceptions that could prevent the correct understanding of created concepts.

Paving the Way for Novices: How to Teach AI for K-12 Education in China

In response to the trend that artificial intelligence (AI) is becoming the main driver for social and economic development, enhancing the readiness of learners in AI is significant and important. The state council and the ministry of education of China put AI education for K-12 schools on a high priority in order to foster local AI talents and reduce educational disparities. However, the AI knowledge and technical skills are still limited for not only students but also the school teachers. Furthermore, many local schools in China, especially in the rural areas, are lack of the necessary software and hardware for teaching AI. Hence, we designed and implemented a structured series of AI courses, built on an online block-based visual programming platform. The AI courses are free and easily accessible for all. We have conducted the experimental classes in a local school and collected the results. The results show that the learners in general gained significant learning progress on AI knowledge comprehension, aroused strong interests in AI, and increased the degree of satisfaction towards the course. Especially, our practices significantly increased computational thinking of the students who were initially staying at a lower level.

Sucre4Stem: Collaborative Projects Based on IoT Devices for Students in Secondary and Pre-University Education

This paper describes a new technological evolution of the <i>Sucre</i> project, which aims to foster a vocation for science and develop computational thinking and programming skills in pre-university students. This improved version is called <i>Sucre4Stem</i> and has been designed from the Internet of Things perspective. At a technological level, we differentiate two main tools, <i>SucreCore</i> and<i>SucreCode</i>. <i>SucreCore</i> provides a new, more compact design, encapsulates an advanced microcontroller and supports wireless connectivity with the ability to create online variables and functions. <i>SucreCode</i>, the block-based visual programming tool, has a revamped interface and allows wireless communication with <i>SucreCore</i>. At the pedagogical level, Sucre4Stem makes it easier to implement new group dynamics and to create novel types of collaborative projects between groups of students. In this article, we also explore how these collaborative projects can be carried out by taking advantage of the different types of communications between <i>SucreCore</i> and the server-side platform using shared online variables and functions.

ScratchThAI: A conversation-based learning support framework for computational thinking development

Computational Thinking (CT) has been formally incorporated into the National Curriculum of Thailand since 2017, where Scratch, a block-based visual programming language, has been widely adopted as CT learning environment for primary-level students. However, conducting hands-on coding activities in a classroom has caused substantial challenges including mixed-ability students in the same class, high student-teacher ratio and learning-hour limitation. This research proposes and develops ScratchThAI as a conversation-based learning support framework for computational thinking development to support both students and teachers. More specifically, it provides learning experiences tailored to individual needs. Students can learn CT concepts and practice online coding anywhere, anytime. Moreover, through its ScratChatbot, students can ask for CT concept explanations, coding syntax or practice exercises. Additional exercises may be assigned to students based on the diagnosed individual learning difficulties in a particular topic to provide possible and timely intervention. Teachers can track learning progress and performance of the whole class as well as of individuals through the dashboard and can take suitable intervention within limited school hours. Deploying ScratchThAI to several Thai schools has enabled this research to investigate its effectiveness in a school setting. The obtained results indicated positive teacher satisfaction, better learning performance and higher student engagement. Thus, ScratchThAI contributes as a possible and practical solution to CT skill development and CT education improvement under the aforementioned challenges in Thailand.

Visual Block-based Programming for ICT Training of Prospective Teachers in Morocco

Visual Block-based Programming for ICT Training of Prospective Teachers in Morocco

Block-Based Visual Programming as a Tool for Learning the Concepts of Programming for Novices

Programming is a course that prosecutes skills in critical thinking and problem-solving. However, learning programming for novices like junior high school students is no easy task. Moreover, the strategy uses text-based programming, which requires writing source code correctly to avoid the potential of syntax errors. This study aims to investigate a tool of block-based visual programming (BBVP) for learning the programming concepts. The method used in this study consists of five phases: analysis, design, development, experiment, and evaluation. Participants were 60 students of middle school age 14-15 years old divided into two groups, experimental and control groups. Data was collected through questionnaires, pretest-posttest, and analysis of codes in the project created by students. To compare the results of both two different groups, we employed independent samples t-test. The result shows that the significance score is less than 0.05 (p-value &lt; 0.05), which means that learning programming concepts using BBVP significantly impacts novices. The concepts of programming that can be learned include variables, sequence, iteration or looping, and conditional statements.

Exploring the effect of remixing stories and games on the development of students' computational thinking

Computational thinking (CT) is broadly recognised as a set of problem-solving methods that involve expressing problems and their solutions in ways that enable their computer-mediated representation across a variety of fields. Nowadays, it is argued that CT needs to be expanded towards new pathways that establish a less individualistic and more social CT. One of these pathways consists of modifying and sharing versions of projects that other members of the community have created, but few researchers have investigated how it might be applied to primary school pupils. In this study we aimed to address the effect of a CT course on (a) primary school students’ reusing and remixing proficiency level and (b) the CT concepts they modify while they engage in reusing and remixing Scratch projects. Forty pairs of participants worked with Scratch, a block-based visual programming language, remixing projects related to stories and games. Data collection involved semi-structured interviews, a rubric, and an online analytical tool, Dr. Scratch. The results of the analysis suggest that our instructional intervention, and especially game remixing activities, can improve students’ reusing and remixing proficiency; however, students modify different CT concepts when they remix stories and games.

Türkiye’de Bilgi İşlemsel Düşünme Becerisi ile İlgili Yapılmış Lisansüstü Tezlerin Tematik ve Yöntemsel Eğilimleri

The purpose of this research is to analyse the thematic and methodological trends of computational thinking skills-related graduate theses in Turkey. Within the scope of this purpose, a total of 38 works, including 30 Master's and 8 doctoral studies, published in the National Thesis Centre database of YÖK (Council of Higher Education), were analysed using a document analysis model, one of the qualitative research methods. A descriptive content analysis technique was used to examine graduate theses. According to the results of the research, it has been concluded that the effects of programming teaching, robotics, and block-based visual programming on computational thinking skills are examined in graduate theses. It has been determined that a very limited number of design and development studies have been carried out to develop computational thinking skills. It has been observed that the majority of graduate theses were made in the field of Computer Education and Instructional Technology and most theses were published in 2019. It has been concluded that graduate theses are mostly designed by using the quantitative research method and quasi-experimental design, and secondary school sample profile is mostly preferred in the studies. However, it has been seen that the data collected by using a scale, interview, and observation data collection tools are analysed in accordance with predictive analysis techniques. As a result of the research, it has been recommended that design studies should be carried out in which qualitative or mixed research methods are used and especially pre-school sample profiles are preferred.

Development of the ICT Teachers’ Perceptions of the Contribution of Scratch Program to Programming Instruction Scale

Scratch which is one of the block-based software for facilitating programming teaching is commonly used for beginners of learning programming. However, there is a lack of studies about the perceptions of information and communication technologies (ICT) teachers regarding the contributions of this visual programming language. Therefore, this study deals with developing a scale for measuring ICT teachers’ perceptions based on unified theory of acceptance and use of technology (UTAUT) about Scratch’s contributions in teaching programming. The sample of the study includes 265 ICT teachers from Turkish Ministry of National Education (MoNE) secondary schools who used Scratch software in their courses. According to exploratory and confirmatory factor analyses results, final version for perceptions scale of ICT teachers regarding the contributions of block-based visual programming language (Scratch) includes 28 items. The Cronbach Alpha coefficient is 0.97. This scale can help the practitioners who aims at understanding the contributions of Scratch and the other block-based visual programming languages from ICT teachers’ perspective; the researchers who wish to investigate this contribution according to various variables and the decision-makers of using Scratch in programming instruction programs.

Exploring the Effectiveness and Moderators of Block-Based Visual Programming on Student Learning: A Meta-Analysis

Block-based visual programming tools, such as Scratch, Alice, and MIT App Inventor, provide an intuitive and easy-to-use editing interface through which to promote programming learning for novice students of various ages. However, very little attention has been paid to investigating these tools’ overall effects on students’ academic achievement and the study features that may moderate the effects of block-based visual programming from a comprehensive perspective. Thus, the present study carried out a meta-analysis to systemically examine 29 empirical studies (extracting 34 effect sizes) using experimental or quasi-experiments involving the programming learning effects of employing block-based visual programming tools to date (until the end of 2019). The results showed a small to medium significant positive overall mean effect size (fixed-effect model g = 0.37; random-effects model g = 0.47) of the use of these block-based visual programming tools with respect to students’ academic achievement. Furthermore, the overall mean effect size was significantly affected by the educational stage, programming tool used, experimental treatment, and school location. Discussions and implications based on the findings are provided.

Effects of different teaching approaches on programming skills

Purpose of this study is determined effects of different teaching approaches on programming skills. Therefore, the effect of three different types of activities prepared with Scratch on 423 sixth grade students’ attitudes towards computer technologies, algorithmic thinking skills and reflective thinking skills on problem solving were investigated. Three IT teachers at the three schools, were asked to prepare and teach one of the three activities in their computer classes so that a different type of activity was provided at each school. The practical phase was carried out twice a week for seven weeks. A mixed method design was used with quantitative and qualitative components. Results showed that although the same programming tool and similar code blocks were used in the three applications, selected activities resulted in different effects on students. It was found that animation activities of the three types of activities had a positive effect on students’ attitudes towards computer technologies. The mathematical and game preparation activities had positive effects on algorithmic thinking and reflective thinking skills for problem solving. The present study reveals the importance of “activity type,” which is often neglected as a variable in studies investigating the different effects of block-based visual programming tools.

Approaches to Assess Computational Thinking Competences Based on Code Analysis in K-12 Education: A Systematic Mapping Study

As computing has become an integral part of our world, demand for teaching computational thinking in K-12 has increased. One of its basic competences is programming, often taught by learning activities without a predefined solution using block-based visual programming languages. Automatic assessment tools can support teachers with their assessment and grading as well as guide students throughout their learning process. Although being already widely used in higher education, it remains unclear if such approaches exist for K-12 computing education. Thus, in order to obtain an overview, we performed a systematic mapping study. We identified 14 approaches, focusing on the analysis of the code created by the students inferring computational thinking competencies related to algorithms and programming. However, an evident lack of consensus on the assessment criteria and instructional feedback indicates the need for further research to support a wide application of computing education in K-12 schools.

Building Pocket Code build-variants

Pocket Code is an integrated development environment (IDE) targeted at smartphones. With this IDE users can create mobile apps for the block-based visual programming language Catrobat. Pocket Code is released in various flavors with custom features for partners and projects (e.g., Pocket Code, Create@School, Phiro, and Standalone). All flavors extend a single common project codebase according to flavor specific requirements. The Standalone variants (debug and release) convert a Catrobat project into an Android application to install it independently and execute it without the need for an installed Pocket Code on an Android smartphone. Furthermore, it can be published on app stores for reputational and also monetary benefits. The app resource files and the configuration are generated on the fly upon a user request via the Pocket Code sharing platform. In this paper, the approach of building a Pocket Code variant and transform a Pocket Code project into an Android application are described. Especially the Standalone build variants have the potential to bring many interesting apps to the market.

The Appropriateness of Scratch and App Inventor as Educational Environments for Teaching Introductory Programming in Primary and Secondary Education

Teaching programming is a complex task. The task is even more challenging for introductory modules. There is an ongoing debate in the teaching community over the best approach to teaching introductory programming. Visual block-based programming environments allow school students to create their own programs in ways that are more accessible than in textual programming environments. These environments designed for education allow students to program without the obstacle of syntax errors (errors in typing commands) found in traditional text-based languages. In this paper, the authors focus on the use of App Inventor and Scratch as blocks-based programming environments designed explicitly with novices in mind. In the authors' analysis, both Novice Programming Environments (NPEs) seemed to be attractive platforms for introducing fundamental concepts in computer programming and both look appealing for both majors and non-majors.

A Programming Environment for Visual Block-Based Domain-Specific Languages

Abstract Visual block-based programming is useful for various users such as novice programmers because it provides easy operations and improves the readability of programs. Also, in programming education, it is known to be effective to initially present basic language features and then gradually make more advanced features available. However, the cost of implementing such visual block-based languages remains a challenge. In this paper, we present a programming environment for providing visual block-based domain- specific languages (visual DSLs) that are translatable into various programming languages. In our environment, programs are built by combining visual blocks expressed in a natural language. Blocks represent program elements such as operations and variables. Tips represent snippets, and macro blocks represent procedures. Using Tips and macros make code more abstract, and reduce the number of blocks in code. Visual DSLs can be a front-end for various languages. It can be easily restricted and extended by adding and deleting blocks. We applied our programming environment to Processing, an educational programming language for media art. We show that the environment is useful for novice programmers who learn basic concepts of programming and the features of Processing.