Between a block and a typeface: Designing and evaluating hybrid programming environments

David Weintrop, Uri Wilensky

Research output: Chapter in Book/Report/Conference proceedingConference contribution

13 Scopus citations

Abstract

The last ten years have seen a proliferation of introductory programming environments designed for learners across the K-12 spectrum. These environments include visual blockbased tools, text-based languages designed for novices, and, increasingly, hybrid environments that blend features of block-based and text-based programming. This paper presents results from a quasi-experimental study investigating the affordances of a hybrid block/text programming environment relative to comparable blockbased and textual versions in an introductory high school computer science class. The analysis reveals the hybrid environment demonstrates characteristics of both ancestors while outperforming the block-based and text-based versions in certain dimensions. This paper contributes to our understanding of the design of introductory programming environments and the design challenge of creating and evaluating novel representations for learning.

Original languageEnglish (US)
Title of host publicationIDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children
PublisherAssociation for Computing Machinery, Inc
Pages183-192
Number of pages10
ISBN (Electronic)9781450349215
DOIs
StatePublished - Jun 27 2017
Event16th International ACM Conference on Interaction Design and Children, IDC 2017 - Stanford, United States
Duration: Jun 27 2017Jun 30 2017

Other

Other16th International ACM Conference on Interaction Design and Children, IDC 2017
CountryUnited States
CityStanford
Period6/27/176/30/17

Keywords

  • Block-based programming
  • Design
  • K-12 education
  • Programming environments

ASJC Scopus subject areas

  • Software
  • Education
  • Human-Computer Interaction
  • Developmental and Educational Psychology

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