Online coding tutorials are increasingly popular among learners, but we still have little knowledge of their quality. To address this gap, we derived several dimensions of pedagogical effectiveness from the learning sciences and education literature and analyzed a large sample of tutorials against these dimensions. We sampled 30 popular and diverse online coding tutorials, and analyzed what and how they taught learners. We found that tutorials largely taught similar content, organized content bottom-up, and provided goal-directed practices with immediate feedback. However, few were tailored to learners' prior coding knowledge and only a few informed learners how to transfer and apply learned knowledge. Based on these results, we discuss strengths and weaknesses of online coding tutorials, opportunities for improvement, and recommend that educators point their students to educational games and interactive tutorials over other tutorial genres.

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Virtual reality (VR) offers potential as a prototyping tool for human-robot interaction. We explored a way to utilize human-centered design (HCD) methodology to develop a collaborative VR game for understanding teens' perceptions of, and interactions with, social robots. Our paper features three stages of the design process for teen-robot interaction in VR; ideation, prototyping, and the game development. In the ideation stage, we identified three important design principles: collaboration, customization, and robot characterization. In the prototyping stage, we developed a card game, conducted gameplay, and confirmed our design principles. Finally, we developed a low-fidelity VR

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