Improving Readability of Scratch Programs with Search-based Refactoring

Adler, F.T.; Gründinger, Eva; Körber, Nina; Labrenz, Simon; Lerchenberger, Jonas; Lukasczyk, Stephan; Schweikl, Sebastian

doi:10.1109/scam52516.2021.00023

Cited by 6 publications

(2 citation statements)

References 37 publications

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“…Semantics could be analysed with dynamic analysis tools such as the Whisker test framework for Scratch [42]. Another interesting suggestion of the teachers in training was to perform automatic refactoring (as for example already explored for Scratch programs [1,45]) as "you still have to repair the bug yourself and find a new solution" (Trmt, P61). Automatic refactoring might save time for teachers, although one needs to be careful regarding learning processes: Elaborated feedback involves and motivates the learner (both at teacher or student level) more than a provided or automatically generated solution [14,31].…”

Section: Functionalitymentioning

confidence: 99%

Exploring Programming Task Creation of Primary School Teachers in Training

Greifenstein

Heuer

2023

Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education v. 1

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Introducing computational thinking in primary school curricula implies that teachers have to prepare appropriate lesson material. Typically this includes creating programming tasks, which may overwhelm primary school teachers with lacking programming subject knowledge. Inadequate resulting example code may negatively affect learning, and students might adopt bad programming habits or misconceptions. To avoid this problem, automated program analysis tools have the potential to help scaffolding task creation processes. For example, static program analysis tools can automatically detect both good and bad code patterns, and provide hints on improving the code. To explore how teachers generally proceed when creating programming tasks, whether tool support can help, and how it is perceived by teachers, we performed a pre-study with 26 and a main study with 59 teachers in training and the LitterBox static analysis tool for Scratch. We find that teachers in training (1) often start with brainstorming thematic ideas rather than setting learning objectives, (2) write code before the task text, (3) give more hints in their task texts and create fewer bugs when supported by LitterBox, and (4) mention both positive aspects of the tool and suggestions for improvement. These findings provide an improved understanding of how to inform teacher training with respect to support needed by teachers when creating programming tasks. CCS CONCEPTS• Social and professional topics → Software engineering education; K-12 education; • Software and its engineering → Visual languages.

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Section: Functionalitymentioning

confidence: 99%

Exploring Programming Task Creation of Primary School Teachers in Training

Greifenstein

Heuer

2023

Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education v. 1

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“…For instance, Queirós R. and Leal J. P. have authored six of their seven publications in the area together (one of each is separate). Nevertheless, works with more than four authors are common in publications introducing techniques from static source code analysis [12,48,49].…”

Section: Authorsmentioning

confidence: 99%

Bibliometric Analysis of Automated Assessment in Programming Education: A Deeper Insight into Feedback

2023

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Learning to program requires diligent practice and creates room for discovery, trial and error, debugging, and concept mapping. Learners must walk this long road themselves, supported by appropriate and timely feedback. Providing such feedback in programming exercises is not a humanly feasible task. Therefore, the early and steadily growing interest of computer science educators in the automated assessment of programming exercises is not surprising. The automated assessment of programming assignments has been an active area of research for over a century, and interest in it continues to grow as it adapts to new developments in computer science and the resulting changes in educational requirements. It is therefore of paramount importance to understand the work that has been performed, who has performed it, its evolution over time, the relationships between publications, its hot topics, and open problems, among others. This paper presents a bibliometric study of the field, with a particular focus on the issue of automatic feedback generation, using literature data from the Web of Science Core Collection. It includes a descriptive analysis using various bibliometric measures and data visualizations on authors, affiliations, citations, and topics. In addition, we performed a complementary analysis focusing only on the subset of publications on the specific topic of automatic feedback generation. The results are highlighted and discussed.

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Graphical Arduino IDE system with wiring layout and flowchart functions for physical computing education

Hwang,

Kong,

Park

2024

Comp Applic In Engineering

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Arduino, a widely used tool for physical computing, is favored for its affordability and easy availability. However, a drawback for beginners is the requirement of prior knowledge of C programming language and circuit theory for effectively utilizing Arduino. In this research, we address this issue by developing a Graphical Arduino IDE system that allows users to control Arduino without the need for prior knowledge of C language and circuit theory. Users can create node graph‐based scripts in the Wiring Tab of the Graphical Arduino IDE and develop flowchart‐based scripts in the Algorithm Tab. The scripts created in the Wiring Tab serve as guidelines for wiring, thus preventing users from making wiring mistakes. Additionally, users without knowledge of C language can control Arduino by creating flowchart‐based scripts in the Algorithm Tab. The finalized scripts are converted into Arduino code and uploaded to the Arduino board using the built‐in Code Upload feature. Finally, a paired t test was conducted between the Graphical Arduino IDE and Scratch for Arduino, confirming that the Graphical Arduino IDE required fewer user inputs.

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Improving Readability of Scratch Programs with Search-based Refactoring

Cited by 6 publications

References 37 publications

Exploring Programming Task Creation of Primary School Teachers in Training

Exploring Programming Task Creation of Primary School Teachers in Training

Bibliometric Analysis of Automated Assessment in Programming Education: A Deeper Insight into Feedback

Graphical Arduino IDE system with wiring layout and flowchart functions for physical computing education

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