Using Scratch to Improve Learning Programming in College Students: A Positive Experience from a Non-WEIRD Country

Cobo, Jesennia Cárdenas; Puris, Amilkar; Novoa-Hernández, Pavel; Jiménez, Águeda Parra; Moreno-León, Jesús; Benavides, David

doi:10.3390/electronics10101180

Cited by 23 publications

(23 citation statements)

References 27 publications

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“…The closest studies, which are similar to this research, emphasize that achievement is higher in the Scratch environment (Cardenas‐Cobo et al, 2021; Korkmaz, 2016). However, it should not be ignored that Scratch is compared with high‐level programming environments in these studies.…”

Section: Discussionsupporting

confidence: 82%

“…The change in the achievement scores of both groups was scrutinized and the results indicated a higher increase in the achievement scores of the treatment group. Another study with university students conducted by Cardenas‐Cobo et al (2021) also presented the results of an experimental study, in which the treatment group that received programming training with Scratch showed higher achievement compared to the group that received training in the Java environment. These two studies compared educational programming environments and high‐level programming environments.…”

Section: Theoretical Framework and Relevant Literaturementioning

confidence: 98%

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The effects of block‐based visual and text‐based programming training on students' achievement, logical thinking skills, and motivation

Saygıner

Tüzün

2022

Computer Assisted Learning

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Background Studies on the effectiveness of block‐based environments continue to produce inconsistent results. A strong reason for this is that most studies compare environments that are not equivalent to each other or to the level of learners. Moreover, studies that present evidence of the effectiveness of block‐based environments by comparing equivalent environments are limited. Objectives This study aims to scrutinize the effects of programming training to be held in equivalent environments (block‐based and text‐based) with university students who do not have prior programming knowledge and experience on achievement, logical thinking, and motivation. Methods The study was conducted by using an experimental pretest‐posttest control group design. The study was conducted with 60 students, the total consisting of 30 students in the experimental group and 30 students in the control group. In the experimental group, block‐based visual programming training with Scratch was conducted and the control group received text‐based programming training with Small Basic. The training was maintained for 10 weeks, for 4 h a week in each group. The programming achievement test, the logical thinking skills test, and the motivation scale were used to collect the data. Results and Conclusions The results showed that the use of a block‐based environment in programming training contributed positively to the development of students' logical thinking skills, and motivation for learning programming. In contrast, there was evidence that this training did not make a difference on programming success. Implications The findings of the study provided evidence of the effectiveness of block‐based training in comparisons made in equivalent environments. Focusing research on this issue may contribute to the improvement of the current understanding.

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Section: Discussionsupporting

confidence: 82%

Section: Theoretical Framework and Relevant Literaturementioning

confidence: 98%

The effects of block‐based visual and text‐based programming training on students' achievement, logical thinking skills, and motivation

Saygıner

Tüzün

2022

Computer Assisted Learning

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“…Sudah banyak lembaga pendidikan telah memasukkan keterampilan in dalam kurikulum yang mereka rancang pada siswa tingkat awal. Namun hal tersebut umumnya dilakukan pada negara-negara maju, yang disebut dengan WEIRD (Western, Educated, Industrialized, Rich and Democrated/Barat, Terdidik, Terindustrialisasi, Kaya dan Demokratis) [6].…”

Section: IIunclassified

Pengembangan Modul Pelatihan Pengenalan Dasar Bahasa Pemrograman Java Dengan Model Arcs

Yudertha

2021

CBIS

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1048 / 5000 Translation results The introduction of programming languages to students is very rare. As a solution for the introduction of programming languages for students is to hold training and workshops for students. The training module was developed by applying the ARCS (Attention, Relevance, Confidence and Satisfaction) model with the aim of increasing students' motivation to learn programming languages further. The resulting module was applied to the training carried out for students of SMA Negeri 10 Jambi City. There were 30 participants, consisting of grade 10 and grade 11 students. Participants were mentored by 4 instructors who were also observers. The ARCS model can be used as a reference in developing Java programming training modules with the aim of motivating and enthusiastic students. The module has been used in basic java programming training at SMA 10 Jambi City, with observations (scale 100), for an average student attention of 91.25, participation 94, persistence 93.25, task completion 83.25, and activeness 93.5.

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“…Open-source software constitutes a strategic methodology for the collaborative development of software in different areas of knowledge. Learning environments have explored this approach [11] in areas such as the development of technology in final degree projects [12], the improvement of learning programming [13,14], the impact of using this strategy in companies [15], the enhancement of JavaScript Simulations for learning [16], and the use of drones to support distance learning [17].…”

Section: Introductionmentioning

confidence: 99%

ULearnEnglish: An Open Ubiquitous System for Assisting in Learning English Vocabulary

et al. 2021

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Language learners often face communication problems when they need to express themselves and do not have the ability to do so. On the other hand, continuous advances in technology are creating new opportunities to improve second language (L2) acquisition through context-aware ubiquitous learning (CAUL) technology. Since vocabulary is the foundation of all language acquisition, this article presents ULearnEnglish, an open-source system to allow ubiquitous English learning focused on incidental vocabulary acquisition. To evaluate our proposal, 15 learners used the developed system, and 10 answered a survey based on the Technology Acceptance Model (TAM). Results indicate a favorable response to the application of incidental learning techniques in combination with the learner context. ULearnEnglish achieved an acceptance rate of 78.66% for the perception of utility, 96% for the perception of ease of use, 86.5% for user context assessment, and 88% for ubiquity. Among its main contributions, this study demonstrates a possible tool for ubiquitous use in the future in language learning; additionally, further studies can use the available resources to develop the system.

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Using Scratch to Improve Learning Programming in College Students: A Positive Experience from a Non-WEIRD Country

Cited by 23 publications

References 27 publications

The effects of block‐based visual and text‐based programming training on students' achievement, logical thinking skills, and motivation

The effects of block‐based visual and text‐based programming training on students' achievement, logical thinking skills, and motivation

Pengembangan Modul Pelatihan Pengenalan Dasar Bahasa Pemrograman Java Dengan Model Arcs

ULearnEnglish: An Open Ubiquitous System for Assisting in Learning English Vocabulary

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