Computer programming in high school vs. college
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
ACM Computing Surveys (CSUR)
Scratch for budding computer scientists
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Alice, middle schoolers & the imaginary worlds camps
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Proceedings of the 40th ACM technical symposium on Computer science education
The TeeBoard: an education-friendly construction platform for e-textiles and wearable computing
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
i*CATch: a scalable plug-n-play wearable computing framework for novices and children
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
From digital to physical: learning physical computing on interactive surfaces
ACM International Conference on Interactive Tabletops and Surfaces
Flow of electrons: an augmented workspace for learning physical computing experientially
Proceedings of the ACM International Conference on Interactive Tabletops and Surfaces
A new curriculum for junior-high in computer science
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
Using app inventor in a K-12 summer camp
Proceeding of the 44th ACM technical symposium on Computer science education
ACM Transactions on Computing Education (TOCE)
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To address the unique demands and challenges of educational computing, various kinds of environments, including graphics-rich and textual environments, have been proposed for use in introductory courses to provide students with a rich and interesting learning environment. In our experience, students in Grade 7 and younger respond best to the graphics environments while senior high school students prefer a conventional textual programming environment. Clearly, this leaves a gap at Grade 11-13, with students often on the one hand finding the graphics-based environments too limited and on the other finding the textual environments too difficult. In this paper, we propose a text-enhanced graphical programming environment which is innovative and interactive, and designed for junior high students with no programming experience. This environment allows students to design their own creative stories or programs. They build their programs using drag-and-drop iconic blocks, but unlike other, similar icon-based programming languages, they are also presented with the syntax of the actual program they are constructing in real-time. Once a particular icon block has been dropped in the programming area, the syntax statements corresponding to that block is immediately generated and presented to the user. The environment also allows them to modify the code without any limitations. Our results show that our textual-graphical hybrid environment has a positive impact on the learning experience of the students.