Recognizing computational thinking patterns
Proceedings of the 42nd ACM technical symposium on Computer science education
Towards democratizing computer science education through social game design
Proceedings of the 1st International Workshop on Games and Software Engineering
Computing indicators of creativity
C&C '11 Proceedings of the 8th ACM conference on Creativity and cognition
Children learning computer science concepts via Alice game-programming
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Computing creativity: divergence in computational thinking
Proceeding of the 44th ACM technical symposium on Computer science education
Modeling the learning progressions of computational thinking of primary grade students
Proceedings of the ninth annual international ACM conference on International computing education research
Proceedings of the ninth annual international ACM conference on International computing education research
Assisting comprehension of animation programs through interactive code visualization
Journal of Visual Languages and Computing
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Visual programming languages can be used to make computer science more accessible to a broad range of students. The evaluative focus of current research in the area of visual languages for educational purposes primarily aims to better understand motivational benefits as compared to traditional programming languages. Often these visual languages claim to teach students computational thinking concepts; however, although the evaluations show that students may exhibit more enthusiasm, it is not always clear what computational thinking concepts students have actually learned. In this paper we attempt to develop a visual semantic evaluation tool for student-created games and simulations that goes towards depicting the computational thinking concepts implemented by the students. Through semantically analyzing a given student’s created projects over time, this visual evaluation tool, called the Computational Thinking Pattern (CTP) graph, can possibly indicate the existence of computational thinking transfer from games to science simulations.