Turtles, termites, and traffic jams: explorations in massively parallel microworlds
Turtles, termites, and traffic jams: explorations in massively parallel microworlds
Alice: a 3-D tool for introductory programming concepts
CCSC '00 Proceedings of the fifth annual CCSC northeastern conference on The journal of computing in small colleges
C5 '04 Proceedings of the Second International Conference on Creating, Connecting and Collaborating through Computing
ACM Computing Surveys (CSUR)
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Storytelling alice motivates middle school girls to learn computer programming
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Motivating programming: using storytelling to make computer programming attractive to middle school girls
Successful and unsuccessful problem solving approaches of novice programmers
Proceedings of the 40th ACM technical symposium on Computer science education
Can middle-schoolers use Storytelling Alice to make games?: results of a pilot study
Proceedings of the 4th International Conference on Foundations of Digital Games
How programming environment shapes perception, learning and goals: logo vs. scratch
Proceedings of the 41st ACM technical symposium on Computer science education
Learning computer science concepts with scratch
Proceedings of the Sixth international workshop on Computing education research
A qualitative study of animation programming in the wild
Proceedings of the 2010 ACM-IEEE International Symposium on Empirical Software Engineering and Measurement
Computational thinking in a game design course
Proceedings of the 2011 conference on Information technology education
The fairy performance assessment: measuring computational thinking in middle school
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Children learning computer science concepts via Alice game-programming
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Say it with systems: expanding Kodu's expressive power through gender-inclusive mechanics
Proceedings of the 6th International Conference on Foundations of Digital Games
Finding suitable programs: semantic search with incomplete and lightweight specifications
Proceedings of the 34th International Conference on Software Engineering
Reading mobile games throughout the curriculum
Proceeding of the 44th ACM technical symposium on Computer science education
Accelerating K-12 computational thinking using scaffolding, staging, and abstraction
Proceeding of the 44th ACM technical symposium on Computer science education
Game programming by demonstration
Proceedings of the 2013 ACM international symposium on New ideas, new paradigms, and reflections on programming & software
CS principles goes to middle school: learning how to teach "Big Data"
Proceedings of the 45th ACM technical symposium on Computer science education
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Educational programming environments such as Microsoft Research's Kodu Game Lab are often used to introduce novices to computer science concepts and programming. Unlike many other educational languages that rely on scripting and Java-like syntax, the Kodu language is entirely event-driven and programming takes the form of "when" do' clauses. Despite this simplistic programing model, many computer science concepts can be expressed using Kodu. We identify and measure the frequency of these concepts in 346 Kodu programs created by users, and find that most programs exhibit sophistication through the use of complex control flow and boolean logic. Through Kodu's non-traditional language, we show that users express and explore fundamental computer science concepts.