Studying the Novice Programmer
Studying the Novice Programmer
Storytelling alice motivates middle school girls to learn computer programming
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Programming by choice: urban youth learning programming with scratch
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Engaging middle school teachers and students with alice in a diverse set of subjects
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
Teaching programming concepts to high school students with alice
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
Computer-game construction: A gender-neutral attractor to Computing Science
Computers & Education
Communications of the ACM
Towards the Automatic Recognition of Computational Thinking for Adaptive Visual Language Learning
VLHCC '10 Proceedings of the 2010 IEEE Symposium on Visual Languages and Human-Centric Computing
Computational thinking for youth in practice
ACM Inroads
Expressing computer science concepts through Kodu game lab
Proceedings of the 42nd ACM technical symposium on Computer science education
Pair programming for middle school students: does friendship influence academic outcomes?
Proceeding of the 44th ACM technical symposium on Computer science education
Improving hispanic high school student perceptions of computing (abstract only)
Proceeding of the 44th ACM technical symposium on Computer science education
Code club: bringing programming to UK primary schools through scratch
Proceedings of the 45th ACM technical symposium on Computer science education
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Programming environments that incorporate drag-and-drop methods and many pre-defined objects and operations are being widely used in K-12 settings. But can middle school students learn complex computer science concepts by using these programming environments when computer science is not the focus of the course? In this paper, we describe a semester-long game-programming course where 325 middle school students used Alice. We report on our analysis of 231 final games where we measured the frequency of successful execution of programming constructs. Our results show that many games exhibit successful uses of high level computer science concepts such as student-created abstractions, concurrent execution, and event handlers.We discuss the implications of these results for designing effective game programming courses for young students.