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1. Effects of Hints on Debugging Scratch Programs: An Empirical Study with Primary School Teachers in Training

Author

Greifenstein, Luisa, Obermüller, Florian, Wasmeier, Ewald, Heuer, Ute, and Fraser, Gordon

Subjects
Computer Science - Software Engineering, 97P50, D.2.5, K.3.2
Abstract

Bugs in learners' programs are often the result of fundamental misconceptions. Teachers frequently face the challenge of first having to understand such bugs, and then suggest ways to fix them. In order to enable teachers to do so effectively and efficiently, it is desirable to support them in recognising and fixing bugs. Misconceptions often lead to recurring patterns of similar bugs, enabling automated tools to provide this support in terms of hints on occurrences of common bug patterns. In this paper, we investigate to what extent the hints improve the effectiveness and efficiency of teachers in debugging learners' programs using a cohort of 163 primary school teachers in training, tasked to correct buggy Scratch programs, with and without hints on bug patterns. Our experiment suggests that automatically generated hints can reduce the effort of finding and fixing bugs from 8.66 to 5.24 minutes, while increasing the effectiveness by 34% more correct solutions. While this improvement is convincing, arguably teachers in training might first need to learn debugging "the hard way" to not miss the opportunity to learn by relying on tools. We therefore investigate whether the use of hints during training affects their ability to recognise and fix bugs without hints. Our experiment provides no significant evidence that either learning to debug with hints or learning to debug "the hard way" leads to better learning effects. Overall, this suggests that bug patterns might be a useful concept to include in the curriculum for teachers in training, while tool-support to recognise these patterns is desirable for teachers in practice., Comment: To be published in the proceedings of the 16th Workshop in Primary and Secondary Computing Education (WIPSCE)

Published
2021
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2. LitterBox: A Linter for Scratch Programs

Author

Fraser, Gordon, Heuer, Ute, Körber, Nina, Obermüller, Florian, and Wasmeier, Ewald

Subjects
Computer Science - Software Engineering, Computer Science - Programming Languages, 97P50, D.2.5, K.3.2
Abstract

Creating programs with block-based programming languages like Scratch is easy and fun. Block-based programs can nevertheless contain bugs, in particular when learners have misconceptions about programming. Even when they do not, Scratch code is often of low quality and contains code smells, further inhibiting understanding, reuse, and fun. To address this problem, in this paper we introduce LitterBox, a linter for Scratch programs. Given a program or its public project ID, LitterBox checks the program against patterns of known bugs and code smells. For each issue identified, LitterBox provides not only the location in the code, but also a helpful explanation of the underlying reason and possible misconceptions. Learners can access LitterBox through an easy to use web interface with visual information about the errors in the block-code, while for researchers LitterBox provides a general, open source, and extensible framework for static analysis of Scratch programs., Comment: To be published in the Proceedings of the International Conference on Software Engineering (ICSE'21), Joint Track on Software Engineering Education and Training

Published
2021

4. Making & more: gemeinsam Lernen gestalten

Author

Spieler, Bernadette, Dahinden, Manuela, Rummler, Klaus, Schifferle, Tobias M., Beste, Alexander, Piwowar, Alexander, Stolzenburg, Alina, Tschiersch, Anja, Schaffert, Anna, Brown, Anna-Lena, Maurer, Björn, Hutter, Céline, Braun, Christoph, Dietsch, Danilo, Baberowski, David, Haselberger, David, Dittbrenner, Elisa, Wasmeier, Ewald, Kayali, Fares, Racipi, Fatmir, Furrer, Florian, Fraser, Gordon, Bunke-Emden, Hannah, Bosse, Ingo, Schluchter, Jan-Rene, Schmidt, Jennifer, Tewes, Johanna, Schläpfer-Miller, Juanita, Schurz, Katharina, Boveland, Kerstin, Narr, Kristin, Coers, Linya, Prote, Lisann, Greifenstein, Luisa, Grandl, Maria, Ebner, Martin, Steinböck, Matthias, Blindenhöfer, Max, Stilz, Melanie, Hančl, Mirek, Bergner, Nadine, Dittert, Nadine, Brendel, Nina, Ratschiller, Patrick, Minet, Philippe, Schön, Sandra, Gursch, Sarina, Gantner, Saskia, Ingold, Selina, Kutschera, Stefan, Robinig, Stephan, Eugster, Stephanie, Leonhardt, Thiemo, Knaus, Thomas, Thelen, Tobias, Heuer, Ute, and Slany, Wolfgang

Subjects
thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBC Cultural and media studies::JBCT Media studies::JBCT1 Media studies: internet, digital media and society, thema EDItEUR::U Computing and Information Technology::UD Digital Lifestyle and online world: consumer and user guides::UDB Internet guides and online services::UDBS Social media / social networking
Abstract

Digital change is shaping our society and requires the continuous development of skills. Education in particular faces the challenge of adapting to these changes and equipping learners for an increasingly complex and technologically advanced world. In this context, the special issue ‘Making & more: shaping learning together’ of the journal MedienPädagogik focuses on the concept of making as an educational approach. Making combines digital and manual production techniques to teach digital and practical skills. It promotes learning through action and discovery and, in addition to technical skills, also supports creative thinking, problem-solving skills and teamwork in projects of different sizes. The thematic issue highlights the diverse and dynamic possibilities of making in education and offers new impulses for discussions about the role of making in education. The booklet contains 21 contributions divided into three main categories: theoretical foundations, practical reports and didactic concepts. The theoretical foundations cover a broad spectrum of pedagogical, educational science, computer science, psychological and socio-cultural aspects. Practical reports provide an insight into concrete making projects in schools, while the didactic concepts address the planning and implementation of making activities. Together, these contributions offer a comprehensive perspective on the use of Making in an educational context and its importance for the development of relevant competences in a digitally shaped world.; Der digitale Wandel prägt unsere Gesellschaft und fordert eine kontinuierliche Weiterentwicklung der Kompetenzen. Besonders die Bildung steht vor der Herausforderung, sich an die Veränderungen anzupassen und Lernende für eine immer komplexere und technologisch fortgeschrittene Welt zu rüsten. In diesem Kontext konzentriert sich das Themenheft "Making & more: gemeinsam Lernen gestalten" der Zeitschrift MedienPädagogik auf das Konzept des Making als pädagogischen Ansatz. Making kombiniert digitale und handwerkliche Fertigungstechniken, um digitale und praktische Fähigkeiten zu vermitteln. Es fördert das Lernen durch Handeln und Entdecken und unterstützt neben technischen Skills auch kreatives Denken, Problemlösungsfähigkeiten und Teamarbeit bei Projekten unterschiedlicher Grösse. Das Themenheft beleuchtet die vielfältigen und dynamischen Möglichkeiten des Making im Bildungsbereich und bietet neue Anstösse für Diskussionen über die Rolle von Making in der Bildung. Das Heft beinhaltet 21 Beiträge, die sich auf drei Hauptkategorien verteilen: theoretische Grundlagen, Praxisberichte und didaktische Konzepte. Die theoretischen Grundlagen decken ein breites Spektrum von pädagogischen, bildungswissenschaftlichen, informatischen, psychologischen und soziokulturellen Aspekten ab. Praxisberichte geben Einblick in konkrete Making-Projekte an Schulen, während die didaktischen Konzepte die Planung und Durchführung von Making-Aktivitäten thematisieren. Zusammen bieten diese Beiträge eine umfassende Perspektive auf den Einsatz von Making im Bildungskontext und seine Bedeutung für die Entwicklung relevanter Kompetenzen in einer digital geprägten Welt.

Published
2024
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5. Gelingensbedingungen für die affektive Förderung von Kindern durch einen Robotik-Making-Kurs: Befunde zum Zusammenhang von Schwierigkeiten und Spass und deren Diskussion aus motivationspsychologischer Sicht

Author

Greifenstein, Luisa, Wasmeier, Ewald, Heuer, Ute, Fraser, Gordon, Greifenstein, Luisa, Wasmeier, Ewald, Heuer, Ute, and Fraser, Gordon

Abstract

Algorithmisches Denken wird vermehrt bereits in der Grundschule gefördert. Während diese aktuelle Entwicklung die Lehrkräfte insbesondere bei der Unterstützung der Schüler:innen vor Herausforderungen stellt, liegt eine besondere Chance in der Förderung von affektiven Komponenten wie Interesse und Motivation. Dazu werden häufig spielerische und handlungsorientierte Methoden und Aufgaben eingesetzt, wofür sich wiederum der Ansatz der Maker-Education besonders eignet. In diesem Beitrag wird daher ein Robotik-Making-Kurs beschrieben und werden erste empirische Befunde diskutiert. In dem Kurs baute jedes Kind in vier Stunden seinen eigenen Roboter zusammen, indem es selbsttätig schraubte, steckte, verleimte, lötete und verkabelte. In weiteren vier Stunden wurde der Roboter mithilfe einer kindgerechten Entwicklungsumgebung programmiert. Um Gelingensbedingungen für affektiv förderliche Unterstützungsmassnahmen abzuleiten, führten wir eine Studie mit 45 Kindern im Alter von neun bis elf Jahren durch. Dazu wurden die Schwierigkeiten der Kinder während des Zusammenbauens und des Programmierens notiert. Daraus konnten mehrere Kriterien abgeleitet werden, die zu häufigen Schwierigkeiten führen. Zudem wurde jeweils nach Abschluss des Bauens und des Programmierens der erlebte Spass als Vorstufe intrinsischer Motivation abgefragt. So konnte festgestellt werden, dass Schwierigkeiten, die die Autonomie oder das Kompetenzerleben einschränken, mit vermindertem Spass einhergehen. Abschliessend werden daher Handlungsempfehlungen diskutiert, die affektiv förderliche Making-Aktivitäten im Unterricht ermöglichen sollen., Computational thinking is increasingly fostered in primary schools. While this current development can be challenging for teachers, especially regarding the support of students, there is a huge opportunity in promoting affective components such as interest and motivation. Playful and action-oriented methods and tasks are often used which is why the maker education approach is particularly suitable. This paper describes a making course on robotics and discusses initial empirical findings. During the course, all children built their own robot in four hours by screwing, plugging, gluing, soldering and wiring on their own. In another four hours, the robot was programmed with the help of a child-friendly development environment. In order to derive criteria for promoting children affectively, we conducted a study with 45 children aged nine to eleven years. The children’s difficulties during building and programming the robot were noted. By this, several criteria could be derived that lead to frequent difficulties. In addition, the children were asked about their fun (as a preliminary stage of intrinsic motivation) after they had finished building and programming. By this, we found that difficulties that limit autonomy or competence are related to reduced fun. Practical recommendations that enable making activities in the classroom that promote affective components are discussed.

Published
2024

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