What do students learn about programming from game, music video, and storytelling projects?
What do students learn about programming from game, music video, and storytelling projects?
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学生可以从游戏、音乐视频和讲故事项目中学到什么关于编程的知识？
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Andrew R. Webster
中科院分区：
文献类型：
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作者：
Joel C. Adams;Andrew R. Webster
像 Alice (alice.org) 和 Scratch (scratch.mit.edu) 这样的拖放学习环境可以消除语法错误，使其成为向学生介绍编程概念的有吸引力的方式。 Alice 与讲故事密切相关，Scratch 是为制作音乐视频而设计的，两者都可以用来制作游戏。让学生创建各种项目后，我们开始想知道：与音乐视频或故事相比，学生在创建游戏中学到的东西是否有所不同？学生实际使用什么编程结构（因此学得足够好以便能够应用）？为了回答这些问题，我们对使用这些工具创建的 300 多个不同的学生项目进行了定量分析。在检查不同类型的项目时，我们发现创建这些项目的学生使用变量、if 语句、循环和对话框结构的频率存在显着差异。
Drag-and-drop learning environments like Alice (alice.org) and Scratch (scratch.mit.edu) eliminate syntax errors, making them attractive as ways to introduce programming concepts to students. Alice is closely associated with storytelling, Scratch was designed for creating music videos, and both can be used to create games. Having had students create each kind of project, we began to wonder: Do students learn different things creating games compared to music videos or stories? What programming constructs do students actually use (and hence learn well enough to be able to apply)? To answer these questions, we conducted a quantitative analysis of a collection of over 300 different student projects created using these tools. In examining different kinds of projects, we found significant differences in how frequently the students creating those projects used variables, if statements, loops, and dialog constructs.