Engaging African American Elementary School Children in Code Understanding
Engaging African American Elementary School Children in Code Understanding
复制标题
让非裔美国小学生参与代码理解
DOI：
10.1145/3287324.3293715
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Olivia Nche
中科院分区：
文献类型：
--
作者：
Olivia Nche
本文总结了一个研究项目的结果，以扩大获得计算。该项目旨在改善三至五年级非裔美国小学生的态度和计算思维技能，并了解他们在推理代码方面的困难。这是在为期五周的夏令营的背景下完成的。有40名儿童，其中约一半是女性。沿着指导，我们使用了一个定制的视频游戏来教授代码跟踪。我们使用视频游戏数据和前后测试来评估学生的表现。我们的混合方法设计的定性和定量结果显示认知和情感的改善以及计算思维能力的改善。我们收集的数据还强调了小学生在尝试推理代码时可能犯的潜在常见错误。它显示了游戏在激励代码理解实践和改善学习方面的潜力。SIGCSE '19，February 27-March 2，2019，Minneapolis，MN，USA © 2019版权归所有者/作者所有。ACM ISBN 978-1-4503-5890-3/19/02。https://doi.org/10.1145/3287324.3293715
This paper summarizes the results of a research project to broaden access to computing. The project is aimed at improving the attitudes and computational thinking skills for African American elementary school children in the 3rd to 5th grades and to understand their difficulties in reasoning about code. This was done within the context of a five-week summer camp. There were 40 children of whom about half were females. Along with instruction, we used a custom video game to teach code tracing. We used video game data and pre and posttests to assess students' performance. Qualitative and quantitative results from our mixed method design show cognitive and affective improvements as well as improvements in computational thinking skills. The data we collected also highlighted potential common mistakes that elementary school children might make as they attempt to reason about code. It shows the potential in games to motivate code understanding practice and improve learning. SIGCSE '19, February 27-March 2, 2019, Minneapolis, MN, USA © 2019 Copyright is held by the owner/author(s). ACM ISBN 978-1-4503-5890-3/19/02. https://doi.org/10.1145/3287324.3293715