Please use this identifier to cite or link to this item:
|Title:||A (Relatively) Unsatisfactory Experience of Use of Scratch in CS1|
|Authors:||Martínez-Valdés, J .A.|
Velázquez-Iturbide, J. Á.
|Citation:||Martínez-Valdés, J. A., Velázquez-Iturbide, J. Á., & Hijón-Neira, R. (2017). A (Relatively) Unsatisfactory Experience of Use of Scratch in CS1. In J. M. Dodero, M. S. Ibarra Sáiz, & I. Ruiz Rube (Eds.), Fifth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’17) (Cádiz, Spain, October 18-20, 2017) (Article 8). New York, NY, USA: ACM. doi:10.1145/3144826.3145356|
|Abstract:||Scratch is a “rich-media programming language” that has become very popular at high school because students may learn it very quickly and produce surprisingly animated programs. Consequently, some instructors have proposed using Scratch at the university in introductory programming courses. Their experiences report on students’ high motivation and sometimes also on higher performance. We adopted Scratch as the introductory programming language for a CS1 course in a videogames major. It was used for two weeks and then the course switched to using Java. The results we obtained for both the Scratch language and the Dr. Scratch tool were less satisfactory than expected and, in some regards, disappointing. We describe our experience, analyze students’ acceptance and discuss some consequences and lessons learnt to Scratch in university courses.|
|Appears in Collections:||Publications|
Files in This Item:
|a8-martinez-valdes-preprint.pdf||Article||977,17 kB||Adobe PDF||View/Open|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.