Switch Mode: Scaffolding Learners From Block-Based to Text-Based Programming (Poster 1)

• In Event: Design Principles for Creating Accessible and Inclusive Introductory Computing Experiences

Abstract

Block-based programming is increasingly becoming the way that young learners are being introduced to the practice of programming and the field of computer science more broadly. At the same time, robots and robotics toolkits are also being employed to provide tangible, engaging early experiences with computing. Given these trends, along with this rise of online and hybrid learning, this poster introduces Switch Mode for the VEX VR platform. VEX VR is designed to live at the intersection of these trends by creating an accessible, engaging, and effective introduction to computing by creating a low-threshold, high-ceiling, wide-walls learning environment. More specifically, VEX VR is a block-based programming environment designed to support students learning to program by controlling a virtual robot. This poster explores the design principle of creating incremental scaffolds to move learners from low-floors to high-ceilings.
Research has shown that while block-based programming is an effective way to introduce learning to programming, there are reasons to transition students from block-based to text-based programming (Weintrop & Wilensky, 2019). For example, some K-12 students want to learn text-based programming and, for learners who wish to pursue future computer science coursework, more advanced computer science courses are taught with text-based programming languages (Weintrop & Wilensky, 2015). Researchers also identified challenges that learners need to overcome during the transition (Kölling et al., 2015).
To address these challenges and help scaffold learners in moving from introductory block-based programs to more conventional text-based programs, VEX VR employs a novel Switch Mode feature that allows learners to write text-based commands inside block-based programs (Figure 1). The approach retains many of the supports and scaffolds of block-based programming while gently introducing text-based programming. For example, students can write a block-based program and then decide to add a single text-based command to their program. Switch mode also allows learners to create more complicated, longer text-based programs within their block-based programs.
Switch mode is designed following the low floor, high ceiling, and wide wall principle (Resnick & Silverman, 2005). Switch Mode was designed through an iterative process and included feedback from students and teachers. To understand whether or not Switch Mode is supporting learners in transitions from block-based to text-based programming, we conducted a classroom-based, quasi-experimental study. Classrooms were randomly assigned into either a Switch Mode or non-Switch Mode condition and then worked through a curriculum using the Vex VR platform.
This poster presents VEX VR and the Switch Mode approach for supporting learners as they transition from block-based to text-based programming. This poster will also present findings from our study on the affordances and drawbacks of using Switch Mode and Vex VR in classrooms. Collectively, this work contributes to our understanding of ways to support learners as they advance in their computing studies.

Authors

• David Weintrop, University of Maryland
  Presenting Author

• Yuhan Lin, University of Maryland
  Presenting Author

• Jason McKenna, VEX Robotics
  Non-Presenting Author