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How kids code and how we know : An Exploratory Study on the Scratch Repository. / Aivaloglou, Efthimia; Hermans, Felienne.

ICER'16 Proceedings of the 2016 ACM Conference on International Computing Education Research . ed. / J. Sheard; J. Tenenberg; D. Chinn; B. Dorn. New York : Association for Computing Machinery (ACM), 2016. p. 53-61.

Research output: Scientific - peer-reviewConference contribution

Harvard

Aivaloglou, E & Hermans, F 2016, How kids code and how we know: An Exploratory Study on the Scratch Repository. in J Sheard, J Tenenberg, D Chinn & B Dorn (eds), ICER'16 Proceedings of the 2016 ACM Conference on International Computing Education Research . Association for Computing Machinery (ACM), New York, pp. 53-61, ICER'16 The 2016 ACM Conference on International Computing Education Research, Melbourne, Australia, 8-12 September. DOI: 10.1145/2960310.2960325

APA

Aivaloglou, E., & Hermans, F. (2016). How kids code and how we know: An Exploratory Study on the Scratch Repository. In J. Sheard, J. Tenenberg, D. Chinn, & B. Dorn (Eds.), ICER'16 Proceedings of the 2016 ACM Conference on International Computing Education Research . (pp. 53-61). New York: Association for Computing Machinery (ACM). DOI: 10.1145/2960310.2960325

Vancouver

Aivaloglou E, Hermans F. How kids code and how we know: An Exploratory Study on the Scratch Repository. In Sheard J, Tenenberg J, Chinn D, Dorn B, editors, ICER'16 Proceedings of the 2016 ACM Conference on International Computing Education Research . New York: Association for Computing Machinery (ACM). 2016. p. 53-61. Available from, DOI: 10.1145/2960310.2960325

Author

Aivaloglou, Efthimia; Hermans, Felienne / How kids code and how we know : An Exploratory Study on the Scratch Repository.

ICER'16 Proceedings of the 2016 ACM Conference on International Computing Education Research . ed. / J. Sheard; J. Tenenberg; D. Chinn; B. Dorn. New York : Association for Computing Machinery (ACM), 2016. p. 53-61.

Research output: Scientific - peer-reviewConference contribution

BibTeX

@inbook{17adb2cea7384e27a29fe73b8ccdfafd,
title = "How kids code and how we know: An Exploratory Study on the Scratch Repository",
keywords = "Scratch, block-based languages, programming practices, code smells, static analysis",
author = "Efthimia Aivaloglou and Felienne Hermans",
year = "2016",
month = "9",
doi = "10.1145/2960310.2960325",
isbn = "978-1-4503-4449-4",
pages = "53--61",
editor = "J. Sheard and J. Tenenberg and D. Chinn and B. Dorn",
booktitle = "ICER'16 Proceedings of the 2016 ACM Conference on International Computing Education Research",
publisher = "Association for Computing Machinery (ACM)",
address = "United States",

}

RIS

TY - CHAP

T1 - How kids code and how we know

T2 - An Exploratory Study on the Scratch Repository

AU - Aivaloglou,Efthimia

AU - Hermans,Felienne

PY - 2016/9

Y1 - 2016/9

N2 - Block-based programming languages like Scratch, Alice and Blockly are becoming increasingly common as introductory languages in programming education. There is substantial research showing that these visual programming environments are suitable for teaching programming concepts. But, what do people do when they use Scratch? In this paper we explore the characteristics of Scratch programs. To this end we have scraped the Scratch public repository and retrieved 250,000 projects. We present an analysis of these projects in three different dimensions. Initially, we look at the types of blocks used and the size of the projects. We then investigate complexity, used abstractions and programming concepts. Finally we detect code smells such as large scripts, dead code and duplicated code blocks. Our results show that 1) most Scratch programs are small, however Scratch programs consisting of over 100 sprites exist, 2) programming abstraction concepts like procedures are not commonly used and 3) Scratch programs do suffer from code smells including large scripts and unmatched broadcast signals.

AB - Block-based programming languages like Scratch, Alice and Blockly are becoming increasingly common as introductory languages in programming education. There is substantial research showing that these visual programming environments are suitable for teaching programming concepts. But, what do people do when they use Scratch? In this paper we explore the characteristics of Scratch programs. To this end we have scraped the Scratch public repository and retrieved 250,000 projects. We present an analysis of these projects in three different dimensions. Initially, we look at the types of blocks used and the size of the projects. We then investigate complexity, used abstractions and programming concepts. Finally we detect code smells such as large scripts, dead code and duplicated code blocks. Our results show that 1) most Scratch programs are small, however Scratch programs consisting of over 100 sprites exist, 2) programming abstraction concepts like procedures are not commonly used and 3) Scratch programs do suffer from code smells including large scripts and unmatched broadcast signals.

KW - Scratch

KW - block-based languages

KW - programming practices

KW - code smells

KW - static analysis

U2 - 10.1145/2960310.2960325

DO - 10.1145/2960310.2960325

M3 - Conference contribution

SN - 978-1-4503-4449-4

SP - 53

EP - 61

BT - ICER'16 Proceedings of the 2016 ACM Conference on International Computing Education Research

PB - Association for Computing Machinery (ACM)

ER -

ID: 14960638