Block-based programing languages (BBPL) provide effective scaffolding for K-12 students to learn computational thinking. However, the output-based assessment in BBPL learning is insufficient as we can not understand how students learn and what mistakes they have had. This study aims to propose a data-driven method that provides insight into…

At an unrivaled and enduring pace, computing has transformed the world, resulting in demand for a universal fourth foundation beyond reading, writing, and arithmetic: computational thinking (CT). Despite increasingly widespread acceptance of CT as a crucial competency for all, transforming education systems accordingly has proven complex. The…

The objective of this research is to study the "Scratch" programming language as a didactic tool to teach functions. The introduction of didactic tools allowing comprehension in simple and attractive ways is required. Given the traditional teaching/learning system, it is necessary to organize participatory and collaborative dynamic…

Computational thinking (CT) has become a necessary skill of students in the 21st century. Various learning approaches have been developed to foster CT among school students. However, these approaches predominantly rely on computer devices and internet connection and fail to promote advanced computer concepts necessary for programming. Therefore,…

The recent shift in compulsory education from ICT-focused computing curricula to informatics, digital literacy and computer science, has resulted in children being taught computing using block-based programming tools such as Scratch, with teaching that is often limited by school resources and teacher expertise. Even without these limitations,…