Learning to program in a constructionist way

Michael Lodi, Alma Mater Studiorum – Università di Bologna, Italy
Dario Malchiodi, Mattia Monga, Anna Morpurgo,  Università degli Studi di – Milano, Italy
Bernadette Spieler, Graz University of Technology, Austria

ABSTRACT
Although programming is often seen as a key element of constructionist approaches, the research on learning to program through a constructionist strategy is somewhat limited, mostly focusing on how to bring the abstract and formal nature of programming languages into “concrete” or even tangible objects, graspable even by children with limited abstraction power. However, in order to enable constructionism in programming several challenges must be addressed. One of the crucial diffi culties for novice programmers is to understand the complex relationship between the program itself (the text of the code) and the actions that take place when the program is run by the interpreter. Continue reading “Learning to program in a constructionist way”

Rock bottom, the world, the sky: Catrobat, an extremely large-scale and long-term visual coding project relying purely on smartphones

Kirshan Kumar Luhana, Matthias Mueller, Christian Schindler, Wolfgang Slany, Bernadette Spieler
Institute of Software Technology, Graz University of Technology, Austria

Abstract

Most of the 700 million teenagers everywhere in the world already have their  own smartphones, but comparativelyfew of them have access to PCs, laptops, OLPCs, Chromebooks, or tablets. The free open source non-profit project Catrobat allows users to create and publish their own apps using only their smartphones. Initiated in 2010, with first public versionsof our free appssince 2014 and47releases of the main coding app as of July 2018, Catrobatcurrently has more than 700,000 users from180 countries,is available in 50+ languages, and has been developed so far by almost1,000 volunteers from around the world(“the world”). Continue reading “Rock bottom, the world, the sky: Catrobat, an extremely large-scale and long-term visual coding project relying purely on smartphones”

Game Development-Based Learning Experience: Gender Differences in Game Design

Bernadette Spieler, Wolfgang Slany
Graz University of Technology, Graz, Austria
bernadette.spieler@ist.tugraz.at
wolfgang.slany@tugraz.at

Abstract: Learning theories emphasize the importance of intrinsic and extrinsic motivators in curricula, and games are a promising way to provide both while constructing the game and presenting or sharing it in public or with a community. New technologies and the emerging mobile gaming sector further the case that learning should be promoted everywhere and anytime Continue reading “Game Development-Based Learning Experience: Gender Differences in Game Design”

Female Teenagers and Coding: Create Gender Sensitive and Creative Learning Environments

Bernadette Spieler, bernadette.spieler@ist.tugraz.at
Institute of Software Technology, Graz University of Technology, Austria
Wolfgang Slany, wolfgang.slany@tugraz.at
Institute of Software Technology, Graz University of Technology, Austria

Abstract

The number of women in technical fields is far below the average number of males, especially in developed countries. Gender differences in STEM are already present in secondary schools in students aged between 12 to 15 years. It is during this intermediate female adolescence that girls begin to make Continue reading “Female Teenagers and Coding: Create Gender Sensitive and Creative Learning Environments”

Evaluation of Game Templates to support Programming Activities in Schools

Bernadette Spieler, Christian Schindler, Wolfgang Slany, Olena Mashkina, María Eugenia Beltrán, Helen Boulton, David Brown

Abstract

 Game creation challenges in schools potentially provide engaging, goal-oriented, and interactive experiences in classes; thereby supporting the transfer of knowledge for learning in a fun and pedagogic manner. A key element of the ongoing European project No One Left Behind (NOLB) is to integrate a game-making teaching framework (GMTF) into the educational app Pocket Code. Pocket Code

Continue reading “Evaluation of Game Templates to support Programming Activities in Schools”

App Creation in Schools for different Curricula Subjects – Lessons Learned

Bernadette Spieler, Christian Schindler, Wolfgang Slany, Olena Mashkina
Graz University of Technology, Austria

Abstract

The next generation of jobs will be characterized by an increased demand for people with computational and problem solving skills. In Austria, computer science topics are underrepresented in school curricula hence teaching time for these topics is limited.

Continue reading “App Creation in Schools for different Curricula Subjects – Lessons Learned”

Improving Pocket Paint Usability via Material Design Compliance and Internationalization & Localization Support on Application Level

AYYAL AWWAD; A.M.; SCHINDLER, C., KUMAR LUHANA, K., ALI, Z., AND SPIELER, B.

Abstract

This paper discusses the implementation of Google’s Material Design guidelines, internationalization, and localization for mobile applications in the case of Pocket Paint, an Android painting application. The intended goal of this redesign is to broaden the user base by improving overall usability and supporting right-to-left written languages

Continue reading “Improving Pocket Paint Usability via Material Design Compliance and Internationalization & Localization Support on Application Level”

Pocket Code: A mobile App for Game Jams To Facilitate Classroom Learning through Game Creation

Spieler, A. Petri, C. Schindler, W. Slany, ME. Beltran, H. Boulton,Gaeta, J. Smith

Abstract

Game jams are a way to create games under fast-paced conditions and certain constraints . The increase in game jam events all over the world, their engaging and creative nature, with the

Continue reading “Pocket Code: A mobile App for Game Jams To Facilitate Classroom Learning through Game Creation”

The Role of Game Jams in developing Informal Learning of Computational Thinking: a cross-European Case Study

Boulton, B. Spieler, A. Petri, C. Schindler, W. Slany, ME. Beltran

Abstract

This paper will present a cross-European experience of game jams as part of a Horizon 2020 funded project: No-one Left Behind (NOLB). The NOLB project was created to unlock inclusive gaming creation

Continue reading “The Role of Game Jams in developing Informal Learning of Computational Thinking: a cross-European Case Study”