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Supporting Debugging Skills: Using Embodied Instructions in Children’s Programming Education PROCEEDING

, , , , Teachers College, Columbia University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study focuses on the effects of different embodied instructions on young children’s debugging performance and self-efficacy in ScratchJr, a block-based iPad programming language. Students were asked to practice how to detect errors and fix coding in a pre-coding activity with different types of embodiment and then moved onto a pre-programmed debugging task on the iPad. Findings showed that both full and low embodiment groups outperformed the control group. Low embodiment group preferred deleting and rewriting as a debugging strategy and tended to have higher self-efficacy in the computer usage. This study provides an example of effective instructions in programming education to teach young children how to cope with errors and have confidence in their problem-solving ability.

Citation

Ahn, J.H., Mao, Y., Sung, W. & Black, J.B. (2017). Supporting Debugging Skills: Using Embodied Instructions in Children’s Programming Education. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 19-26). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2017 from .