Scratch vs. Karel

impact on learning outcomes and motivation

Alexander Ruf, Andreas Mühling, Peter Hubwieser

Publikationsdatum: 01.10.2014

Zu finden in: WiPSCE 2014 (Seite 50 bis 59), 2014

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Abstracts

In diesem Beitrag wird der Einsatz einer textorientierten Programmierumgebung (Karol) mit einer grafischen Programmierumgebung (Scratch) verglichen. Während bei der Motivation die grafische Programmierumgebung eindeutig besser ist, lassen sich beim Lernerfolg und der Selbsteinschätzung der Schülerinnen und Schüler keine so klaren Unterschiede finden. Die Scratch-SchülerInnen schnitten zwar im Post-Test besser ab als die Karol-SchülerInnen, nahmen sich selbst aber nicht als kompetenter wahr.

From Beat Döbeli Honegger, saved in Beats Biblionetz on 01.04.2015

The first result that we want to discuss concerns the students' perception of their programming environment. From the data above, it seems like Scratch is the clear winner. The Scratch class has a significantly higher value on the sub scale of interest/enjoyment regarding their intrinsic motivation. Also, they are giving a better grade to the programming environment than the Karol class. This result in itself is not very surprising, as - in contrast to Karol - Scratch is specifically designed to foster fun in programming [27]. It is interesting, however, that the grades given to the subject itself do not seem to be influenced by the programming environment, as there are no significant differences between the two classes.

From Alexander Ruf, Andreas Mühling, Peter Hubwieser im Konferenz-Band WiPSCE 2014 in the text Scratch vs. Karel (2014)

This paper presents the results of an experiment regarding the effects of using one of two different programming environments in secondary schools. Both "Scratch" and "Karel the Robot" have been successfully used in these settings previously. These two environments are also representative for two classes of programming environments for beginners. One is more graphically oriented and may therefore alleviate the steep learning curve of programming while the other is text-based and therefore more akin to "real" programming. Also, one places more emphasis on the visualization of program structure and the other emphasizes visualizing program flow.
The experiment has been conducted in parallel in two school classes, each using one of the two approaches. The abilities of the students were tested before and after the experiment as well as their intrinsic motivation and the perceived self-regulation. The results show, that the class using Scratch has higher intrinsic motivation and performs better, however the Karel class shows a higher identified regulation.

From Alexander Ruf, Andreas Mühling, Peter Hubwieser im Konferenz-Band WiPSCE 2014 in the text Scratch vs. Karel (2014)

Comments

Ein Argument für grafische Programmierumgebungen zur Einführung ins Programmieren bei Kindern und Jugendlichen.

From Beat Döbeli Honegger, saved in Beats Biblionetz on 01.04.2015

This conference paper mentions...

Personen
KB IB clear

Michal Armoni , Mordechai Ben-Ari , Joe Bergin , Karen Brennan , Kim B. Bruce , Peter Brusilovsky , Duane Buck , Quinn Burke , Eduardo Calabrese , Gail Chapman , Evelyn Eastmond , Brendan Foreman , Joanna Goode , Peter Hubwieser , Jozef Hvorecky , Yasmin B. Kafai , Caitlin Kelleher , Michael Kölling , Anatoly Kouchnirenko , Henry H. Leitner , Colleen M. Lewis , David J. Malan , John Maloney , John H. Maloney , Orni Meerbaum-Salant , Philip Miller , Amon Millner , Andrés Monroy-Hernández , Andreas Mühling , Richard E. Pattis , Randy Pausch , Kylie A. Peppler , Mitchel Resnick , Eric Rosenbaum , Natalie Rusk , Linda M. Seiter , Jay Silver , Brian Silverman , David J. Stucki

Fragen
KB IB clear

Welche Programmiersprache eignet sich für die Schule?Which programming language is suitable for school?

Begriffe
KB IB clear

blockbasierte Programmierumgebungen visual programming language , Informatik computer science , Informatik-Didaktik didactics of computer science , Informatik-Unterricht (Fachinformatik)Computer Science Education , Informatikunterricht in der Schule , Karel ,

Motivation

motivation ,

Programmieren

programming , Programmiersprachen programming languages ,

Scratch ,

turtle graphics ,

Visualisierung

visualization

Books

Year	Title	Requests	IB	OB	KB	LB
1981	Karel the Robot (Richard E. Pattis)	1, 7, 6, 5, 7, 7, 4, 8, 4, 1, 4, 3	23	3	3	734
2001	SIGCSE 2001 (Henry MacKay Walker, Renée McCauley, Judith L. Gersting, Ingrid Russell)	2, 2, 9, 7, 3, 1, 2, 5, 2, 6, 6, 3	6	245	3	372
2005	SIGCSE 2005 (Wanda Dann, Thomas L. Naps, Paul T. Tymann, Doug Baldwin)	6, 6, 4, 6, 11, 1, 1, 10, 2, 10, 6, 2	13	323	2	417
2007	SIGCSE 2007 (Ingrid Russell, Susan M. Haller, J. D. Dougherty, Susan H. Rodger)		32	343	0	0
2008	SIGCSE 2008 (J. D. Dougherty, Susan H. Rodger, Sue Fitzgerald, Mark Guzdial)	4, 7, 10, 3, 1, 1, 1, 11, 1, 8, 5, 4	31	346	4	441
2009	SIGCSE 2010 (Gary Lewandowski, Steven A. Wolfman, Thomas J. Cortina, Ellen Lowenfeld Walker)	5, 4, 3, 8, 13, 1, 2, 10, 2, 7, 5, 1	36	364	1	479
2011	ITiCSE 2011 (Guido Rößling, Thomas L. Naps, Christian Spannagel)	6, 7, 9, 2, 4, 5, 4, 9, 1, 8, 12, 9	64	324	9	2963
2011	ICER 2011 (Kate Sanders, Michael E. Caspersen, Alison Clear)	6, 1, 5, 5, 8, 3, 1, 8, 3, 3, 7, 4	22	58	4	410
2012	SIGCSE 2012 (Laurie A. Smith King, David R. Musicant, Tracy Camp, Paul T. Tymann)	6, 8, 14, 8, 1, 2, 2, 18, 4, 15, 12, 8	47	610	8	593
2013	Computer Science Education 3/2013	3, 2, 3, 5, 6, 11, 4, 7, 1, 4, 4, 4	26	42	4	566
2013	ICER 2013 (Beth Simon, Alison Clear, Quintin I. Cutts)	5, 2, 4, 7, 11, 2, 2, 7, 3, 5, 13, 8	53	131	8	574
2014	SIGCSE 2014 (J. D. Dougherty, Kris Nagel, Adrienne Decker, Kurt Eiselt)	3, 3, 9, 11, 4, 2, 3, 17, 2, 10, 9, 6	55	591	6	578

Texts

Year	Title	Requests	IB	OB	KB	LB
1997	Mini-languages (Peter Brusilovsky, Eduardo Calabrese, Jozef Hvorecky, Anatoly Kouchnirenko, Philip Miller)	2, 5, 4, 6, 7, 6, 4, 7, 4, 5, 5, 2	12	13	2	730
2001	JKarelRobot (Duane Buck, David J. Stucki)		1	5	0	0
2005	Lowering the barriers to programming (Caitlin Kelleher, Randy Pausch)	4, 3, 7, 9, 1, 1, 2, 11, 4, 5, 4, 5	49	17	5	717
2005	Objects-early tools (Joe Bergin, Kim B. Bruce, Michael Kölling)		1	4	0	0
2007	Scratch for budding computer scientists (David J. Malan, Henry H. Leitner)		7	4	0	0
2008	Programming by choice (John H. Maloney, Kylie A. Peppler, Yasmin B. Kafai, Mitchel Resnick, Natalie Rusk)		12	4	0	0
2009	Scratch: Programming for All (Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin B. Kafai)	3, 6, 30, 2, 2, 1, 6, 12, 4, 3, 9, 6	88	28	6	1044
2010	How programming environment shapes perception, learning and goals (Colleen M. Lewis)	3, 7, 14, 4, 1, 1, 1, 8, 3, 4, 3, 2	21	10	2	431
2011	Habits of programming in scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari)	2, 2, 8, 10, 1, 2, 5, 11, 5, 2, 11, 4	30	10	4	742
2011	What students (should) know about object oriented programming (Peter Hubwieser, Andreas Mühling)	1, 2, 4, 3, 3, 7, 5, 2, 2, 2, 4, 1	1	3	1	197
2012	The writers' workshop for youth programmers (Quinn Burke, Yasmin B. Kafai)		5	5	0	0
2013	Learning computer science concepts with Scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari)	5, 6, 4, 6, 19, 3, 3, 9, 3, 2, 4, 4	24	35	4	604
2013	Modeling the learning progressions of computational thinking of primary grade students (Linda M. Seiter, Brendan Foreman)	4, 4, 6, 5, 2, 1, 1, 5, 3, 2, 6, 4	17	7	4	321
2014	Exploring computer science (Gail Chapman, Joanna Goode)		16	3	0	0

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10 References

Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, London, United Kingdom, November 9-11, 2015 (Judith Gal-Ezer, Sue Sentance, Jan Vahrenhold) (2015)
- A Pilot Computer Science and Programming Course for Primary School Students (Caitlin Duncan, Tim Bell) (2015)
- Design and First Results of a Psychometric Test for Measuring Basic Programming Abilities (Andreas Mühling, Alexander Ruf, Peter Hubwieser) (2015)
Informatische Bildung zum Verstehen und Gestalten der digitalen Welt - 17. GI-Fachtagung Informatik und Schule (Ira Diethelm) (2017)
- Herausforderung durch neue Programmierkonzepte in blockbasierten Programmiersprachen (Sven Jatzlau, Ralf Romeike)
Empowering learners with tools in CS education - Physical computing in secondary schools (Mareen Grillenberger, Ralf Romeike) (2018)
From Embedded Systems to Physical Computing - Challenges of the Digital World in Secondary Computer Science Education (Mareen Przybylla) (2018)
Impacts of Block-based Programming on Young Learners’ Programming Skills and Attitudes in the Context of Smart Environments (Mazyar Seraj) (2020)
ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
- What Do We Think We Think We Are Doing? - Metacognition and Self-Regulation in Programming (James Prather, Brett A. Becker, Michelle Craig, Paul Denny, Dastyni Loksa, Lauren E. Margulieux) (2020)
WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
- Learning to program - the gap between school world and everyday world (Gert Braune, Andreas Mühling) (2020)
- Learners' perspectives on block-based programming environments - code.org vs. scratch (Johannes Krugel, Alexander Ruf) (2020)
ibis 2/1 (2024)
- Robot Karol: Eine Grabrede (Tilman Michaeli) (2024)

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