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Skill Progression Demonstrated by Users in the Scratch Animation Environment.

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Title: Skill Progression Demonstrated by Users in the Scratch Animation Environment.
Authors: Scaffidi, Christopher1 (AUTHOR) cscaffid@eecs.oregonstate.edu, Chambers, Christopher1 (AUTHOR)
Source: International Journal of Human-Computer Interaction. Jun2012, Vol. 28 Issue 6, p383-398. 16p. 1 Color Photograph, 1 Diagram, 3 Charts, 6 Graphs.
Subjects: Scratch (Computer program language), Computer-generated imagery, Websites, Internet users, Ability
Abstract: The Scratch environment exemplifies a tool+community approach to teaching elementary programming skills, as it includes a website where users can publish, discuss, and organize animations that are programs. To explore this environment's effectiveness for helping people to develop programming skills, a quantitative analysis of 250 randomly selected users' data, including more than 1,000 of their animations, was performed. Skill based on 4 models that had proven useful in prior empirical studies was measured. Overall, mixed results about the environment's effectiveness were found. Among users who do not drop out, an increasing progression in social skills was found. However, an extremely high drop-out rate was also observed. Moreover, a flat or decreasing level of demonstrated skill was observed on virtually every measure. These results call into question whether simply combining an animation tool and an online community is sufficient for keeping people engaged long enough to learn elementary programming skills. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: Skill Progression Demonstrated by Users in the Scratch Animation Environment.
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  Data: <searchLink fieldCode="AR" term="%22Scaffidi%2C+Christopher%22">Scaffidi, Christopher</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cscaffid@eecs.oregonstate.edu</i><br /><searchLink fieldCode="AR" term="%22Chambers%2C+Christopher%22">Chambers, Christopher</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Human-Computer+Interaction%22">International Journal of Human-Computer Interaction</searchLink>. Jun2012, Vol. 28 Issue 6, p383-398. 16p. 1 Color Photograph, 1 Diagram, 3 Charts, 6 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Scratch+%28Computer+program+language%29%22">Scratch (Computer program language)</searchLink><br /><searchLink fieldCode="DE" term="%22Computer-generated+imagery%22">Computer-generated imagery</searchLink><br /><searchLink fieldCode="DE" term="%22Websites%22">Websites</searchLink><br /><searchLink fieldCode="DE" term="%22Internet+users%22">Internet users</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink>
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  Group: Ab
  Data: The Scratch environment exemplifies a tool+community approach to teaching elementary programming skills, as it includes a website where users can publish, discuss, and organize animations that are programs. To explore this environment's effectiveness for helping people to develop programming skills, a quantitative analysis of 250 randomly selected users' data, including more than 1,000 of their animations, was performed. Skill based on 4 models that had proven useful in prior empirical studies was measured. Overall, mixed results about the environment's effectiveness were found. Among users who do not drop out, an increasing progression in social skills was found. However, an extremely high drop-out rate was also observed. Moreover, a flat or decreasing level of demonstrated skill was observed on virtually every measure. These results call into question whether simply combining an animation tool and an online community is sufficient for keeping people engaged long enough to learn elementary programming skills. [ABSTRACT FROM AUTHOR]
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  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10447318.2011.595621
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      – SubjectFull: Computer-generated imagery
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