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Programming in the wild: trends in youth computational participation in the online scratch community

Programming in the wild: trends in youth computational participation in the online scratch community WiPSCE 2014 Research Papers Programming in the Wild: Trends in Youth Computational Participation in the Online Scratch Community Deborah A. Fields Utah State University 2830 Old Main Hill Logan, UT 84321 +1 (435) 797-0571 Michael Giang Mount St. Mary's College 12001 Chalod Rd. Los Angeles, CA 90049 +1 (310) 954-4157 Yasmin Kafai University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 +1 (215) 746-3468 deborah.fields@usu.edu mgiang@msmc.la.edu kafai@upenn.edu ABSTRACT Most research in primary and secondary computing education has focused on understanding learners within formal classroom communities, leaving aside the growing number of promising informal online programming communities where young learners contribute, comment, and collaborate on programs. In this paper, we examined trends in computational participation in Scratch, an online community with over 1 million registered youth designers primarily 11-18 years of age. Drawing on a random sample of 5,000 youth programmers and their activities over three months in early 2012, we examined the quantity of programming concepts used in projects in relation to level of participation, gender, and account age of Scratch programmers. Latent class analyses revealed four unique groups of programmers. While there was no significant link between level of online participation, ranging from low to high, and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Programming in the wild: trends in youth computational participation in the online scratch community

Association for Computing Machinery — Nov 5, 2014

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Datasource
Association for Computing Machinery
Copyright
Copyright © 2014 by ACM Inc.
ISBN
978-1-4503-3250-7
doi
10.1145/2670757.2670768
Publisher site
See Article on Publisher Site

Abstract

WiPSCE 2014 Research Papers Programming in the Wild: Trends in Youth Computational Participation in the Online Scratch Community Deborah A. Fields Utah State University 2830 Old Main Hill Logan, UT 84321 +1 (435) 797-0571 Michael Giang Mount St. Mary's College 12001 Chalod Rd. Los Angeles, CA 90049 +1 (310) 954-4157 Yasmin Kafai University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 +1 (215) 746-3468 deborah.fields@usu.edu mgiang@msmc.la.edu kafai@upenn.edu ABSTRACT Most research in primary and secondary computing education has focused on understanding learners within formal classroom communities, leaving aside the growing number of promising informal online programming communities where young learners contribute, comment, and collaborate on programs. In this paper, we examined trends in computational participation in Scratch, an online community with over 1 million registered youth designers primarily 11-18 years of age. Drawing on a random sample of 5,000 youth programmers and their activities over three months in early 2012, we examined the quantity of programming concepts used in projects in relation to level of participation, gender, and account age of Scratch programmers. Latent class analyses revealed four unique groups of programmers. While there was no significant link between level of online participation, ranging from low to high, and

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