Relevant bibliographies by topics / Scratch programming

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Scratch programming'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Scratch programming"

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Yildiz, Serife Nur, Alev Ates Cobanoglu, and Tarik Kisla. "Development of the ICT Teachers’ Perceptions of the Contribution of Scratch Program to Programming Instruction Scale." International Journal of Computer Science Education in Schools 4, no. 1 (2020): 53–71. http://dx.doi.org/10.21585/ijcses.v4i1.59.

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Scratch which is one of the block-based software for facilitating programming teaching is commonly used for beginners of learning programming. However, there is a lack of studies about the perceptions of information and communication technologies (ICT) teachers regarding the contributions of this visual programming language. Therefore, this study deals with developing a scale for measuring ICT teachers’ perceptions based on unified theory of acceptance and use of technology (UTAUT) about Scratch’s contributions in teaching programming. The sample of the study includes 265 ICT teachers from Tur
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Yuan, Li, Tao Niu, and Zhiping Li. "Study on Teaching Strategies of Scratch Programming in Elementary Schools based on Deep Learning Theory." BCP Social Sciences & Humanities 20 (October 18, 2022): 573–77. http://dx.doi.org/10.54691/bcpssh.v20i.2398.

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Scratch programming software uses block building instead of code input, which effectively reduces the difficulty of programming. This paper discusses how to use deep learning theory to improve the teaching effect of Scratch programming, and proposes some effective Scratch programming teaching strategies based on deep learning, which can provide reference for front-line Scratch programming teachers.
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Iskrenovic-Momcilovic, Olivera. "Pair programming with scratch." Education and Information Technologies 24, no. 5 (2019): 2943–52. http://dx.doi.org/10.1007/s10639-019-09905-3.

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Dewi, Evi Rosyani, Dewinta Sari, and Nakeisha Diza Zulfikar. "Scratch as an Optimal Learning Media in Microlearning." Journal of English Education and Teaching 9, no. 1 (2025): 61–67. https://doi.org/10.33369/jeet.9.1.61-67.

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In the contemporary digital age, conventional pedagogical practices are transforming the microlearning approach, which disseminates content in discrete units to facilitate enhanced comprehension among learners. This article examines the potential of Scratch as an educational tool that can be employed to support the microlearning approach. Scratch is a block-based visual programming platform designed to facilitate beginners' learning of programming interactively. The utilization of Scratch across a range of educational levels has been demonstrated to enhance students' motivation, active engagem
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Chun, Seok-Ju, Yunju Jo, and Seungmee Lee. "The Effect of Programming Classes with Tangible Scratch Blocks on the Programming Interest of 6th Grade Elementary School Students." International Journal of Information and Education Technology 11, no. 9 (2021): 405–9. http://dx.doi.org/10.18178/ijiet.2021.11.9.1542.

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In this paper, we introduce an original, classroom-based approach for teaching Scratch programming to 6th grade elementary school students. Scratch is a programming language that involves assembling icon-based command blocks. It was designed to avoid the complex syntax errors seen in other programming languages, making it especially accessible for younger learners. While Scratch does provide a visual programming environment in which potentially just about anyone can learn to read and write programming code, there can still be a reduced overall interest in learning programming, because younger
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Hansun, Seng. "Scratch Pemrograman Visual untuk Semuanya." Jurnal ULTIMA InfoSys 5, no. 1 (2014): 41–48. http://dx.doi.org/10.31937/si.v5i1.218.

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In this modern era, the need to have a more tinkerable, more meaningful, and more social programming language has arisen. One of the programming environments that catch up with this issue is Scratch. In this paper, the author tries to explain Scratch as a visual programming language, its’ basic concepts, and its’ implementations. As an example, one interactive game that has been built using Scratch is shown at the end of this paper.
 Index terms - game, Scratch, visual programming.
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Rifai, Sitti Najmia, Budi Wijaya Rauf, Muhammad Akbar Yasin, Muhammad Irwan Syahib, and Ilcham Ilcham. "Pengenalan Visualisasi Programming untuk Membuka Pintu Kecerdasan Teknologi Anak SD Pesisir." ANOA: Jurnal Pengabdian Masyarakat Fakultas Teknik 2, no. 01 (2023): 38–43. http://dx.doi.org/10.51454/anoa.v2i01.370.

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Increasing technological intelligence in elementary school children is a necessity in this digital era. Therefore, this research explores the application of programming visualization using the Scratch application as an innovative method in supporting programming learning for elementary school children. Through a visual programming block approach, Scratch provides a fun and intuitive learning experience, helping children to develop an understanding of basic programming concepts. This study involved a group of elementary school children as participants, and tracked the development of their under
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Yunus Anis, Yunus, Artin Bayu Mukti, and Sri Mulyani. "Perancangan Game Sederhana Perancangan Game Sederhana Menggunakan Scratch Programming Sebagai Media Pembelajaran Visual Bagi Anak Usia Dini." Bulletin of Information Technology (BIT) 4, no. 3 (2023): 320–27. http://dx.doi.org/10.47065/bit.v4i3.769.

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This study aims to design a simple game using Scratch Programming as a visual programming language learning media for early childhood. This article describes the implementation stages of game design and the evaluation of learning media carried out. The literature review reviews the advantages of Scratch Programming as a learning medium for children and previous related research. In the implementation of game design, game concepts are designed using Scratch Programming, and simple game examples are generated. Evaluation of learning media is carried out to collect evaluation data from participan
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Lazebna, Nataliia, Yuliya Fedorova, and Mariia Kuznetsova. "SCRATCH LANGUAGE OF PROGRAMMING VS ENGLISH LANGUAGE: COMPARING MATHEMATICAL AND LINGUISTIC FEATURES." EUREKA: Physics and Engineering 6 (November 30, 2019): 34–42. http://dx.doi.org/10.21303/2461-4262.2019.00982.

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This paper focuses on Scratch language of programming and traces its math and linguistic features. From a complex consideration about Scratch language programming in linguistic paradigm, focusing on structural, semantic and syntactic features and logic of its narration, this research attempts to clarify specifics of the language and correlate it with the English language features. Global integration of ideas and sciences underline the crucial importance of programming and language conglomerate. Human-computer interfaces, software systems, and development of various programming languages depend
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Nataliia, Lazebna, Fedorova Yuliya, and Kuznetsova Mariia. "SCRATCH LANGUAGE OF PROGRAMMING VS ENGLISH LANGUAGE: COMPARING MATHEMATICAL AND LINGUISTIC FEATURES." EUREKA: Physics and Engineering 6 (November 30, 2019): 34–42. https://doi.org/10.21303/2461-4262.2019.00982.

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This paper focuses on Scratch language of programming and traces its math and linguistic features. From a complex consideration about Scratch language programming in linguistic paradigm, focusing on structural, semantic and syntactic features and logic of its narration, this research attempts to clarify specifics of the language and correlate it with the English language features. Global integration of ideas and sciences underline the crucial importance of programming and language conglomerate. Human-computer interfaces, software systems, and development of various programming languages depend
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Dissertations / Theses on the topic "Scratch programming"

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Gregg, Elizabeth A. "Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638178.

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<p>Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that in
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Gregg, Elizabeth Anne. "Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/199.

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Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorpora
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Beug, Anne. "Teaching Introductory Programming Concepts: A Comparison of Scratch and Arduino." DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/778.

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Computing has become an integral part of modern America. The Bureau of Labor Statistics estimates that between 2008 and 2018, the United States will have 1.4 million job openings in computing fields [1]. Since the early 2000's (just after the "dot com bust"), the number of students enrolled in computing majors (Computer Science, Computer Engineering, etc.) dropped precipitously by over 50%, only starting to rise again in 2009 [2]. One way to rectify to this gap between demand and supply is to start training students in computational thinking during high school. While the Computer Science Advan
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Long, Xingyu. "Understanding Common Scratch Programming Idioms and Their Impact on Project Remixing." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/103475.

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As Scratch has become one of the most popular educational programming languages, understanding its common programming idioms can benefit both computing educators and learners. This understanding can fine-tune the curricular development to help learners master the fundamentals of writing idiomatic code in their programming pursuits. Unfortunately, the research community's understanding of what constitutes idiomatic Scratch code has been limited. To help bridge this knowledge gap, we systematically identified idioms as based on canonical source code, presented in widely available educational mat
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Graves, Christopher Marten-Ellis. "Scratching with all your fingers : exploring multi-touch programming in Scratch." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91816.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 79-80).<br>Since the introduction of the iPhone in 2007, many millions of people have used a multi-touch interface; but, due to the inaccessibility of most tablet software development kits, very few of these people have ever developed their own multi-touch interactions. This thesis discusses the challenges in developing a toolkit that allows novices to easily make simple touch-interactive
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Rosado, Nuno Fernando Franco. "Estratégias de aprendizagem da programação na educação básica e secundária: um estudo exploratório com recurso ao método de "pair programming"." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/30146.

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O presente relatório surge no âmbito da Prática de Ensino Supervisionada do curso de Mestrado em Ensino de Informática da Universidade de Évora e foi realizado na escola Secundária/3 Rainha Santa Isabel. A programação continua a ser vista como algo complexo e inatingível para a maioria das pessoas. Além disso, os docentes têm evidenciado algumas dificuldades no ensino da mesma, devido à escolha incorreta do método de ensino e à falta de capacidade para integrar os conceitos do pensamento computacional na sua planificação. No que concerne à investigação quase experimental, foi possível observar
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Olsson, Julia, and Amanda Tholin. "Blockprogrammering i matematikämnet : En litteraturöversikt om visuell programmering i årskurs F-6." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43593.

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Elever i Sverige ska från och med höstterminen 2018 lära sig programmering och det är nu ett obligatoriskt område i det centrala innehållet i matematikämnet. Programmering är ett outforskat område för många verksamma matematiklärare som menar att de inte har tillräcklig kompetens och kunskap för att undervisa om det. Denna litteraturstudie syftar därför, till att genom didaktisk forskning, beskriva visuell blockbaserad programmering i matematikundervisningen då elever i årskurs 4-6 ska erbjudas möjligheten att arbeta med visuella programmeringsmiljöer. I resultatdelen presenteras undervisnings
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Khawas, Prapti Prakash. "An Exploratory Study of the Remixing Practices in the Scratch Programming Community: Trends, Causalities, and Influences." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/89934.

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One of the greatest achievements of Scratch as an educational tool is the eager willingness of programmers to use existing projects as the starting point for their own projects, a practice known as remixing. Despite the importance of remixing as a foundation of collaborative and communal learning, the practice remains poorly understood. Without a clear picture of how and why Scratch programmers remix a project as a starting point of their own projects, this programming community would remain in the dark about which programming practices encourage and facilitate remixing. The designers of progr
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Bressan, Manuelle Lopes Quintas. "Scratch! um estudo de caso." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2713.

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O estudo objetivou analisar como e se um Ambiente Visual de Programação pode contribuir apoiando os processos criativos de adolescentes, sendo uma ferramenta auxiliar para a aprendizagem pela solução de problemas, incitando novas formas de utilização das TIC na educação. O presente estudo justifica-se pela necessidade de aprofundar as questões relacionadas ao uso das TIC pelos docentes da Educação Básica e não apenas o uso de projetores e vídeos para substituir o quadro de giz, ou ferramentas de pesquisa em sites de busca apenas para transmitir informações de maneira a privilegiar as metodolog
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Hjorth, Maria. "Strengths and weaknesses of a visual programming language in a learning context with children." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209241.

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In a world where computers are a part of most people's everyday life, learning how to instruct one to perform time consumingand/or complex tasks is beneficial. Visual programming languages aim to make the experience for people programmingcomputers the best it can be by bypassing some of the issues of syntax and translation from mental plan to executable program. However, text-based languages come out on top when it comes to the programming languages most used. This paper aims at finding the strengths and weaknesses of teaching a visual programming language to novices in order to contribute to
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Books on the topic "Scratch programming"

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Ford, Jerry Lee. Scratch programming for teens. Course Technology, 2009.

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Gabriel, Oancea, ed. Visual Basic 6 from scratch. Que, 1999.

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Staff, Project Lead. Super Scratch Programming Adventure! (Scratch 3). No Starch Press, Incorporated, 2019.

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X Window Programming From Scratch (From Scratch). Que, 2000.

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Sweigart, Al. Scratch Programming Playground, 2nd Edition (Scratch 3). No Starch Press, Incorporated, 2020.

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Programming from Scratch - Paperback. PSIpress, 2011.

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Potopahin, V. Modern programming from scratch! Book on Demand Ltd., 2018.

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Scratch programming for teens. Course Technology, 2008.

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Morris, Mike. Scratch Programming: An in-Depth Tutorial on Scratch Programming for Beginners. Independently Published, 2019.

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Milonovich, Brandon. Scratch Cookbook. Packt Publishing, Limited, 2013.

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Book chapters on the topic "Scratch programming"

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Hodges, Jason Lee. "Programming Paradigms." In Software Engineering from Scratch. Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-5206-2_10.

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Cohen, Edward. "Back to scratch." In Programming in the 1990s. Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4613-9706-9_13.

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Kurniawan, Agus. "Visual Programming with Scratch." In Raspbian OS Programming with the Raspberry Pi. Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-4212-4_5.

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Watkiss, Stewart. "Starting with the Basics: Programming with Scratch." In Learn Electronics with Raspberry Pi. Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-1898-3_3.

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Vaníček, Jiří. "Programming in Scratch Using Inquiry-Based Approach." In Lecture Notes in Computer Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25396-1_8.

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Moros, Sílvia, Luke Wood, Ben Robins, Kerstin Dautenhahn, and Álvaro Castro-González. "Programming a Humanoid Robot with the Scratch Language." In Robotics in Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26945-6_20.

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Marques, António, Carina Guimarães, and Ana Salgado. "Scratch 3 – Beginners Programming Course in 3rd Year of Primary School." In Innovation, Engineering and Entrepreneurship. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91334-6_160.

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Černochová, Miroslava, Hasan Selcuk, and Ondřej Černý. "Factors Influencing Lower Secondary School Pupils’ Success in Programming Projects in Scratch." In Informatics in Schools. Engaging Learners in Computational Thinking. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63212-0_10.

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Chang, Ching, Yu-Ling Lin, and Chih-Kai Chang. "Using Visual Programming Language for Remedial Instruction: Comparison of Alice and Scratch." In Advances in Web-Based Learning – ICWL 2013. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41175-5_23.

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Lye, Sze Yee, and Joyce Hwee Ling Koh. "Case Studies of Elementary Children’s Engagement in Computational Thinking Through Scratch Programming." In Computational Thinking in the STEM Disciplines. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93566-9_12.

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Conference papers on the topic "Scratch programming"

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Dai, Wan-Juan, Ming-Chaun Li, Chih-Ming Chen, and Ming-Yan Huang. "Empowering Elementary Students' Scratch Programming Skills Through a Jigsaw Collaborative Learning Method in a Metaverse Virtual Space." In 2024 16th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2024. http://dx.doi.org/10.1109/iiai-aai63651.2024.00036.

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Meerbaum-Salant, Orni, Michal Armoni, and Mordechai Ben-Ari. "Habits of programming in scratch." In the 16th annual joint conference. ACM Press, 2011. http://dx.doi.org/10.1145/1999747.1999796.

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Förster, Klaus-Tycho. "Programming in Scratch and Mathematics." In SIGITE/RIIT '15: The 16th Annual Conference on Information Technology Education and the 4th Annual Conference on Research in Information Technology. ACM, 2015. http://dx.doi.org/10.1145/2808006.2809636.

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Kesselbacher, Max, and Andreas Bollin. "Discriminating Programming Strategies in Scratch." In WiPSCE'19: 14th Workshop in Primary and Secondary Computing Education. ACM, 2019. http://dx.doi.org/10.1145/3361721.3361727.

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Nurue, Herart Dominggus. "Enhancing Scratch Programming with Autograding." In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. ACM, 2024. http://dx.doi.org/10.1145/3626253.3635407.

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Dasgupta, Sayamindu, Shane M. Clements, Abdulrahman Y. Idlbi, Chris Willis-Ford, and Mitchel Resnick. "Extending Scratch: New pathways into programming." In 2015 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2015. http://dx.doi.org/10.1109/vlhcc.2015.7357212.

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Arnold, Jason, Heather Bort, Ryan Naugle, Casey O'Hare, and Dennis Brylow. "Multi-Track Programming Competitions with Scratch." In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. ACM, 2016. http://dx.doi.org/10.1145/2839509.2844634.

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Arnold, Jason, Heather Bort, Ryan Naugle, Casey O'Hare, and Dennis Brylow. "Multi-track programming competitions with Scratch." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296508.

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Wang, Zirui, and Amber Wagner. "Evaluating a Tactile Approach to Programming Scratch." In the 2019 ACM Southeast Conference. ACM Press, 2019. http://dx.doi.org/10.1145/3299815.3314464.

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Wasim Malik, Annas, Syed Junaid Ali, Syed Farooq Ali, and Ali Sheharyar. "How to Learn Dynamic Programming from Scratch?" In 2021 Innovation and New Trends in Engineering, Science and Technology Education Conference (IETSEC). IEEE, 2021. http://dx.doi.org/10.1109/ietsec51476.2021.9440505.

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